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MOOC Research Hub

MOOC Research Hub | Research Capacity-Building in Africa | Scoop.it
Research Initiative

MOOC Research Initiative (MRI) is funded by the Bill & Melinda Gates Foundation as part of a set of investments intended to explore the potential of MOOCs to extend access to postsecondary credentials through more personalized, more affordable pathways.

Via Dennis T OConnor
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Dennis T OConnor's curator insight, February 5, 11:09 PM

The project is funded by the Bill & Melinda Gates Foundation.  The purpose of the initiative is to fill the 'research gap' regarding MOOCs. 

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5 Education technology trends worth implementing - Daily Genius

5 Education technology trends worth implementing - Daily Genius | Research Capacity-Building in Africa | Scoop.it
ShareTweet Figuring out what the future of education is going to look like is downright impossible.

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▶ Understanding the MOOC Landscape and Its Impact on Libraries' Digital Resources - YouTube

http://ala.org/alcts An ALCTS webinar. MOOCs are forcing us to rethink how we teach, learn, and provide educational resources. These courses have become a ca...

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Mooc On Mooc

Mooc On Mooc | Research Capacity-Building in Africa | Scoop.it

This course is about key concepts, methods and practices in the MOOC paradigm .Its focus will be on explaining principles and practices for both the non-technical as well as technical audience. 


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Dennis T OConnor's curator insight, September 3, 2014 11:18 AM

This Mooc is about Moocs... an appropriate topic!  The class begins September 5th. It is sponsored by Indian based IIT Kanpur. Here's a truly international opportunity to learn and network. 


Are you curious?

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Research: How Video Production Affects Student Engagement

edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:

Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings.
Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.Khan-style tablet drawings are more engaging than power point slides.
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Research: How Video Production Affects Student Engagement

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Bronwyn Burke's curator insight, September 2, 2014 5:29 PM

Perfect detail for our new adventure.

Rosemary Tyrrell's curator insight, September 4, 2014 4:23 PM

An interesting study from the EdX people on using videos in an online course. 

KB...Konnected's curator insight, September 6, 2014 12:49 AM

Good to know.

Rescooped by Nevermore Sithole from Networked Learning - MOOCs and more
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Special Issue of eLearning Papers just published on latest MOOC research | Pierre Antoine Ullmo | P.A.U. Education

Special Issue of eLearning Papers just published on latest MOOC research | Pierre Antoine Ullmo | P.A.U. Education | Research Capacity-Building in Africa | Scoop.it

 

Massive open online courses (MOOCs) have become a widely recognized as a valuable form of informal learning. The task now at hand is to develop a rich body of research and documented practice so that educational institutions and learners can better benefit from this new form of education.

This issue of the eLearning Papers contributes to that body of knowledge with four in-depth research papers and six reports from the field


Via Peter B. Sloep
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Peter B. Sloep's curator insight, April 3, 2014 8:36 AM

February this year, I reported in a scoop http://sco.lt/9LK4Sv ; about my attendance of the European MOOC summit that was held at the EPFL, Lausanne Switzerland.

 

The conference featured many lively discussions on policy and business models. but also on experiences with and research on MOOCs. A number of the research papers now have been published in this special issue of eLearning papers (issue 37). I will not comment on the individual papers and direct you towards the remarks I made in a blog post <http://pbsloep.blogspot.nl/2014/02/european-moocs-stakeholder-summit-2014.html>, in which I briefly discussed some. Please note that these remarks pertain to the unpolished versions  of the papers that featured in the conference proceedings. May I add that the editor is to be commended on producing this collection in such a speedy fashion? 

@pbsloep

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The pedagogy of the Massive Open Online Course (MOOC): the UK view | Siân Bayne and Jen Ross, the Higher Education Academy

The pedagogy of the Massive Open Online Course (MOOC): the UK view  | Siân Bayne and Jen Ross, the Higher Education Academy | Research Capacity-Building in Africa | Scoop.it

The report contains four main sections:

• an overview of the current UK MOOC landscape, illustrating the rich and to date rather neglected history of innovation in open course delivery within the UK during the period preceding our engagement with the large MOOC platforms and the launch of FutureLearn;

• a literature review which addresses key areas of concern within the current published and grey literatures on MOOC pedagogy and associated contextual issues; here we outline what we see as the most important themes currently driving the MOOC pedagogy debate;

• a series of ‘snapshots’ of current UK MOOCs, with an emphasis on looking at the detail of teacher practice, and on approaching the question of MOOC pedagogy from the position of the active teacher-practitioner;

• a conclusion which brings together themes from the literature review with the ‘snapshots’ in order to outline what we consider to be the most pressing issues the UK higher education community should be addressing in relation to MOOC pedagogy.


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Peter B. Sloep's curator insight, March 9, 2014 12:26 PM

This is a valuable report, particularly since it doesn’t try to cover everything but focuses on pedagogical issues in particular. Also, the fact that the report limits itself to the UK situation may bother some, but the benefit again is depth. And the UK situation is contrasted with the well-known US MOOC platforms, portraying the UK MOOCs as being European in character. This is exemplified by the pan European OpenupEd platform, which exhibits such European values as equity, quality and diversity. A strong point is the literature review and the in-depth discussion of five exemplary MOOCs. Together, they show that the distinction between cMOOCs and xMOOCs is too simple, meanwhile intermediate and different kinds MOOCs have enriched the MOOC landscape.

