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DONALD CLARK: Taxonomy of 8 Types of MOOC

DONALD CLARK: Taxonomy of 8 Types of MOOC | Web 2.0 och högre utbildning | Scoop.it

“ What are MOOCs? “The future is already here, it’s just not very evenly distributed” said William Gibson, that is certainly true of MOOCs. We have MOOC mania but ‘all MOOCs are not created equal’ an...”


Via Ramesh Sharma, Paul West, Kent Wallén
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Ersättliga reflektioner: Utbildning bland molnen

MOOC är en akronym för Massive Open Online Courses. På svenska borde det rimligen heta omfattande, öppna, nätbaserade kurser. Det är en trend inom högre utbildning som har växt lavinartat på kort tid i USA och börjar få spridning även i Europa. Kanske ser vi snart denna typ av kurser även i Sverige.
         Det är kurser som erbjuds av etablerade, ofta välrenommerade universitet och colleges i USA, där kurserna ges helt nätbaserade och där inga antagningskrav tillämpas. Det är skälet till att betona ordet omfattande. Den största siffra jag har sett på antalet studenter på en kurs av detta slag är 160 000; en kurs i artificiell intelligens vid Stanford University.

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The corridor of uncertainty: Who are MOOCs really for?

The corridor of uncertainty: Who are MOOCs really for? | Web 2.0 och högre utbildning | Scoop.it
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The Net in Higher Education: Informationsdumpning eller stöd för lärande?

The Net in Higher Education: Informationsdumpning eller stöd för lärande? | Web 2.0 och högre utbildning | Scoop.it

Hart har skrivit ett tänkvärt inlägg om skillnaderna mellan traditionell paketering av det innehåll som skall läras "ut" och det som i min översättning blir strukturerat stöd för lärande. Hon beskriver detta som en rörelse från "packaging to scaffolding". Hennes inlägg handlar i första hand om lärande på nätet men de generella resonemangen är i högsta grad även giltiga för mer traditionell klassrumsundervisning, som jag bedömer det.

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The Net in Higher Education: Lära gratis, fritt, undervisad eller vetgirig

The Net in Higher Education: Lära gratis, fritt, undervisad eller vetgirig | Web 2.0 och högre utbildning | Scoop.it

Under år 2012 talade man allt mer om företeelsen MOOC. Bokstavskombinationen står för massive open online course, vilket i svensk tolkning innebär att det är en sorts kurs (course) som vänder sig till ett mycket stort antal deltagare (massive) som utan behörighetskrav eller andra restriktioner kan registrera sig som deltagare (open) utan några förpliktelser utöver ett eget intresse.

Lars-Erik Jonsson's insight:

Vi kan notera här att för den enskilde individen innebär en sådan här kurs ett antal positiva paradoxer.  Individen har maximal frihet samtidigt som man ingår i ett nätverk av kontakter med andra resurspersoner.  Innehållsligt kan varje individ fokusera på sitt intresseområde samtidigt som alla kursresurser i form av förslag och nyproducerat material är tillgängligt. Slutligen finns det inga speciella kursmål som skall läras utan lärandet består i att man faktiskt knyter an till de resurser - personer och andra källor - som är relevanta för det intresse man har (eller som växer fram).

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MOOCs and Hype Again

MOOCs and Hype Again | Web 2.0 och högre utbildning | Scoop.it
I have a confession to make. I dropped out of a Massive Open Online course (MOOC) on Artificial Intelligence at Stanford university in the Fall of 2011. There were over 160,000 other students in th...
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The corridor of uncertainty: The next best thing

The corridor of uncertainty: The next best thing | Web 2.0 och högre utbildning | Scoop.it

The demand for higher education in the world far outweighs the availability of places in established universities. That is clear from studies and statistics from organisations like UNESCO, OECD and Commonwealth of learning. Low cost or even free online learning using freely available open educational resources and based largely on student-centered collaborative learning or self-study offers a feasible model for offering higher education to all.


Via Alastair Creelman
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Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project

Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project | Web 2.0 och högre utbildning | Scoop.it

The Quality of Massive Open Online Courses

The primary criticism of what I will address in this chapter is that success is process-defined rather than outcomes-defined.[1] Without outcomes measurement we cannot measure success, we can’t focus our efforts toward that success, we can’t become more competitive and efficient, we can’t plan for change and improvement, and we can’t define what you want to accomplish as a result. All this is true, and yet there is no measure of outcome or success that can be derived from designer and user motivations, or even from the uses to which MOOCs are put. The only alternative is to identify what a successful MOOC ought to produce as output, without reference to existing (and frankly, very preliminary and very variable) usage.


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Learning to ‘run a MOOC’

Learning to ‘run a MOOC’ | Web 2.0 och högre utbildning | Scoop.it
There are more learner interactivity options available than multiple–choice questions and ‘drag and drop’ responses, says Bob Little.

Via Susan Bainbridge
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Monica S Mcfeeters's curator insight, May 7, 2013 1:24 PM

Many teacher want to get their classes online for various reasons. The info here will help anyone set it up more professionally.

