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Technology in Art And Education
Applying and Integrating Media and Technology for Learning and Traditional and Post Modern Classroom.
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Rescooped by Monica S Mcfeeters from Networked Learning - MOOCs and more
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The pedagogical foundations of massive open online courses | David G. Glance, Martin Forsey & Miles Riley - First Monday

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.


Via Peter B. Sloep
Monica S Mcfeeters's insight:

This is an interesting assessment and Peter B.Sloep offers further great assessment. It''s a Good read!

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Maria Persson's comment, May 26, 2013 9:00 PM
Appreciate your comments Paulo - insightful and provokes further thought. Thanks for the comment.
Peter B. Sloep's comment, May 31, 2013 6:46 AM
Great comment Paulo!
Hein Holthuizen's curator insight, September 29, 2013 3:27 AM

A great outcome for those who don't like travelling (not me) and want to train/teach those who are in need of knowledge they are able to give.

Rescooped by Monica S Mcfeeters from Networked Learning - MOOCs and more
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The End of the University as We Know It | Nathan Harden - The American Interest Magazine

The End of the University as We Know It | Nathan Harden - The American Interest Magazine | Technology in Art And Education | Scoop.it

"In fifty years, if not much sooner, half of the roughly 4,500 colleges and universities now operating in the United States will have ceased to exist. The technology driving this change is already at work, and nothing can stop it. The future looks like this: Access to college-level education will be free for everyone; the residential college campus will become largely obsolete; tens of thousands of professors will lose their jobs; the bachelor’s degree will become increasingly irrelevant; and ten years from now Harvard will enroll ten million students."


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Peter B. Sloep's curator insight, February 11, 2013 6:16 AM

Nathan Harden has predicted the end of universities as we know them more often, but in this article he provides a detailed account of the why and the how of their disappearance. The root cause of the demise of universities as we know them is technology, that is the Internet. Much as new technology has upset the record industry, so it will wreak havoc with traditional education, with a lowering of the price, ubiquitous access, a wide choice of courses, increased efficiency, and even increased quality. Of course, the last does not hold for the few who can afford to attend classes at an elite university, but for the many who go to "Nowhere State University". Naturally, the new model comes at a price. The college experience gets lost, interactivity in class disappears. But, "Online education is like using online dating websites—fifteen years ago it was considered a poor substitute for the real thing, even creepy; now it’s ubiquitous." With the technology, new business models emerge. As with all disruptive innovation, it is not so much the technology iself, but the business model around it that does the disruption. Here it is the scalability of MOOCs, the fact that the development costs of a course may be shared by thousands or even hundreds of thousands. 

 

Although the article is long, it is well worth your while. There's one thing you should keep in mind, though: in many respects it fits the US situation only. For example, few if any European universities have a public mandate but are run as businesses like universities in the US. Also, the college bubble with students having over $20,000 debts, is not a universal phenomenon (although with the current high tuitions, the UK is rapidly heading that way). And yet, don't dismiss it because of the lack of fit. Education is going global, the venture capical-backed online platform providers such as Coursera and Udacity already see business opportunities outside the US; and if they don't see those themselves, traditional universities will tell them as they are lining up to be allowed to sell their courses and brand name through them. (@pbsloep)

 

 

 

 

Rescooped by Monica S Mcfeeters from Connectivism
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Connectivism and MOOCs

Connectivism and MOOCs | Technology in Art And Education | Scoop.it
A diagram of the influences on the development of connectivism and MOOCS that also shows the influence of connectivism and MOOCs on subsequent developments.

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Massive Open Online Courses (MOOCs) Go International

Massive Open Online Courses (MOOCs) Go International | Technology in Art And Education | Scoop.it
A few quick notes from the MOOC front....

The first major providers of Massive Open Online Courses (MOOCs) got their start in Silicon Valley, Cambridge, Massachusetts and Canada. Now we're seeing them sprout up outside of the United States.

Via Susan Bainbridge
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MOOCs move into credit-based higher education

MOOCs move into credit-based higher education | Technology in Art And Education | Scoop.it

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MoocGuide | a wiki

MoocGuide | a wiki | Technology in Art And Education | Scoop.it

"This MOOC guide was first initiated by Inge de Waard who organized the MobiMOOC. MobiMOOC was a course that used the MOOC format to provide a framework for all MOOC participants to learn or deepen their knowledge on mobile learning (mLearning). 

After the MOOC guide was first initiated, the guide was opened up for all to add and strengthen the guide so it can/could be used by all interested parties."


Via Peter B. Sloep
Monica S Mcfeeters's insight:

Looks like a great guide and it can have input added to build the giude.

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Peter B. Sloep's curator insight, February 12, 2013 4:05 AM

A guide for anybody who wants to try out the MOOC format in nine chapters (history, use of social media, facilitating, references, to name just four) or those steeped in the MOOC format who want to contribute. To be sure, this is about the connectivist kind of MOOC (cMOOC), not the xMOOCs that stirr up all the excitement. A cMOOC is very much less about instruction and much more about networked (social, connecitivist) learning. (@pbsloep)

Patricia Daniels's curator insight, February 13, 2013 4:01 AM

H817 students you might be interested in editing this wiki.

Hector Rosero's curator insight, February 14, 2013 11:23 PM

It's an excellent guide for to design Moocs. This course is available in Wikispaces.com.

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Keeping MOOCs Open - Creative Commons

Keeping MOOCs Open - Creative Commons | Technology in Art And Education | Scoop.it
Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. MOOCs — or Massive Open Online Courses — have been getting a lot of attention lately.

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Brainstorm in Progress: MOOCs and Connectivist Instructional Design

Brainstorm in Progress: MOOCs and Connectivist Instructional Design | Technology in Art And Education | Scoop.it

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Brainstorm in Progress: MOOCs and Connectivist Instructional Design

Brainstorm in Progress: MOOCs and Connectivist Instructional Design | Technology in Art And Education | Scoop.it

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