Teaching MOOCs
Follow
Find
56 views | +0 today
Scooped by Terry Elliott
onto Teaching MOOCs
Scoop.it!

International Reach of MOOCs Is Limited by Users’ Preferences

International Reach of MOOCs Is Limited by Users’ Preferences | Teaching MOOCs | Scoop.it
Washington — Do massive open online courses offer countries around the world an affordable way to democratize higher education?
more...
No comment yet.
Your new post is loading...
Scooped by Terry Elliott
Scoop.it!

MOOC Research

MOOC Research | Teaching MOOCs | Scoop.it

"The MOOC Research Initiative (MRI) will begin to address this research gap by evaluating MOOCs and how they impact teaching, learning, and education in general."

Terry Elliott's insight:

While I am always worried about the hidden agendae of any Gates Foundation project, I do agree that we need to do some serious evaluation of MOOCs in higher education.  This site has a lot going for it.  There is a conference in early December that perhaps someone on our committee should go to?  Maybe me? 

more...
No comment yet.
Rescooped by Terry Elliott from MOOC-SCOOP
Scoop.it!

We're All to Blame for MOOCs

We're All to Blame for MOOCs | Teaching MOOCs | Scoop.it
Professors are deeply invested in the logic leading to massive open online courses and are ill-prepared to argue against them.

Via Smithstorian, timokos
more...
Smithstorian's curator insight, June 5, 2013 7:51 PM

Innovation cheerleaders and flat-worlders like Thomas Friedman and Clay Shirky are very excited, for they have seen the future of academe, and it consists of MOOCs. They happily envision open and affordable online access to dynamic, learned professors—the kind once available only to students paying tens of thousands of dollars in tuition at places like Harvard and Stanford. MOOCs will democratize education, they say, creating a more equal and consumer-friendly world.

 

Faculty members, meanwhile, watch these developments with nervousness and fear. In the rapidly rising popularity of MOOCs, they see the beginning of the end of higher education as they have known it.

 

Yet, far from a radical innovation, MOOCs are simply the natural extension of trends that have been at the heart of the modern university for decades. Defenders of the status quo are reminiscent of Casablanca's Captain Renault, who is "shocked, shocked" to discover an activity in which he himself partook. In April, the philosophy department at San Jose State University published an open letter bashing the use of Michael Sandel's MOOC, "Justice." Those professors compared the situation to "something out of a dystopian novel." ("Departments across the country possess unique specializations and character, and should stay that way," they wrote.)

 

Such rhetoric notwithstanding, faculties have been deeply invested in the logic leading to the rise of MOOCs, and are fundamentally ill-prepared to mount a serious intellectual argument against them.

 

For decades, nearly all of America's colleges and universities have moved away from the cultures and intellectual traditions within which they were founded. Religious institutions have become increasingly and uniformly secular (George Marsden documents this in The Soul of the American University). 

 

 The widespread abandonment of the title "college" in favor of "university" demonstrates the preference to be perceived as "universal" and research-oriented rather than as a "collegium" drawn to a unique scholastic endeavor rooted in place and history. Higher education is becoming increasingly monocultural as demands for geographic (and market) expansiveness take precedence.


The faculty are deeply invested in the logic leading to MOOCs, and are ill-prepared to mount a serious intellectual argument against them.

 

The faculty is composed of a rootless professoriate drawn from graduate programs aimed at producing research for denizens of the disciplines, and not oriented to culturally specific institutions, which, of course, are disappearing. To compensate for the professoriate's emphasis on narrowly focused research (which diminishes their focus on institutional governance), a cadre of administrators is needed. 

 

Meanwhile, student bodies are becoming more homogeneous, claims of "diversity" notwithstanding, as they are shaped by standardized high-school curricula and nationalized testing regimens. Universities look to one another for prevailing norms and settle on a standardless standardization: the universal commitment to the amorphous goal of "excellence." Universities have come to value the same policies and practices: publishing in national and global academic presses and universally recognized disciplinary journals; participating in international disciplinary associations with conferences that "normalize" every discipline; emphasizing research (especially student research) at the expense of the humanities by insisting that the humanities are valuable only insofar as they create knowledge along the model of the natural sciences; and making broad institutional commitments to globalization, social justice, diversity, and the importance of STEM.