Anne Whaits's curator insight, May 7, 2013 1:34 PM

Some really interesting reflections and comments in this article. What makes the current form of MOOCs particularly challenging for the learner? Poonam argues that effective learning materials involve the learners and makes a case for the interactive MOOC - the iMOOC. "Those wanting to build iMOOCS – or at least include greater learner interactivity into their courses – could gather inspiration for their instructional design strategy from interactivity building tools."

Richard L. Edwards's curator insight, May 10, 2013 9:24 AM

Certain "truisms" run through articles written on MOOCs. One of the more consistent "stories" repeated from article to article involves the completion rate of MOOCs, hovering around 7%. There are many reasons why MOOCs have low completion rates, but typically the "story" is told as one of MOOC design failure, as in this piece. Quote from this article: "“To engage learners and keep them interested in the course - and motivated to continue and complete it, there’s a need to develop MOOCs that are highly interactive (iMOOCs). No wonder that MOOCs’ learner drop-out rates are extremely high,” [Poonam Jaypuriya] commented. “According to our information, typically, we’re seeing only seven or eight per cent of learners completing courses.” I agree with the 7% completion rate, which matches my hands-on experience. But I disagree with the assessment of why 93% of my students did not complete my MOOC. In fact, let's consider the admission requirements for a MOOC. Typically, a student submits an email address. There is no transcript verification, there is no statement of commitment (i.e. how much this "learner" will prioritize a free class when other life and work events occur during the course), and no really penalty from just dropping out of the course at any time for any reason. MOOCs are a fascinating experiment, and while some MOOCs clearly have a way to go to fully leverage the full and already available possibilities of a quality engaging online education, that is not the fundamental reason for low completion rates. MOOC providers need to figure out how to secure learning commitments from students. And to play the contrarian on this issue, I would argue that the top retention tools of traditional higher education have been tuition cost, admissions standards, and verifiable transcripts, not the quality of course design (and I mean course design principles as opposed to faculty reputation). 

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Virtual Canuck » Blog Archive » MOOCs as community??

Virtual Canuck » Blog Archive » MOOCs as community?? | Web 2.0 och högre utbildning | Scoop.it

If the MOOC is of the so called xMooc variety with a tight predefined curriculum and learning outcomes, lots of teach centric videos, quizzes and threaded discussions, then likely MOODLE is best. However for cMOOCs in which students are encouraged to bring and develop their own personalities, web presences and artifacts using an emergent or connectivist pedagogical design, the ELGG based platform with its capacity for student created blogs, bookmarks, tweets, user generated videos, etc. may be best.

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The Net in Higher Education: Grupparbete - traditionen och nätet

The Net in Higher Education: Grupparbete - traditionen och nätet | Web 2.0 och högre utbildning | Scoop.it

Grupparbetet, som de flesta av oss har erfarit detta under de olika "traditionella" utbildningsformer vi har deltagit i, är en sorts pedagogisk strategi som läraren/kursledaren har valt av något skäl. Ibland kanske skälen inte är noggrannare genomtänka än att "grupparbete är bra".

 

Morrison (i blogginlägget jag skriver om) påpekar, mycket tänkvärt, att en del av problemen med grupparbeten är att de flesta människor har väldigt lite erfarenhet av att arbeta tillsammans, speciellt om det handlar om att arbeta tillsammans på nätet.

 

Den centrala frågan i Morrisons inlägg handlar dock inte om för- eller emot  grupparbeten utan om att samarbete måste se helt annorlunda ut i en massive open online course. Här är det inte vare sig möjligt eller ens önskvärt att kontrollera stora mängder deltagares aktiviteter. Tvärtom är hela idén med "massive courses" att deltagarna knyter kontakter och eventuellt bildar grupper, men då spontant utifrån intresse.

 

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What sort of MOOCs would emerge in the coming future?

What sort of MOOCs would emerge in the coming future? | Web 2.0 och högre utbildning | Scoop.it
Thanks jenny for sharing her views and experience in her post here on OLDSMOOC.  I am interested in knowing the OLDSMOOC though won’t be working on a project.  I think we have now come up wit...

Via Susan Bainbridge
Lars-Erik Jonsson's insight:

Intressanta och polariserade jämförelser mellan cMOOOCs och xMOOOCs samt mellan lärande genom undervisning resp lärande genom personlig drivkraft

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The corridor of uncertainty: Can you cheat in a MOOC?

The corridor of uncertainty: Can you cheat in a MOOC? | Web 2.0 och högre utbildning | Scoop.it

Cheating in such an environment is a bit like cheating in a hobby like bird watching. You can claim to have seen all sorts of rare species but the only way to gain real credibility is to be able to prove it, by showing photos or being able to describe in detail the distinguishing features of the bird you have seen. In bird watching it is essential that other people in the same geographical area also see the bird. You need evidence and witnesses.

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The corridor of uncertainty: Off-piste learning

The corridor of uncertainty: Off-piste learning | Web 2.0 och högre utbildning | Scoop.it
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