If you’re like me, you cop a wait-and-see attitude toward news of big tech breakthroughs. Sometimes it’s hard to know whether the Next Big Thing will end up like Apple’s Ping, Facebook’s Timeline o...
Robert Schuwer's insight:
For me, the most interesting idea in this post is the sentence "The important thing is that we take time to analyze what’s happening inside these courses, which is why I think open data needs to be a part of MOOCs.". This discussion I have not seen happening yet, but for me this is a next logical step to take to learn about what works and what not and ultimately improve the learning experience.
• Even in an age of common learning standards, the need to personalize learning will continue to require a robust choice of curricular resources – proprietary and OER – and related technology tools and services. Investments by government authorities or other organizations based on the assumption they can simply ‘build it once’ could inappropriately limit options. No single resource or set of resources will be sufficient to meet the wide range of educational needs. • The principles of academic freedom and personalization of learning require that government agencies and educational institutions continue to support educational choice. They should not incontinue ensuring grant and other funding for acquisition/implementation of any and all resources that meet the particular educational need, whether OER or proprietary. • To meet diverse and evolving educational needs, the nation’s education sector demands an environment that encourages R&D investment – public and private, for-profit and non-profit – to ensure ever more innovative and effective resources. Education leaders should strive for a sector that encourages investment and competition, provides resource choice, and rewards innovation. • Educational resources, including OER, require not only the initial investment, but as importantly must budget for the total, long-term cost of development and use. These ongoing and recurring costs include user training/support, as well as content hosting and maintenance, content updates, and technology updates that, according to some SIIA members, can often require as much as an additional 20% annual cost. • When making cost-benefit calculations and comparisons, it is important to consider these total initial and ongoing costs of development and adoption. Comparisons require both short-term and long-term factors, as well as recognition of both individual use and systemic impact. • Institutional, local, or state adoptions of content should use the same review standards, criteria, and process when the content is of the same or similar type – e.g., core, supplemental, etc. – no matter whether OER, commercial or other license. • To the degree that public funds are invested in the development of (open) educational resources, they are best targeted to address gaps where quality resources are not currently available to meet educational needs. In addition, such public investments should consider the benefits of public-private partnerships or related models that ensure an ongoing user commitment and a recurring revenue stream needed to update, support, and sustain the resource over time.
The funnel of participation is the phenomenon that many people register for a MOOC, less people start and only few get to the end. In this research article, this phenomenon is further analyzed, making clear the role Learning analytics can play.
One of the educational potentials of computing is the ability to tailor learning experiences to the skills of individual students. A vocabulary-building site, Vocabulary.com, is an example of that potential, some educators say.
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