 

Part of this standardizing shift is driven by accrediting institutions and government bureaucracies, with their demands for "measurable outcomes" and "assessment." But a great deal of this impulse stems from internal institutional actors, including the faculty. The seemingly universal embrace of the research university—whether large and public or small and private—leads faculty members to demand that particular institutional affiliations, missions, cultures, and identities be relegated to occasional ceremonial expression. A global research culture dominates. The demand to generate "new knowledge" requires institutions to conform to canons of academic standardization that, over time, force colleges and universities to become intellectually indistinguishable from one another.

 

This embrace of uniformity has led nearly every institution to adopt the ethic of "globalization" and "internationalization." One sees a growing number of universities establishing international campuses, such as Education City, in Qatar, which includes programs from Carnegie Mellon, Northwestern, Georgetown, and Texas A&M. The assumption that knowledge is neither produced nor transmitted in local contexts leads, inevitably, to the conclusion that institutional identity is purely accidental—that every institution is, at its essence, a global content-delivery system. The result? Higher education is more monocultural than ever before.

 

As any botanist knows, a monoculture is highly susceptible to a single pathogen. A great shakeout is under way, and MOOCs are the logical outgrowth of this push for interchangeable educational delivery. Curricula, faculty, and students are overwhelmingly indistinct, and MOOCs are simply the cheapest way to combine those elements in our economically constrained times.

 

Colleges and universities are like the once-ubiquitous department stores in every city—Filene's in Boston, G. Fox in Hartford, Woodward & Lothrop in Washington—which, while enjoying distinct locations and histories, became increasingly similar. When consumers grew to value uniformity over a local market culture, those local stores were susceptible to the challenge from a truly universal competitor that could offer the same wares, produced cheaply, at low, low prices. Those stores are all now out of business. MOOCs are the Wal-Mart of higher education.

 

Consider Clay Shirky's recent paean to MOOCs:


"Cheap graduate students let a college lower the cost of teaching the sections while continuing to produce lectures as an artisanal product, from scratch, on site, real time. The minute you try to explain exactly why we do it this way, though, the setup starts to seem a little bizarre. What would it be like to teach at a university where you could only assign books you yourself had written? Where you could only ask your students to read journal articles written by your fellow faculty members? Ridiculous. Unimaginable.

 

Every college provides access to a huge collection of potential readings, and to a tiny collection of potential lectures. We ask students to read the best works we can find, whoever produced them and where, but we only ask them to listen to the best lecture a local employee can produce that morning."

 

Shirky is correct, of course, that students at every institution should be exposed to a wide variety of works. Yet he finds it unthinkable that institutions would limit that exposure, or that they might have a commitment to how works are presented to students. The conceit that the cultures, missions, and identities of particular institutions produce "artisanal products" seems quaint. Our contemporary educational Filene's, according to Shirky, must get big or get out. This phrase—"get big or get out," along with "adapt or die"—was the mantra of Earl Butz, secretary of agriculture under President Richard Nixon, who urged the replacement of small, family-owned farms with large-scale, industrial farms. As it did to independent farmers, the consumerist ethic now appears poised to transform higher education.


This metaphor points to some small hope for a different future of higher education. A few winners will provide a cheap, mass-produced product to consumers—the Wal-Marts and the Monsantos of higher education—and many losers—today's Filene's, Woodward & Lothrop, and G. Fox. But Shirky's dismissive nod toward "artisanal" teaching points to a better path for those institutions that want not only to survive but to flourish, by refusing to go along with the monoculture. Those are the ones that have, or are seeking to recover, their distinctive institutional identities—often, but not always, a religious affiliation.

 

Think of Providence or Belmont Abbey among Roman Catholic institutions, or St. Olaf or Baylor among Protestant ones—all rightly anticipating that nondescript and indistinguishable institutions will be easy victims of the logic of standardization. This artisanal direction requires hiring faculty who expressly share a commitment to the institutional mission and attracting students who seek a distinctive education. Consider Hillsdale College, with its traditionalist emphasis on core curriculum and Western civilization, and a growing number of institutions that combine a liberal-arts education with some training in "trades" or manual labor, such as Deep Springs College, in California. (Try to teach baling hay via MOOC.)

