Opening up education
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Opening up education
Trends and developments in all aspects of open education: OER, Open courses (a.o. MOOC)
Curated by Robert Schuwer
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Instructional quality of Massive Open Online Courses (MOOCs) | Anoush Margaryan, Manuela Bianco, Allison Littlejohn - Computers & Education

Abstract: We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.


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ғelιх c ѕeyғarтн's curator insight, November 19, 2014 8:37 AM
More of this kind of research is needed, although this article seems to follow the prevalent kind of thinking that groups different kind of learning activities which have chosen the #MOOC format into one genre, as if there was a genuine type. This does not appear to hold up to scrutiny. The finding that these MOOC formatted courses do not largely comply with the "instructional design principles" of e-learning but do excel in "organisation and presentation" instead, once combined with the fact that millions of learners flock to these very MOOC but could care less about conventional e-learning formats, leads one to reflect on the usefulness of said principles as analytical/evaluation tools and their scope as indicators of learning outcomes.
Anoush Margaryan, Manuela Bianco, Allison Littlejohn, Instructional quality of Massive Open Inline Courses (MOOCs), Computers & Education, Volume 80, January 2015, Pages 77-83, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2014.08.005.(via http://www.sciencedirect.com/science/article/pii/S036013151400178X)Keywords: Massive Online Open Courses; Distributed learning environments; Evaluation methodologies; Lifelong learning; Pedagogical issues
Antonio Bartolome's curator insight, November 20, 2014 2:56 AM

Estudio sobre 76 MOOCs: materiales bien construidos pero diseño instruccionar pobre.

Mariano Rico's curator insight, November 20, 2014 8:43 AM
Back to basic formation design. We learn by doing
Rescooped by Robert Schuwer from Networked Learning - MOOCs and more
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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)