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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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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
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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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HarvardX, edX, and online teaching, learning expand | John Harvard - Harvard Magazine

"I am today a convert,” Bowen said. “I have come to believe that 'now is the time’”—that advances in technology “have combined with changing mindsets to suggest that online learning, in many of its manifestations, can lead to good learning outcomes at lower cost.” The evolution is on—in technology, teaching, and mindsets.

 

(William G. Bowen is president emeritus of Princeton and of the Andrew W. Mellon Foundation, a distinguished analyst of higher education, in his Tanner Lectures at Stanford, October 2012)


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Peter B. Sloep's curator insight, February 15, 2013 4:30 AM

Whether you agree with William Bowen or not, you should read the article if you want to be kept abreast of Harvard's current state of mind with respect to MOOCs. The article discusses in particular edX, which it describes as a not-for-profit enterprise. According to John Harvard, edX is going to expand its course offerings into the Arts and Humanities (Chinese history, classical Greek literature, ...), it is going to experiments with an interestingly different kind of instructional design (featuring "labs"), it is has appointed an assistant professor for research of education with MOOCs. For more on the research aspect, see my blog written after a talk by Katie Vale on edX (http://tiny.cc/wajjsw).Tony Bates has written a more extensive comment, which you might want to consult (http://tiny.cc/n1ijsw). (@pbsloep)