After a long tenure in traditional academia, Richard Levin joined online-learning site Coursera as CEO, where he sees great potential to impact education—and unemployment—on a global scale. A McKinsey & Company article.
Panorama Education, aided by prominent tech investors, is refining student feedback through innovative data collection. School systems are embracing the concept.
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.
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
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.
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.
"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."
The Future of Learning 2025: Developing a vision for change
"This paper presents key findings from a foresight study on the "Future of Learning",which employed a series of structured stakeholder consultations, in different formats,involving experts, policy makers and teachers, to envisage how and what European citizens will learn in 2020-2030. The overall vision is that personalisation, collaboration andinformalisation (informal learning) will be at the core of learning in the future. This articleargues, based on a series of online expert consultations, in favour of formal education andtraining moving towards more personalised learning strategies in multi-culturalenvironments, stronger integration of external learning opportunities and greater institutionalopenness. In relation to future careers it foresees increased professional flexibility, flatterhierarchies and open knowledge exchange. In addition, experts emphasize the importance ofrecognizing informally acquired skills. Research on technologies for learning should contribute to realising these changes and provide evidence, applications and tools to effectively support flexible, targeted and tailor-made learning opportunities."
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.
No new insights but good to have them firmly researched
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....
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.
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...
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