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Harvard U. Will Offer Exclusive MOOCs to Alumni – Wired Campus - Blogs - The Chronicle of Higher Education

Harvard U. Will Offer Exclusive MOOCs to Alumni – Wired Campus - Blogs - The Chronicle of Higher Education | Open and online learning | Scoop.it

Via Wilfred Rubens, Robert Schuwer
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The university plans to make some MOOC materials available exclusively to alumni, in an effort to help Harvard graduates reconnect with the university and one another. The program, called HarvardX for Alumni and first reported in The Harvard Crimson, might also include opportunities to interact directly with professors, a rare privilege in an open online course.

 

Beginning in March, HarvardX for Alumni will offer versions of seven Harvard MOOCs exclusively to graduates of the university. The courses will not be full-length MOOCs but “segments” that include some new material developed specially for graduates, according to Michael Rutter, a spokesman. Some professors might even travel to talk about the material at Harvard Clubs in different cities, Mr. Rutter said.

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Wilfred Rubens's curator insight, February 11, 10:13 AM
Je kon er op wachten. MOOCs als extra service voor alumni. Een nieuwe grens aan de eerste 'O', met mogelijk gevolgen voor de 'M'. Al heeft Harvard natuurlijk heel wat alumni.
Robert Schuwer's curator insight, February 11, 10:39 AM

Let's call it online courses instead of MOOC. The first "O" can be skipped.

Open and online learning
Following the developments on MOOCs and online learning and their impact on higher education
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Maak ruim baan voor topsector online onderwijs

Maak ruim baan voor topsector online onderwijs | Open and online learning | Scoop.it
Studeren aan Harvard Business School naast je werk in Nederland? Het kan. Sinds september dit jaar is het mogelijk om online aan Harvard te studeren.
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Grading Teachers, With Data From Class

Grading Teachers, With Data From Class | Open and online learning | Scoop.it
Panorama Education, aided by prominent tech investors, is refining student feedback through innovative data collection. School systems are embracing the concept.
verstelle's insight:

Learning Analytics limitations for on-campus education still are that it only works with sufficient data so in case of blended learning, otherwise you do not collect enough data. In contrast, this initiative from the start-up company Panorama, uses research based surveys to generate data. Interesting. 

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The Power of Social Presence for Learning (EDUCAUSE Review) | EDUCAUSE.edu

The Power of Social Presence for Learning (EDUCAUSE Review) | EDUCAUSE.edu | Open and online learning | Scoop.it
EDUCAUSE Review Online
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A 7 Step Guide to Creating Your Own Open Educational Resources (EdSurge News)

Increasingly, educators are turning to Open Educational Resources (OERs) as teaching tools. OERs are free publicly available educational resources that anyone can copy, use, adapt, and re-share. Numerous OERs exist for teachers, but ever wondered if you could create your own? Do-it-yourself OER is n
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Online training of teachers using OER: Promises and potential strategies | Misra | Open Praxis

Online training of teachers using OER: Promises and potential strategies

Via Robert Schuwer
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SURF | Thema-uitgave ‘Open en online onderwijs – editie Kansen voor het campusonderwijs’

SURF | Thema-uitgave ‘Open en online onderwijs – editie Kansen voor het campusonderwijs’ | Open and online learning | Scoop.it

Deze thema-uitgave bevat artikelen en intermezzo’s over de kansen die open en online onderwijs kan bieden voor het campusonderwijs. Aan bod komen onder meer praktijkervaringen met MOOC’s in de les, een stellingname van studenten en een visie op flexibel(er) onderwijs van de toekomst.


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Will MOOCs be Flukes?

Will MOOCs be Flukes? | Open and online learning | Scoop.it
MOOCs and online education are a technology with potentially revolutionary implications—but without a precise plan for realizing that potential.

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


Via Lucas Gruez
verstelle's insight:

At first it seems one more limited view story about retention rates  in MOOCs forgetting there can be many uses people give them, but in the 2nd part the author has interesting views on how to improve learning in MOOCs: control theory and challenge.

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Rasma's curator insight, November 10, 5:48 AM

Here is another side issue, or perhaps it is a central issue that has been pushed to the side: There is an ongoing decline in academic standards where, according to the Norwegian union of academic writers (NFFO), professors are no longer given publishing credit for their work that is used in MOOCS. Anything that is free is not considered juryed for tenure. At the same time, academic print journals are in the hands of global education companies who charge $3500 to even read and consider an article  for publication. And professors are being reduced to the unstable and temporary status of adjunkt at many American universities. This is not a bright future for education. 

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6 krachtige Google Drive functies die je vast nog niet gebruikt

6 krachtige Google Drive functies die je vast nog niet gebruikt | Open and online learning | Scoop.it
Werk je veel met Google Drive? Hier een paar super handige functies die je waarschijnlijk nog niet kende!

Via Wilfred Rubens
verstelle's insight:

Inderdaad functionaliteiten die ik nog niet kende: research tools en mapping tool bijvoorbeeld.

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Wilfred Rubens's curator insight, November 8, 1:58 AM

Een voor onderwijs en onderzoek relevant artikel over functionaliteiten van Google Drive, waarvan ik er een aantal nog niet kende.