 

If it is indeed time to "get big or get out" — or, better put, "get online or get an identity"—then I'm for the artisanal, the local, the educational equivalent of farmer's markets. The irony is that while most professors embrace the ideal embodied in farmer's markets, they have supported the evisceration of local institutional educational identity. It's time to insist not only on locally grown food, but on local knowledge. I'd rather make and share my own beer than encourage my students to guzzle Budweiser.

 

 

timokos's comment, June 7, 2013 3:59 AM
I completely agree! I too foresee a homogenization of higher education and a few Mass Producers dominating (online) higher education. For all others it is 'time to "get big or get out" — or, better put, "get online or get an identity"
timokos's curator insight, June 7, 2013 4:02 AM

The homogenization of higher education will lead to a Mass Market with a few dominant players like IKEA or Wallmart. For all others it is "time to "get big or get out" — or, better put, "get online or get an identity", as Smithsonian put it so bluntly.

Scooped by Terry Elliott
Scoop.it!

Aunt Renie

Aunt Renie | Teaching MOOCs | Scoop.it
"The Future of Storytelling" is a free MOOC (massive open online course) from the University of Applied Sciences Potsdam on iversity.org. Are you interested ...
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

Liminal Participants and Skilled Orienteers Learner Participation in a MOOC for New Lecturers

The most frequently occurring themes were transformation of identity, reciprocal relationships, and reflective practice. Novice participants expressed initial uncertainties and experienced participants observed the difficulties they were experiencing. Reflective practice was important for active participants as an aspect of learning and a tool for self-expression."

Terry Elliott's insight:

Classic 'good guy' MOOC.=cMooc scenario.  Excellent references.  Course in a box.

more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

MOOC Providers Worry About Low Completion Rates

MOOC Providers Worry About Low Completion Rates | Teaching MOOCs | Scoop.it
Very few students who attempt MOOC classes complete them, raising questions about how to make the courses more accessible and successful.
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

When A MOOC Exploits Its Learners: A Coursera C...

When A MOOC Exploits Its Learners: A Coursera C... | Teaching MOOCs | Scoop.it
Requiring research participation in order to successfully complete a MOOC course is unethical and manipulative.
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

Goodbye university? Revolution vs. evolution of the current education model - ICEF Monitor - Market intelligence for international student recruitment

Terry Elliott's insight:

Wow, read and wonder about the future of MOOCs and the institutions they will disrupt in more ways than one.

more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

edX Introduces a New Way for Online Learners to Verify They Took Classes from MIT

edX Introduces a New Way for Online Learners to Verify They Took Classes from MIT | Teaching MOOCs | Scoop.it
Online learning nonprofit edX is toying around with a new kind of verification service. Using one of its founding...
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

International Reach of MOOCs Is Limited by Users’ Preferences

International Reach of MOOCs Is Limited by Users’ Preferences | Teaching MOOCs | Scoop.it
Washington — Do massive open online courses offer countries around the world an affordable way to democratize higher education?
more...
No comment yet.
Rescooped by Terry Elliott from Massively MOOC
Scoop.it!

How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs

How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs | Teaching MOOCs | Scoop.it

"... an analysis of Twitter usage surrounding a German-language MOOC that could indicate future trends in technology-enhanced learning. Our research focuses on the Twitter stream accompanying the course and ask how Twitter is used and for what purposes by the heavy twitter users, by the educators / organisers / guestspeakers in the course and if tweets from “outside” get into to the stream.."

 

Reference: van Treeck, T., Ebner, M. (2013) How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs. In: Twitter & Society, Weller, K., Bruns, A., Burgess, J., Mahrt, M., Puschmann, C. (eds.), Peter Lang, p. 411-424


Via SusanBat , Peter Mellow
Terry Elliott's insight:

Figuring out how the pieces that you cobble together to create a MOOC actually work.  Read this and make your own decisions about whether Twitter should be part of your MOOC sandwich.

more...
Nevermore Sithole's curator insight, March 7, 8:21 AM

How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs

Fiona Harvey's curator insight, April 8, 5:17 AM

Use of TWitter within MOOCS - expect more of this to come.  Rather detailed and reviews two German Language MOOCs.  Some ideas on how Twitter can be applied to on campus classes

Scooped by Terry Elliott
Scoop.it!

