Opening up education
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Opening up education
Trends and developments in all aspects of open education: OER, MOOC, Open University
Curated by Robert Schuwer
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Is yoga e-learning right for me?

Is yoga e-learning right for me? | Opening up education | Scoop.it
Here's what to consider if you're thinking of ditching the studio and practicing at home.
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On MOOCs and Accreditation | EdLab

On MOOCs and Accreditation | EdLab | Opening up education | Scoop.it
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Prof Leaves MOOC Mid-Stream (with tweets) · derekbruff

UC-Irvine professor Richard McKenzie walked out on his "Microeconomics for Managers" MOOC mid-stream. Catherine Prendergast (@cjprender on Twitter and a professor at UIUC) was a student in that course.
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Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching | Steve Kolowich - The Chronicle of Higher Education

Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching | Steve Kolowich - The Chronicle of Higher Education | Opening up education | Scoop.it

Students regularly drop out of massive open online courses before they come to term. For a professor to drop out is less common.


Via Peter B. Sloep
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Peter B. Sloep's curator insight, February 18, 2013 8:10 AM

As Steve Kolowich aptly notes "[McKenzie's] departure marks the second debacle for Coursera this month." As many already have argued in response to the first 'disaster' (http://tiny.cc/lidpsw), such events are the growing pains of any innovation. Still I can't help but think that a clear contractual agreement between Coursera, the professor in question (McKenzie) and his institute (UCAL at Irvine), could have prevented this debacle. (When you read the article, the disagreement seems to be between McKenzie and his university over what constitutes a proper teaching style for MOOCs). Not to anticipate these kinds of issues is not taking the 37,000 students that apparently have enrolled and 'their hopes and dreams' (as Tony Bates puts it) seriously. I really think there is no excuse for such a lack of professionalism. Whether the course is free of not, doesn't really matter. Nor does whether MOOCs are generally speaking an innovation to be welcomed or frowned upon. (@pbsloep)

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Europeans Take a More Cautious Approach Toward Online Courses

Europeans Take a More Cautious Approach Toward Online Courses | Opening up education | Scoop.it
Issues involving the courses were on view this month at a conference at the University of London, which has been in the distance learning business since 1858.
Robert Schuwer's insight:

"The European Association of Distance Teaching Universities is pushing for a European MOOC platform. This seems to be all about the business model."


Not true: it is about didactical approaches distinctive from the lecture hall model from the "big three".

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Measuring MOOC Success Continues to Evolve | Education News

Measuring MOOC Success Continues to Evolve | Education News | Opening up education | Scoop.it
How do you measure whether a Massive Open Online Course is actually doing anything when only a small percent of students ever completes the material?
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Building a Better MOOC

Robert Schuwer's insight:

Public wall to post ideas about building a MOOC. Next step: creating a course from all this materials. Maybe something I will pick up and share using Wikiwijs

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North Korea launches two MOOCs

North Korea launches two MOOCs | Opening up education | Scoop.it
Robert Schuwer's insight:

Some fun about MOOC's on a friday afternoon....

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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)


Via Peter B. Sloep
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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)

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Course-by-course approval of MOOCs may not be wise (essay) | Inside Higher Ed

Course-by-course approval of MOOCs may not be wise (essay) | Inside Higher Ed | Opening up education | Scoop.it
Robert Schuwer's insight:

Quote: "If MOOCs are to be truly disruptive, they must link to competencies, credentials, degrees and/or ultimately jobs.". What about badges to be oupled to MOOC's?


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AEGEE-Europe’s Position on the Communication of the European Commission “Rethinking Education: Investing in skills for better socio-economic outcomes”

AEGEE welcomes the initiative of the European Commission inviting the Member States, the European Parliament, the European Council, the European Economic and Social Committee, and the Committee of the Regions, to reform the structure of the...
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MOOCs, Coursera, Online Education and Performing Innovation

MOOCs, Coursera, Online Education and Performing Innovation | Opening up education | Scoop.it
You have been warned about my unicorn killing habit, right? Good. Let's dive in. By nature of the work I do on for-profit colleges I also follow closely online education. For many years the two hav...
Robert Schuwer's insight:

Much of the online learning offered is not possible on mobile devices and without access to broadband internet. Therefore, it will add to a digital divide between the haves and the not-haves. In rural US access to broadband internet is cumbersome. Furthermore, about 20% of high-school dropouts only use a cell phone for wireless access. 

 

How is this for the Netherlands?

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MOOC-WHIPPED | Inside Higher Ed

MOOC-WHIPPED | Inside Higher Ed | Opening up education | Scoop.it
Robert Schuwer's insight:

About student-centered education. Although an xMOOC is the return (?) of the sage on the stage and not student centered at all, when students get touched by the presence, style and wisdom of the sage, s/he will be interested and take the course.

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TJ Bliss - A Model of Digital Textbook Quality from the Perspective of College Students - Diss.2013

This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described.


Via Andreas Link
Robert Schuwer's insight:

Dissertation of TJ Bliss @ BYU on a model for quality of open textbooks. To be used when developing an open textbook.

