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MOOCs, Courseware, and the Course as an Artifact -

MOOCs, Courseware, and the Course as an Artifact - | Open and online learning | Scoop.it

The obvious conclusion is that MOOCs are more of a threat to textbook companies than they are to universities. I think that’s true, but I also think it’s an oversimplification. There is a deeper (and older) trend to boil down a course into a set of digital artifacts that can be “played” by the student at will. It’s worth taking a deeper look at that trend, where it’s going, what’s useful about it, and what’s pernicious about it.

verstelle's insight:

Really interesting read:

Up to which level can we compare the role of MOOCs with the role of books in flipped classroom settings?

And what does it ask from future MOOC design?

 

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Following the developments on MOOCs and online learning and their impact on higher education
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MOOC 4.0: The Next Revolution in Learning & Leadership

MOOC 4.0: The Next Revolution in Learning & Leadership | Open and online learning | Scoop.it
Last month my colleagues and I completed a pilot of what well may be the most interesting project of my life. It was the pilot of a new type of MOOC that pushes the MOOC design envelope by blending a globally transformative platform with an eco-system of deep personal, locally grounded learning communities.
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What's New in MOOCs?

What's New in MOOCs? | Open and online learning | Scoop.it
Massive Open Online Courses or MOOCs are Web-based classes that are freely available to an unlimited number of students.
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In 2013, the University of California, Irvine launched a MOOC drawing inspiration from the popular television series “The Walking Dead.” The course delved into the zombie phenomenon as a backdrop to exploring scientific concept , mathematics and health .

This year, the university has rolled out “Fight or Die: The Science Behind FX’s ‘The Strain”. Irvine has teamed up with cable television channel FX and tech company Instructure to produce a MOOC based on the popular vampire TV show. It’s a 4-week course running on the Instructure Canvas Network platform.

The MOOC takes place in an environment where a devastating attack by cyber-terrorists and a fast-spreading disease epidemic set the stage for exploring the theoretical and practical aspects of cyber-crime, parasitology, and disease dynamics. The course is driven by video excerpts from “The Strain”, and students are required to compare the science in the television drama to analogous situations in real life. Students are also expected to generate original content of their own to share, based on the course concepts.

The first module of the course is this summer, and the premiere for Season 2 of “The Strain” airs three weeks after that. Enrolment is currently underway at the Canvas Network website – and it’s free.



Read more: http://www.201digital.co.uk/whats-new-moocs/#ixzz3eLzVTPlc

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Winnaar SURF Battle of Concepts Onderwijs personaliseren met ICT bekend

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1e prijs: SOL - SURF Online Leeromgeving

Les volgen aan een andere instelling en certificering ontvangen? Dat kan via SOL. Studenten worden lid en kunnen zo onderwijs volgen bij alle aangesloten instellingen.

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MOOCs as granular systems: design patterns to foster participant activity

MOOCs as granular systems: design patterns to foster participant activity | Open and online learning | Scoop.it

MOOCs often suffer from high drop-out and low completion rates. At the beginning of the course, the audience is indeed “massive”; thousands of people wait for the course to begin, but in the end only a low number of participants stay active and complete the course.

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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Open Badges; issuing with the xAPI | Ben Betts is...

Open Badges; issuing with the xAPI | Ben Betts is... | Open and online learning | Scoop.it
Open Badges; issuing with the xAPI

Via Mark Smithers
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elearning at eCampus ULg's curator insight, June 3, 8:31 AM

Une bonne idée à transférer à Liège ...

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University tables: Coventry slips past Russell Group peers to enter top 20

University tables: Coventry slips past Russell Group peers to enter top 20 | Open and online learning | Scoop.it
John Latham, vice-chancellor of Coventry University, says the university’s success is down to its focus on students’ needs. “We’re a modern university, but not just in the sense that we haven’t been around for as long - we’re very modern in our approach. We’re challenging the system. We’re bringing in new forms of pedagogy and listening to students.”

The university has three objectives: “teaching students well, making sure that students are listened to, and making sure they get good jobs at the end of their course,” says Ian Dunn, deputy vice-chancellor for student experience at Coventry.
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Let’s Stop Arguing About Whether Disruption Is Good or Bad

Let’s Stop Arguing About Whether Disruption Is Good or Bad | Open and online learning | Scoop.it
It’s about building things, not destroying them.
verstelle's insight:

"It’s not always easy to tell these two types apart. When an executive urges his team to “break shit” or “move fast and break things” he sounds more destructive than disruptive. So the question is not whether disruption itself is good or bad, but disruption in the service of what?