CU's William Kuskin takes comics seriously

CU's William Kuskin takes comics seriously | Teaching MOOCs | Scoop.it
"This is a bold stroke, an anti-authoritarian project on many levels." William Kuskin, eyes flashing, stands at the very edge of the stage in the University of Colorado at Boulder's iconic Old Main b...
Terry Elliott's insight:

Colorado tries a MOOC--comix and graphic novels.

more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

Agreement signed to launch Arabic MOOC portal

Agreement signed to launch Arabic MOOC portal | Teaching MOOCs | Scoop.it
AMMAN — Her Majesty Queen Rania on Thursday witnessed the signing of an agreement to launch Edraak, a Massive Open Online Course (MOOC) platform.
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

Experimenting with digital and open collaborative learning: SAICTED...

This presentation recall the design and implementation of a Flash MOOC at CPUT by the SAICTED (Managing ICT in South African Education) research project
Terry Elliott's insight:

Combining 'flash mobs' and MOOCs--another way that MOOCs have differentiated into cMOOCs, xMOOCs, LOOCs, and CaS's.  What a cool idea, occupy a space on the net to learn something.  Talk about calling upon star appeal and reputation.  This idea bearing watching so...watch this space.

more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

About those U Penn MOOC results reported at MRI13 |  Eduhub

About those U Penn MOOC results reported at MRI13 |  Eduhub | Teaching MOOCs | Scoop.it
About those U Penn MOOC results reported at MRI13 http://t.co/tZkQzAELQB
Terry Elliott's insight:

Again, it is not all about the numbers of completers.  What is the purpose of the MOOC?  Which audience does the MOOC serve?

more...
No comment yet.
Rescooped by Terry Elliott from MOOC-SCOOP
Scoop.it!

Optimal Video Length for Student Engagement

Optimal Video Length for Student Engagement | Teaching MOOCs | Scoop.it

In this first post, I’ll share some preliminary results about video usage, obtained from initial analyses of a few edX math and science courses. Unsurprisingly, students engaged more with shorter videos. Traditional in-person lectures usually last an hour, but students have much shorter attention spans when watching educational videos online...

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez, timokos
more...
No comment yet.
Rescooped by Terry Elliott from Connectivism
Scoop.it!

"A MOOC is a Web, not a website": Open Ed 13: George Siemens

"A MOOC is a Web, not a website": Open Ed 13: George Siemens | Teaching MOOCs | Scoop.it

Via Susan Bainbridge
Terry Elliott's insight:

Yes, the MOOC is online ed's crazy cool uncle. 

more...
No comment yet.
Rescooped by Terry Elliott from Learning with MOOCs
Scoop.it!

Mooc Framework

Mooc Framework | Teaching MOOCs | Scoop.it

Via Paul West, Adelina Silva, SusanBat
Terry Elliott's insight:

Keep in mind when considering MOOCs for hied.

more...
No comment yet.
Rescooped by Terry Elliott from Digital Delights
Scoop.it!

MOOC Roundtable: The past, present and future of the platform

We're just coming off a summer where it seemed like you couldn't go a week without seeing massive open online courses in the headlines. We've assembled an ex...

Via Ana Cristina Pratas
more...
No comment yet.
Rescooped by Terry Elliott from Digital Delights
Scoop.it!

Talk About Mooc with Stephen Downes

Recorded in Lyon 26 November

Via Ana Cristina Pratas
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

Mooc rival OERu puts accreditation on menu

Mooc rival OERu puts accreditation on menu | Teaching MOOCs | Scoop.it
Mooc rival OERu puts accreditation on menu | News | Times Higher Education. (Mooc rival OERu puts accreditation on menu http://t.co/nPQpo40PWl)
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

OERs Rule, MOOCs DROOL: MOOCs and DistRibuted Open Online Learning

The "wrapped MOOC" has gained attention over the past year as a way to integrate MOOCs into traditional education. This presentation will present results of ...
more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

MOOCs and the Tutorial: A Vision of the Future of Teaching and Learning

MOOCs and the Tutorial: A Vision of the Future of Teaching and Learning | Teaching MOOCs | Scoop.it

MOOCs+Google+HOA=Revolution?

