The Open Courseware Consortium (OCWC) is aiming to broaden their scope from OCW to MOOC's. Of course, MOOC's with openly licensed learning materials and starting from available OCW. An excellent move from OCWC!
A core issue, but underestimated as far as my experiences with MOOC's are sofar. In many cases bad design. E.g. on the EdX platform, MC questions with 5 options, where >1 option could be valid. Without a clue you have to guess all 31 possible combinations to get the right answer and then you are provided with information why it is the right answer. Hello! I would like this information when I would give the wrong answer!
We had high hopes for massive open online courses (MOOCs). We wanted them to be the solution to making knowledge accessible to millions and enhancing the way we learn. We hoped they would disrupt the education industry and enable millions to gain university-level credentials without paying hundreds
There are a number of good options for educators looking to build their own MOOCs. Here is a look at five of the most interesting platforms.
By the end of 2013, most top universities had started to offer some sort of MOOC (massive open online course). Now, we are starting to see the MOOC product move into the corporate and private realm. Companies like Google and Tenaris are using MOOCs for training their employees, MongoDB is educating developers through the MOOC medium and thousands of private instructors are teaching classes on sites like Udemy.
If you are considering a MOOC for yourself or your organization, you’ll first need to determine which tool you will use to build the course. The following is an assessment of five popular free MOOC (and MOOC-like) platforms.
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
Texts of speeches, articles and accompanying slide presentations (in reverse chronological order) Open University of Japan - International Symposium ‘Global Trends of Online Teaching and Lea...
Robert Schuwer's insight:
A speech on MOOC's, by Sir John Daniel. As he did 1,5 years ago, he's putting MOOC's in the broader perspective of online and distance learning. But with the added knowledge of what has happened since, he now draws the conclusion on the future of MOOC:
"MOOCs have shaken the complacency of higher education more than any other development in years. This does not mean that MOOCs are the future of higher education. The number of MOOCs being produced may start to decline and their formats will certainly diversify, often coming to resemble more closely traditional online courses that lead to credentials.
But this will not all be old wine in new bottles. As well as moving steadily online, higher education will offer many shorter courses with different awards. The higher education enterprise will be unbundled. That will mean more partnerships between institutions and also much greater freedom for students construct their own higher education by using the courses, content and services of a variety of providers."
It’s been seven years since I introduced the 4Rs framework for thinking about the bundle of permissions that define an open educational resource, or OER. The framework of permitted activities – reuse, revise, remix, and redistribute – has gained some traction in the field, and I’m happy that people have found it useful. The 4Rs play a critical role in my own thinking about OER, and my operational definition of OER now includes two main criteria: (1) free and unfettered access to the resource, and (2) whatever copyright permissions are necessary for users to engage in the 4R activities. But while the framework has served the field well – and has shaped my own thinking, too – I believe the time has come to expand it.
Gily Salmon's first MOOC that she is leading, Carpe Diem - Learning Design, starts March 10, and we took the opportunity to discuss some of the differences between course design for "traditional" online learning and for MOOCs
The New Yorker published an article yesterday titled “A MOOC Mystery: Where Do Online Students Go?” which tried to explain low MOOC completion rates by comparing the situation to the General Educational Development (GED) exam. Right off the bat, the … Continue reading →
This blog summarises some major challenges Chinese MOOCers face when using English MOOC platforms. The following blog will list out my proposed solutions. Accessibility Website loading - Sometimes...
Robert Schuwer's insight:
Not too surprising the findings in this blog. This again is evidence that localizing open content is necessary to have an optimal learning experience and that localizing goes beyond "just" subtitling. Also pedagogy needs adaptation. This raises the question if MOOC's as building blocks for reuse and rework (if permitted) are too big. And raising the question is answering it....