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The Future of MOOCs

The Future of MOOCs | Open and online learning | Scoop.it

"MOOCs are not dead, but MOOC mania has certainly abated. Predictions made in 2012 that MOOCs would totally disrupt the existing higher education model were certainly exaggerated. But that does not mean that MOOCs won’t have an profound impact on the future of higher education."


Via EDTC@UTB
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MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu

MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu | Open and online learning | Scoop.it

Key Takeaways for Course Developers

1) For course developers, my study offers three key insights.

The completion rate benchmark is higher for students who intend to complete a course. Across nine HarvardX courses, 22 percent of students who intended to complete a course went on to earn a certificate. Other MOOC course teams might find this a useful benchmark to characterize a course's success, taking into account the unique details of each course.
2) Learner intentions can change. On average across courses, 6 percent of intended-browsers, 7.5 percent of intended-auditors, and 10 percent of students with unsure commitments to the course earned a certificate. Some students who did not initially intend to complete a course were convinced to do so. These "intention flips" might be a greater indicator of course success than the students who inevitably attrite.
3) Attrition happens early; course beginnings are important. Regardless of a student's stated intentions, attrition rates are highest in the early part of a course. Course developers should recognize that, for many students, a course's first unit is the only part some students will see. Course teams should consider allocating resources to making that beginning unit inviting and compelling.

verstelle's insight:

No new insights but good to have them firmly researched

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6 Big Takeaways From the EdX Global Forum | Technology and Learning @insidehighered

6 Big Takeaways From the EdX Global Forum | Technology and Learning @insidehighered | Open and online learning | Scoop.it

Via Robert Schuwer
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So recognizable!

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Why students shouldn't assess universities - Forum:Blog

Why students shouldn't assess universities - Forum:Blog | Open and online learning | Scoop.it
Universities and governments rely on student evaluations to assess university teachers and degrees, but Arthur Poropat says it needs to stop.
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"7 Things You Should Know About the Internet of Things" uses in Higher Education | EDUCAUSE.edu

"7 Things You Should Know About the Internet of Things" uses in Higher Education | EDUCAUSE.edu | Open and online learning | Scoop.it
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A MOOC sees its greatest impact in the classroom at MIT

A MOOC sees its greatest impact in the classroom at MIT | Open and online learning | Scoop.it

This fall, MIT Professor Shigeru Miyagawa flipped his classroom as he taught two versions of Visualizing Japan to two distinctive audiences at the same time. He co-taught the massive online open course (MOOC) VJx on edX, as well as the residential version of the course,21F.027, to students at MIT. The students in the residential class were assigned the MOOC video lectures and quizzes to complement their classroom work....

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


Via Lucas Gruez
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The learning design studio: collaborative design inquiry as teachers’ professional development | Mor | Research in Learning Technology

The learning design studio: collaborative design inquiry as teachers’ professional development | Mor | Research in Learning Technology | Open and online learning | Scoop.it
The learning design studio: collaborative design inquiry as teachers’ professional development
verstelle's insight:

Great design approach, thanks to Peter Sloep for the referral

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Resource requirements and costs of developing and delivering MOOCs

Resource requirements and costs of developing and delivering MOOCs | Open and online learning | Scoop.it
Resource requirements and costs of developing and delivering MOOCs

Via Ana Cristina Pratas
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Abstract

Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. In this article, we first address what institutional resources are required for the development and delivery of MOOCs, based on interviews conducted with 83 administrators, faculty members, researchers, and other actors in the MOOCspace. Subsequently, we use the ingredients method to present cost analyses of MOOC production and delivery at four institutions. We find costs ranging from $38,980 to $325,330 per MOOC, and costs per completer of $74-$272, substantially lower than costs per completer of regular online courses, by merit of scalability. Based on this metric, MOOCs appear more cost-effective than online courses, but we recommend judging MOOCs by impact on learning and caution that they may only be cost-effective for the most self-motivated learners. By demonstrating the methods of cost analysis as applied to MOOCs, we hope that future assessments of the value of MOOCs will combine both cost information and effectiveness data to yield cost-effectiveness ratios that can be compared with the cost-effectiveness of alternative modes of education delivery. Such information will help decision-makers in higher education make rational decisions regarding the most productive use of limited educational resources, to the benefit of both learners and taxpayers.

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Ebola MOOC: great example of MOOC possibilities

Ebola MOOC: great example of MOOC possibilities | Open and online learning | Scoop.it
ALISON Free Online Courses: Understanding the Ebola Virus and How You Can Avoid It
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Remodeling MOOCs in 2014 - ICEF Monitor

Remodeling MOOCs in 2014 - ICEF Monitor | Open and online learning | Scoop.it
Since the first wave of Massive Open Online Courses (MOOCs) around 2012, hypotheses about their impact have abounded, and have changed over time. So too have emotions about the courses evolved (from excitement to disenchantment or even suspicion) to where we may be now: a calmer state where the both the hype and counter-hype haveContinue reading...

Via Robert Schuwer
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New York Times: Demystifying the MOOC

New York Times: Demystifying the MOOC | Open and online learning | Scoop.it
The courses have become an important supplement to classroom learning and a tool for professional development.
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