Terry Elliott's insight:

I am envisioning a pedagogical model for MOOCs that looks similar to the Oxford Tutorial. In this instance, a learner watches free MOOC lectures but then connects with a tutor to discuss the material in a more deeply, richly and personally.

more...
No comment yet.
Scooped by Terry Elliott
Scoop.it!

Improving your image: Dental Photography in Practice - University of Birmingham

Improving your image: Dental Photography in Practice - University of Birmingham | Teaching MOOCs | Scoop.it
Course details for the MOOC 'Improving your image: Dental Photography in Practice'. Massive Open Online Courses are free, open, online courses designed to offer a taste of higher education to learners from across the UK and the world.
more...
No comment yet.
Rescooped by Terry Elliott from Massively MOOC
Scoop.it!

European MOOCs Scoreboard | Open Education Europa

European MOOCs Scoreboard | Open Education Europa | Teaching MOOCs | Scoop.it

The aim of this scoreboard is to highlight the huge potential that European institutions have in the world of MOOCs and to help visualize this potential by compiling the existing European-provided MOOCs and open courses available on different open websites.


Via Kim Flintoff
Terry Elliott's insight:

MOOCs gone wild--in Europe.

more...
Rescooped by Terry Elliott from MOOCs News: Coursera, Udacity, edX, MIT, Stanford and more
Scoop.it!

From MOOC to Kickstarter: The Belle-V Ice Cream Scoop Started Out as a Classroom Example and Ended Up a Real Product

From MOOC to Kickstarter: The Belle-V Ice Cream Scoop Started Out as a Classroom Example and Ended Up a Real Product | Teaching MOOCs | Scoop.it

Karl Ulrich, Vice Dean of Innovation at the University of Pennsylvania's Wharton School who has been teaching product design courses for 25 years, has a massively open online course (MOOC) to thank for his newest design:Belle-V, the newest addition to the long line of ice cream scoop evolutions. Designed in collaboration with Lunar, Ulrich has developed a scoop that's righty/lefty friendly—and easy on the eyes. So far it raised $138,134  http://www.kickstarter.com/projects/belle-v/belle-v-ice-cream-scoop


Via Top Free Classes
Terry Elliott's insight:

MOOC as startup incubator.

more...
Top Free Classes's curator insight, November 10, 2013 12:24 AM

Karl Ulrich, Vice Dean of Innovation at the University of Pennsylvania's Wharton School who has been teaching product design courses for 25 years, has a massively open online course (MOOC) to thank for his newest design:Belle-V, the newest addition to the long line of ice cream scoop evolutions. Designed in collaboration with Lunar, Ulrich has developed a scoop that's righty/lefty friendly—and easy on the eyes. So far it raised $138,134   http://www.kickstarter.com/projects/belle-v/belle-v-ice-cream-scoop

Joseph McCaleb's curator insight, November 11, 2013 10:47 AM

Also note the quality and simplicity of the video! And the effectiveness--they were wanting $5K and have 70X that!

Scooped by Terry Elliott
Scoop.it!

Alive in the Swamp: assessing digital innovations in education - Nesta

Alive in the Swamp: assessing digital innovations in education - Nesta | Teaching MOOCs | Scoop.it

As Michael Barber notes in his foreword: the future, will belong not to those who focus on the technology alone, but to those who place it in the wider context of what we know about maximizing learning and realizing system impact.  The development of this Index helps advance that goal.

Terry Elliott's insight:

Consider using the Nesta digital innovations index to evaluate MOOCs.  Here is a link to the index: http://www-core.nesta.org.uk/library/images/DigitalEducationInnovationIndex.jpg

Here is the longer report pdf: http://www.nesta.org.uk/areas_of_work/public_services_lab/digital_education/assets/documents/alive_in_the_swamp

 

 

more...
No comment yet.