And that’s the difference between Lepore’s hyenas and the likes of Steve Jobs and Elon Musk. Successful disruptors might break old models, but they build better ones that benefit us all, which is why we embrace, rather than fear them."

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Student Marten organiseerde een MOOC: “Mijn taalkundige basis is nu veel beter” ~ Actueel ~ Studeren in Leiden

Student Marten organiseerde een MOOC: “Mijn taalkundige basis is nu veel beter” ~ Actueel ~ Studeren in Leiden | Open and online learning | Scoop.it
verstelle's insight:

Wat heeft een student aan het meewerken aan de productie van een MOOC? Mooie testimonial. 

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Coursera CEO: Reports Of Mass Disruption To Higher Ed Greatly Exaggerated - Poets and Quants

Coursera CEO: Reports Of Mass Disruption To Higher Ed Greatly Exaggerated - Poets and Quants | Open and online learning | Scoop.it
An interview with Rick Levin, CEO of Coursera and former president of Yale University
verstelle's insight:

"We are still at the stage where it is expanding the market rather than substituting for educational offerings. The biggest effect is in bringing new learners in. Three-quarters of our learners are over the age of 22. They are beyond secondary and college years. Most of them are working and they are using it primarily for career advancement or personal enrichment in equal proportions. That is not a hugely disruptive thing at this point. That is additive, an enhancement to what we provide."

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Mooc test agreement between FutureLearn and Pearson

Mooc test agreement between FutureLearn and Pearson | Open and online learning | Scoop.it
The UK massive open online course platform FutureLearn has signed an agreement with the proctored examination provider Pearson VUE

Via Wilfred Rubens
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Wilfred Rubens's curator insight, May 11, 4:14 AM

Deze bijdrage illustreert m.i. drie zaken:

1. Er vindt decompositie van opleiden plaats doordat verschillende organisaties diverse services gaan verzorgen. Dit leidt ook tot nieuwe business modellen.

2. Deelnemers aan een leven lang leren willen een tastbare erkenning van hun inspanningen.

3. Deelnemers aan een leven lang leren willen niet persé een academisch certificaat als erkenning van hun inspanningen.

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Harvard Admissions Office Considers How To Weigh MOOCs | News | The Harvard Crimson

Harvard Admissions Office Considers How To Weigh MOOCs | News | The Harvard Crimson | Open and online learning | Scoop.it
“If people could earn credit for MOOCs, many would earn at least a year or two of credit and stop paying tuition to attend schools for four years,” he said. “If instead of taking APs and paying hundreds of dollars to sit the exam, students could take MOOCs instead, then the College Board would lose millions of dollars.”
verstelle's insight:

It makes you think what education is about

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Behind the (Not So) Hidden EdTech Agenda

Behind the (Not So) Hidden EdTech Agenda | Open and online learning | Scoop.it

A large and growing number of companies are taking aim at the very heart of higher education by uprooting and reshaping the single unifying principle that holds this industry together: curriculum. Quite simply, they are reimagining what is taught, how it is taught, and why it is taught.

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Political pressure builds for a new accreditation and aid pathway for upstart providers

Political pressure builds for a new accreditation and aid pathway for upstart providers | Open and online learning | Scoop.it
Any federal attempts to open even a limited amount of aid dollars to noninstitutional providers almost certainly would face a major challenge from established colleges and, probably, faculty groups. Yet many well-placed observers predict the feds will try something sooner than later. The rare bipartisan support for new ways of delivering higher education is too strong to be ignored

Via Alberto Acereda, Ph.D., timokos
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The True Power of MOOCs May Have Been Accidental

The True Power of MOOCs May Have Been Accidental | Open and online learning | Scoop.it
“What jumped out for me was that ... as many as 39 percent of our learners [in MOOCs overall] are teachers,” said Isaac Chuang, one of the study’s lead researchers. In some of Harvard’s MOOCs, half the students were teachers.
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Article: A Comparison of Learner Intent and Behaviour in Live and Archived MOOCs

verstelle's insight:

 

This paper makes a strong case for leaving archived courses open for enrollment. Or for Courseras move to On Demand.