 

The report contains a wealth of other interesting facts and views. Although it is of course a mere mark on the developmental timeline of MOOCs, anybody with an interest in their pedagogy should read it. It is time well spent.  @pbsloep

joan gavin's curator insight, March 10, 2014 6:19 AM

Important to remember that MOOCs are designed to give people a "taster" in a particular subject.  They are not intended to replace university degrees.

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University of London MOOC Report | Barney Grainger, U. London


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Manuel León Urrutia's curator insight, March 2, 2014 12:28 PM

Another MOOC report, this time from University of London. Section 6 specially interesting for MOOC making. 

luiy's curator insight, April 15, 2014 6:21 PM

Project Planning a MOOC

 

The course teams involved with our MOOCs included experienced academics with familiarity in developing materials on a learning platform. Nonetheless, for each of them it was their first experience of MOOCs, as it was for the project planning team.

 

 

Delivering a MOOC

 

A range of styles and learning methods were adopted by the four MOOCs, appropriate to the subject matter covered. A MOOC structure of six weeks and 5-10 student effort hours per week of study appeared to be just right for the majority of students (55%). Some considerations for future delivery include:

 

< Well designed announcements at the beginning and end of each week that articulate with the topic coverage, learning activities and assessment methods can be effective at maintaining student interest and motivation.


< Management of forum threads and posts is a critical factor in dealing with massive scale short courses to ensure the majority of students are not affected negatively by the behaviour of a small number of the community, while preserving the openness of the discussion areas.

 

< The Coursera platform tools are significant and comprehensive in terms of plotting overall student activity, allowing evaluation of assessment data, as well as usage statistics on video resources and other learning activities; however, further refinement of these tools to enable both students and teaching staff to understand their progression at an individual level is necessary (and underway).



** Learning Resource Development


 


María Dolores Díaz Noguera's curator insight, May 20, 2014 5:22 AM

University of London MOOC Report .

I Barney Gracinger, U. London

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Peer Learning and MOOCs: Using Technology to Maximize Employee Learning

Peer Learning and MOOCs: Using Technology to Maximize Employee Learning | Research Capacity-Building in Africa | Scoop.it

"...The first MOOCs were based on a connectivist framework, where the building of personal knowledge networks was considered more important than the content learned. Then, with the birth of Coursera, MOOCs started to more closely resemble traditional classroom experiences, with lectures comprising the main learning activity. Now, the pendulum is swinging back toward more collaboration, and preliminary results from new collaborative MOOC provider NovoEd suggest that students are more likely to stick with courses that emphasize social interaction...."


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Peer Learning and MOOCs: Using Technology to Maximize Employee Learning
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Why Do Students Drop Out of MOOCs?

Why Do Students Drop Out of MOOCs? | Research Capacity-Building in Africa | Scoop.it

"...MOOCs are a lot more popular with the media and with college administrations than they are with faculty or, more surprisingly, with credit-seeking students. Faculty opposition makes sense: MOOCs represent a direct competitor threatening to replace them in the classroom. Student hesitancy is less intuitive. Don't students want flexibility in their courses, autonomy in choosing their curriculum, and cheaper options for advanced training? Yet in most MOOCs, 90 percent of enrolled students will fail to finish the course..."

 

Read more at: http://www.mindingthecampus.com/originals/2013/11/why_do_students_drop_out_of_mo.html&nbsp;


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Why Do Students Drop Out of MOOCs?

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In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy | Research Capacity-Building in Africa | Scoop.it
This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners...

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Structural limitations of learning in a crowd: communication vulnerability and information diffusion in MOOCs : Scientific Reports : Nature Publishing Group

Structural limitations of learning in a crowd: communication vulnerability and information diffusion in MOOCs : Scientific Reports : Nature Publishing Group | Research Capacity-Building in Africa | Scoop.it
Massive Open Online Courses (MOOCs) bring together a global crowd of thousands of learners for several weeks or months. In theory, the openness and scale of MOOCs can promote iterative dialogue that facilitates group cognition and knowledge construction. Using data from two successive instances of a popular business strategy MOOC, we filter observed communication patterns to arrive at the [ldquo]significant[rdquo] interaction networks between learners and use complex network analysis to explore the vulnerability and information diffusion potential of the discussion forums. We find that different discussion topics and pedagogical practices promote varying levels of 1) [ldquo]significant[rdquo] peer-to-peer engagement, 2) participant inclusiveness in dialogue, and ultimately, 3) modularity, which impacts information diffusion to prevent a truly [ldquo]global[rdquo] exchange of knowledge and learning. These results indicate the structural limitations of large-scale crowd-based learning and highlight the different ways that learners in MOOCs leverage, and learn within, social contexts. We conclude by exploring how these insights may inspire new developments in online education.

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Peter Mellow's curator insight, September 28, 2014 8:33 PM

Thanks to Linda Corrin for pointing out this article.