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The Trouble With Online College

The Trouble With Online College | Opening up education | Scoop.it
Education via the Internet has been overrated and could produce more dropouts than degrees.
Robert Schuwer's insight:

For community college students, online only does not work. They need a proper blend of online and f2f. Quality of design of an online course will be a prerequisite to succesfully broaden access to HE using this type of courses

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Is quality control good enough for MOOCs part 2 - Total Quality Management and MOOCs

Is quality control good enough for MOOCs part 2 - Total Quality Management and MOOCs | Opening up education | Scoop.it
This is Part 2 of my previous post on Is quality control good enough for moocs part-1? Interesting post on MOOCs – Mistaking brand for quality? Meanwhile, it is risky to assume that university bran...
Robert Schuwer's insight:

I guess TQM is too large a vehicle to use for MOOC's. Instead, there are approaches better suited for  e-learning. Two handbooks I find useful in this matter are from EADTU (European Association of Distance Teaching Universities): Ubachs, G., Williams, K., Kear, K., Rosewell, J. (2012). Quality Assessment for E-learning: a Benchmarking Approach.EADTU, Heerlen. (http://www.eadtu.nl/e-xcellencelabel/default.asp?mMid=3&sMid=12) and QuADEM : Manual for the quality assessment of digital educational material by Liesbeth Opdenacker,. Ingrid Stassen, Sarah Vaes, Luuk Van Waes, and Geert Jacobs (http://www.scribani.org/quadem/material_Q/handbook/Handbook.pdf

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A Few Thoughts on MOOC Credit (and “Life” credit) ~ Stephen's Web

A Few Thoughts on MOOC Credit (and “Life” credit) ~ Stephen's Web | Opening up education | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
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Stop polarising the MOOCs debate | Cathy Davidson - University World News

Stop polarising the MOOCs debate | Cathy Davidson - University World News | Opening up education | Scoop.it

The academic conversation on MOOCs is starting to polarise in exactly the talking-past-one-another way that so many complex conversations evolve: with very smart points on either side, but not a lot of recognition that the validity of certain key points on one side does not undermine the validity of certain key points on the other. 


Via Peter B. Sloep
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Peter B. Sloep's curator insight, February 17, 2013 7:44 AM

A plea for a balanced view should always be taken seriously. After all, what is the point of a debate if you're unwilling to change your opinion, Habermas already noted many years ago. This does not mean that one can only articulate opinions that take a kind of middle ground, that are an amalgamate of extant opinions. Indeed, it means that one should articulate one's opinion as precisely and clearly as possible in order that others can critique it. Only that way, we can learn what different conceptions of MOOCs there are and how we think about each one of them. That is what I try to achieve through these pages, and that is exactly what Cathy Davidson does in this article of hers. 

 

She notes that perhaps MOOCs are a way neoliberals hope to make money, but that that observation does not exempt us from addressing the issue of their popularity. She acknowledges that rising tuition costs are a driver for MOOCs but puts this in perspective by establishing that i) there is no evidence that MOOCs do anything about those costs, ii) costs may have risen faster than inflation, but not faster than, say, the cost of luxury travel. 

 

In conclusion, Cathy urges that "we should all be emphasising, in every conversation: in the complex, changing world in which we live, advanced learning is necessary. Not a luxury. It deserves the public support of other necessities. Advanced education is far too important to price out of the market for all but the global 1%." (@pbsloep)

suifaijohnmak's comment, February 17, 2013 4:49 PM
My response http://suifaijohnmak.wordpress.com/2013/02/17/discourse-on-moocs-where-should-it-be-heading/
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Debating Definitions: What Is a MOOC? #cccmroe :: Agile Learning

Debating Definitions: What Is a MOOC? #cccmroe :: Agile Learning | Opening up education | Scoop.it
Robert Schuwer's insight:

Something what bothers me also: is every open course a MOOC? So is it just a label for learning materials, offered as a course and openly online available for a potentially massive audience?

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The MOOC in Further Education Colleges – distraction or lever for change? | Learning Futures Lab

Robert Schuwer's insight:

Nice post, having the main questions put together and also a plea for having a MOOC locally, thereby profiting from collecting (big) data about use and improving local visibility using local talent.

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Did State of the Union create opening for competency-based programs and other innovations? | Inside Higher Ed

Did State of the Union create opening for competency-based programs and other innovations? | Inside Higher Ed | Opening up education | Scoop.it
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Professor studies effectiveness of massive open online courses - The GW Hatchet

Professor studies effectiveness of massive open online courses - The GW Hatchet | Opening up education | Scoop.it
Robert Schuwer's insight:

Useful! Looking forward to the results

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What is the business model for online education?

I should be clear: I believe that online education has only a very narrow ideal application (i.e., for literal shut-ins or for people stuck in Antarctica). There are more than enough classrooms and...
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MOOCs and online learning: Research roundup

MOOCs and online learning: Research roundup | Opening up education | Scoop.it
2013 selection of recent research on massive open online courses (MOOCs).
Robert Schuwer's insight:

Nice overview of research on MOOC's. Research on xMOOC's is missing in this overview. Most is broader about online learning and its effects.

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Mark Smithers's curator insight, February 14, 2013 7:37 PM

Very useful.

NLafferty's curator insight, February 15, 2013 3:43 AM

A useful collection of articles on MOOCs

Helen Wybrants's curator insight, February 15, 2013 4:27 AM

Signposting to come back to and mine..

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To MOOC or Not to MOOC - WorldWise - The Chronicle of Higher Education

To MOOC or Not to MOOC - WorldWise - The Chronicle of Higher Education | Opening up education | Scoop.it
Robert Schuwer's insight:

A British point of view from Nigel Thrift, whose university participates in FutureLearn. His plea is for a blend where MOOC's is one of the ingredients. 

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