Campbell, Gibbs, Najafi, Severinski (2014). A comparison of learner intent and behaviour in live and archived MOOCs. The International Review of Research in Open and Distance Learning. Retrieved on June 1, 2015 from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/1854-15549-1-PB.pdf  ;

 

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Kamerbrief over ‘Big Data in onderwijs en wetenschap. Inventarisatie en essays’ | Kamerstuk | Rijksoverheid.nl

Kamerbrief over ‘Big Data in onderwijs en wetenschap. Inventarisatie en essays’ | Kamerstuk | Rijksoverheid.nl | Open and online learning | Scoop.it
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The use of recorded lectures in education and the impact on lecture attendance and exam performance - Bos - 2015 - British Journal of Educational Technology - Wiley Online Library

The use of recorded lectures in education and the impact on lecture attendance and exam performance - Bos - 2015 - British Journal of Educational Technology - Wiley Online Library | Open and online learning | Scoop.it
Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embedded in many institutions, the impact of the usage of recorded lectures on exam performance is not clear. The purpose of the current study is to address the use of recorded lectures in an authentic setting by focusing on the actual time spent on the usage of recorded lectures and the impact on lecture attendance and exam performance. 
verstelle's insight:

Remarkable outcomes:

"Results revealed that a large amount of students used the recorded lectures as a substitute for lecture attendance. The group who uses recorded lectures as a supplement when developing a knowledge base score significantly higher on the assessment. When assessing higher order thinking skills, no significant differences were found between using recording lectures and attending lectures. This can be partly explained by relatively low predictive value either form of lectures have on exam performance."

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How to apply for research funding: 10 tips for academics

How to apply for research funding: 10 tips for academics | Open and online learning | Scoop.it
Grant writing is time-consuming, tedious and the success rates are depressing. How can researchers make the process less stressful?
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Ask teacherbot: are robots the answer?

Ask teacherbot: are robots the answer? | Open and online learning | Scoop.it
A digital tool created by the University of Edinburgh uses Twitter to engage with Mooc learners
verstelle's insight:

"Siân Bayne, Edinburgh’s professor of digital education, who said that the experiment had deliberately not set out to solve any productivity deficits in teachers.

Instead, it had demonstrated how teachers and students could use technology in a way that was pedagogically productive while still being based on simple programming. “It puts automated teaching back in the hands of teachers,” Professor Bayne told Times Higher Education."

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What do students want from a learning analytics app? | Effective Learning Analytics

What do students want from a learning analytics app? | Effective Learning Analytics | Open and online learning | Scoop.it
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Great way to generate student input

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Increase of study success starts in the classroom: research into complex systems

Increase of study success starts in the classroom: research into complex systems | Open and online learning | Scoop.it

Student drop out in universities is a universal problem [..]. Even though researchers found several critical aspects that affect student success and that could reduce student drop out, implementation of research results have rarely led to any major improvements in graduation rates.

One way of understanding this, is by thinking of student success as something originating from a complex system.

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Remote Exam Proctoring – Part I: Loving Cheaters and Hating Honor Codes - Eduventures

Remote Exam Proctoring – Part I: Loving Cheaters and Hating Honor Codes  - Eduventures | Open and online learning | Scoop.it
  By Rusty Hartley, Principal Analyst The Beloved Honor Code The honor code at my alma-mater in Virginia remains one of the most distinguishing characteristics of the school.  Undergraduates typically schedule their own exams and take them in unsupervised locations.  Most students take the honor code pretty seriously and I even reported someone for cheating …
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SURF daagt studenten uit: Battle of Concepts voor onderwijs op maat

SURF daagt studenten uit: Battle of Concepts voor onderwijs op maat | Open and online learning | Scoop.it
Via deze Battle zijn we op zoek naar nieuwe ICT-toepassingen of creatieve toepassingen van bestaande tools die bijdragen aan het personaliseren van het hoger onderwijs. Hoe kun je die ICT-toepassingen slim(mer) inzetten, zodat een individuele student zijn talenten kan ontplooien en het beste uit zichzelf haalt? Download de hele briefing
 

Prijzen:
1e prijs: 350,- euro
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