Open and online learning
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Open and online learning
Following the developments on MOOCs and online learning and their impact on higher education
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Waypoints in the MOOC Debates, Part III: The Udacity-Georgia Tech Contract | Christopher Newfield - Remaking the University

Waypoints in the MOOC Debates, Part III: The Udacity-Georgia Tech Contract | Christopher Newfield - Remaking the University | Open and online learning | Scoop.it

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.


Via Peter B. Sloep
verstelle's insight:

Important debat, about the $7000 online master in Computer Sciences, a cooperation between Georgia Tech and MOOC-producer Udacity. 

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Peter B. Sloep's curator insight, June 26, 2013 10:39 AM

What then follows is a list of five claims that Sebastian Thrun has made earlier and now significantly weakens or even gainsays. The most poignant one is Thrun's now six-months old claim reported in the Economist that in 50 years the world has room for 10 universities only. Others are about the zero-dollar marginal costs of MOOCs, their lack of need for human contact, Udacity's cheap infrastructure and the democratising effect MOOCs supposedly have because of their openness. Most importantly, the promised cost savings do not seem to be realised, although Thrun is silent about this. The authors don't blame him, after all he is a company CEO, but do blame public officials for entering into deals without fully knowing the financial implications. 

 

If the authors are right, public universities thus seem to be on the brink of selling out themselves to venture capital in the hope of making massive cost savings. They are backed or even forced by politicians to do so, who, no doubt  expect to gain political mileage from promising parents an elite university education for their children at low prices. However, as the authors show, there is little hope that  the promised savings will in fact materialise. What remains is that, in the process, public education has died at the hands of Silicon-Valley-inspired venture capitalists.  Guess who is going to pay for the damages. (@pbsloep)

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MOOCs and Open Education: Implications for Higher Education | Li Yuan & Stephen Powell - JISC CETIS publications

MOOCs and Open Education: Implications for Higher Education | Li Yuan & Stephen Powell - JISC CETIS publications | Open and online learning | Scoop.it

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. 


Via Peter B. Sloep
verstelle's insight:

Thorough report from the Brittish JISC/CETIS. 

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"

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suifaijohnmak's comment, March 25, 2013 9:43 AM
Hi Peter, As you said, we knew most of these already. Even then, this paper is still wonderful. I would however like to see more coverage on cMOOCs, as most of the current researches are still based on blog postings, and a few xMOOCs researches initiated and reported by the professors. I would also like to see more objective and evidence based learning that are consolidated from the xMOOCs. Here is my response post: http://suifaijohnmak.wordpress.com/2013/03/25/mooc-and-open-education/ I think the current trajectory is moving towards privatization and monetization where the "winners" take all. Would that be Coursera and or Udacity? I reckon Coursera is leading in xMOOCs.
Peter B. Sloep's comment, March 25, 2013 9:57 AM
You are right, pity that cMOOCs have not been included as their inclusion would have significantly widened the range of possible outcome scenarios. Still, in defence of the authors, I don't think they set out to cover cMOOCs as well as these are not seen as threatening to HE as it is now.
suifaijohnmak's comment, March 25, 2013 10:08 AM
Yes, I agreed fully with your view :)
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In 2020 most colleges and universities no longer exist | EPIC

"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)


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Peter B. Sloep's comment, November 11, 2012 1:21 AM
No, not really, but I am not sure either. Note that the commoditization of education is something that appeals to venture capitalists, see their funding of MOOC providers Udacity, Coursera. Also LMS providers (Blackboard) don't want to miss this boat. And then the parallel with the music, film and book industries is forceful, even though they rely much less on interaction than education does. Finally, note that Apple (iTunesU) Google (their MOOC platform, forgot the name) are already involved. Let's put it this way, if universities are in financial trouble because of dwindling funding through governments and private capital with deep pockets gets involved. Is their a way they can be stopped?
plerudulier's comment, November 11, 2012 4:31 AM
I'm been thinking about that myself especially after realizing that many of those MOOC evangelists were actually teachers themselves. Although I perfectly understand the interest for students wannabes to get access to education no matter their financial contraints as well the willingness of some teachers to share with as many as possible i couldn't help thinking that by doing so the latter were, in a way, sawing off the branch they sit on.
Peter B. Sloep's comment, November 11, 2012 6:04 AM
Sawing of the branch: yes, that is a recurring theme in the posts that scoop.it collects for me. Also, just today I read a story about a student who echoed what you say: what are you nagging about, this is a wonderful opportunity for students (although she acknowledges that it is not without dangers; see http://tiny.cc/povlnw
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The pedagogical foundations of massive open online courses | David G. Glance, Martin Forsey & Miles Riley - First Monday

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.


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Maria Persson's comment, May 26, 2013 9:00 PM
Appreciate your comments Paulo - insightful and provokes further thought. Thanks for the comment.
Peter B. Sloep's comment, May 31, 2013 6:46 AM
Great comment Paulo!
Hein Holthuizen's curator insight, September 29, 2013 3:27 AM

A great outcome for those who don't like travelling (not me) and want to train/teach those who are in need of knowledge they are able to give.

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MOOCs: Coursera, edX, Futurelearn and Udacity - University profiles | Justin Menard - LISTedTECH

MOOCs: Coursera, edX, Futurelearn and Udacity - University profiles | Justin Menard - LISTedTECH | Open and online learning | Scoop.it

With Coursera and edX both announced this week they are doubling the number of universities partners, I decided to update the data. I also added another MOOC: Futurelearn

One more thing that was added to the visualisation is the average University World Ranking by MOOCs.


Via Peter B. Sloep
verstelle's insight:

"[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."

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Top Free Classes's comment, March 7, 2013 10:55 PM
Thanks!
GIBS Information Centre / GIBSIC's curator insight, March 8, 2013 7:45 AM

Ackn. Justin Menard - interest in Rankings by MOOCs and Uni's

Justin Menard's comment, May 7, 2013 8:59 PM
I have updated the visualisation with the most recent information, added 2 new Moocs and 5 more world university rankings

We now have 6 MOOCs in the Viz: Coursera, edX, Futurelearn, Iversity, OpenEd and Udacity