I have spent some time trying to understand the MOOC business model, and yesterday Inside Higher Ed published one result, my 2000 word study of the Udacity-Georgia Tech contract, "Where are the Cost Savings?" … Yesterday afternoon, Udacity founder Sebastian Thrun blogged on the Georgia Tech deal and commented on some of the points of my article. … I haven't found Dr. Thrun's post so helpful about the numbers. But it does offer an important retrenchment in MOOC rhetoric.
In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
Internet delivered higher education is described by some in revolutionary terms, providing access to education for poor people or remote populations. In practice, though, the ‘unbundling’ of activities is advocated in order better to subject them to marketisation. John Holmwood argues that consultants advocating for the ‘unbundling’ of universities care not about widening inequality or providing students with employment opportunities, but rather with exploiting the potentially profitable ventures that may arise in the future.
"[Coursera, EdX and Udacity] have hand-picked their partnering institutions. Seventy percent of the universities are on the Times Higher Education top 200 World University Rankings 2012-2013. Eighty-two percent (82%) of Coursera's partners are in the Top200 University rankings compared with edX at 38.5% and Udacity at 60%. In the ranking's top 5, only the University of Oxford is not part of any of the 3 MOOC that we are looking at. I cant wait to see who will recruit it."
"EPIC 2020, stands for the proposition that the education of the world will change dramatically for the better during this decade. The two movies that follow and this site hope to provide tools that shatter the paradigm that the future will be anything like the past as well as facilitate discussion and accelerate actions to bring about the transformation of the education of the world."
Comment: published in May this year but missed by me then, the 10 minute video narrative starts by saying that in the year 2020 most colleges and universities no longer exist. A story unfolds that begins with the success of the Khan Academy and Udacity, that predicts that Apple buys Amazon ('AppleZone') to boost the iTunesU, to which Google reacts with providing access to services that 'know what you know' and on the basis thereof 'predict what you need to know". In 2020 this revolution - the domination of global education by Apple and Google is complete, all universities and colleges have gone, except for those who cater for the rich and compete on the quality of food and leisure they provide. Watch it, your 10 minutes are well spent! (peter sloep, @pbsloep)
Until last Wednesday, US-based learning platforms have led the development of MOOCs (Massive Open Online Courses). Together, those platforms, including Coursera, edX, and Udacity, serve an estimated 3 million learners worldwide with courses from a number of elite partner institutions, such as Harvard and MIT.
But now, in the same week in which edX announced a partnership with Google for the development of a new, open-source online learning system, the UK has launched its own – and its first-ever – MOOC platform: FutureLearn.
Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.
Among other topics, eLearning Papers 33 explores whether MOOCs may be a viable solution for education in developing countries and analyses the role of these emerging courses in the education system, especially in higher education. Furthermore, valuable examples from the field are presented, such as the quad-blogging concept and a game-based MOOC developed to promote entrepreneurship education.
This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions.
Many of the reported is not new for those who follow MOOC developments but it is worth reading e.g. for these conclusions:
"...there is a significant question for higher education institutions to address: are online teaching innovations, such as MOOCs, heralding a change in the business landscape that poses a threat to their existing models of provision of degree courses? [...] If this is the case, then the theory of disruptive
innovation suggests that there is a strong argument for establishing an autonomous business unit in order to make an appropriate response to these potentially disruptive innovations"
If they do that, they’ll see that digital learning needs to become much more mobile, personal and social. .. Mobile content, then, needs to be “bite-sized,” visually stimulating and interactive. … Taking a cue from Twitter and LinkedIn, education online also needs to do a better job leveraging peer interaction and collaboration. … mixes short videos and frequent assessments with facilitated group projects, asynchronous collaboration and innovative tools designed specifically to drive participation.
Indeed a misleading title and intro. After that it reads as a convincing look into the near future, where the best online learning experiences will be extremely expensive to produce and offered by commercial universities and publishers.
"How can we escape this new buzz about MOOCs, since the launch of Coursera? Is there anything else than the bubble effect created by the media that is part of the strategy itself? ... This massive commercial war on education is now launched and everyone is supposed to adopt a strategy to counter it, especially in Europe, and this is what theTimes Higher Education reports for England’s Futurelearn consortium ..."
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.