The YouVerify project (I think this project part of Savoir Devenir) funded by the European Union and based in France, has launched the MOOC: Disinformation Step by Step, which starts on Monday 15 November 2021 and lasts a month. It will be given in three languages: French, Spanish and English and is aimed at a wide range of people including educators, students, journalists, librarians, youth workers. Being a MOOC, it is open and free and you can get a digital badge on completion. It has 6 modules: critical thinking, Media and Information Literacy (MIL), disinformation, verification, refutation and building MIL projects. There is a particular focus on visual disinformation. It is led by MIL expert Professor Davina Frau-Meigs. Register here: https://hub5.eco-learning.eu/course/disinformation-step-by-step/
Teachers who want to learn more about teaching with technology will find this Massive Open Online Course (MOOC), Introduction to Technology-Enabled Learning (TEL), informative and engaging. Using up-to-date learning design and simple, accessible technology, the course runs on an easy-to-use learning platform available via the Internet. The course is designed for teachers who want to build on their knowledge and practice in teaching and learning with technology. It will run over five weeks and requires approximately three to five hours of time each week. Designed to accommodate teachers’ busy schedules, the course offers flexibility with options for learning the content. You will learn from readings, videos, discussions with other participants and instructors, meaningful exercises, quizzes and short assignments. Certification is available for those who wish to complete all required exercises and quizzes.
This Metaliteracy MOOC explores the metaliteracy model originally developed by Tom Mackey and Trudi Jacobson in Reframing Information Literacy as a Metaliteracy. This open learning experience turns theory into practice by exploring emerging technologies to collectively create and distribute information in an open participatory environment. We will interact with global participants and continuously reflect on our learning in this environment. This MOOC has been developed for course sharing between the University at Albany and Empire State College, at the undergraduate and graduate levels, and to engage with participants globally. It is also available to use in any way you find helpful or supportive in your own teaching, research, and/or learning journey.
MOOCs and Open Educational Resources: A Handbook for Educators is being made available for university faculty, educators, and educational producers involved in produc - ing online courses. It is hoped that some utility may be found in its pages by all kinds of readers, whether one is a staff videographer or a chaired senior faculty member or a freelance video editor, or in any position around and in between.
They identified that libraries were supporting MOOCs by:
Copyright Clearance; Open content promotion; Licensing resources; Instructional support; Production support; in some cases with a general support model (e.g. a librarian assigned to each MOOC). Institutional factors affecting the library's engagement with MOOCs were:
Nature of MOOCs offered by the institution; Institutional coordination of MOOCs; Models of MOOC support; Structure of existing [library] services; [library] Staff and budget. O'Brien, L. et al (2014) Working Group on Models for Course Support and Library Engagement Report. edX Libraries Collaboration
MOOCs and Critical Pedagogy are not obvious bedfellows. The hype around MOOCs has centered mostly on a brand of sage on the stage courseware at direct odds with Critical Pedagogy’s emphasis on learner agency. Despite this — or, more to the point, because of this — we remain, like Paulo Freire, hopeful Critical Pedagogues. In Pedagogy of Hope, he writes, “I am hopeful, not out of mere stubbornness, but out of an existential, concrete imperative.” The simple truth is that we must be hopeful, for in hope lies possibility. But, also like Freire, we recognize that hope must be balanced with action and struggle. There is no use in mere hopefulness. Ceding authority is an active endeavor. Critical Pedagogy requires an engagement with reality that is persistent and demanding, and that engagement must result in real action, even if that action is exemplary and minute. To effect any change is to effect change.
We offer here 6 theses that work to reimagine MOOCs — and open education more broadly — as potential sites of resistance and liberation. These theses are tentative, meant to invite conversation, in the nature of Freire’s notion of dialogue.
Online learning has been around for more than 30 years, but recent excitement around Massive Open Online Courses (MOOCs) has brought it fully into the public eye. In schools, online learning used to be a remedial alternative to classroom teaching, particularly where learners were geographically dispersed. But there is a growing belief that it might offer all […]
ShareTweet Figuring out what the future of education is going to look like is downright impossible. Startups have a very difficult time cracking into the education world because many schools either don’t have the money or the time to devote to integrating the best edtech tools into the classroom. So what kind of future are …
The MOOC: Information Literacy Online has been released. The MOOC is available in: English, German, Catalan, Spanish, Croatian and Slovenian. There are six main modules: Module 1: Orienting in an information landscape Module 2: Research is a journey of inquiries Module 3: The power of search Module 4: Critical information appraisal Module 5: Information use: the right and fair way Module 6: Let’s create something new based on information and share it! Additionally there are a couple subject-specific modules (in the English-language version, but only one in the German and Croatian versions and none in the Spanish). There is text and pictures, plus some videos and quizzes. This is the outcome of a European project (articles etc. about the project here - this article gives an interesting and detailed account of the guiding principles and practicalities). The content can also be re-used under a Creative Commons license. Go to https://informationliteracy.eu/en
On the 19th Feb I gave my inaugural lecture (rather belatedly, having become a Prof about 15 years ago), as part of the Open University’s 50th anniversary celebrations. Given the delay it was something of a mix between an inaugural and a valedictory, as I chose to trace the changing nature of open education through the personal narrative of my own involvement in projects at the OU. My pitch was that up until the 90s, ‘open education’ roughly equated to the open university model – there were some variations, but it was largely focused on access to higher education. The advent of the internet, and wide spread popularity of the web, both deliberately ‘open’ systems, changed this.
In this piece, Nigel Smith of The Open University-owned FutureLearn, reflects on digital transformation in education over the past six years since MOOCs (massive open online courses) first burst onto the scene
There is no choice but to innovate in scaling the supply of education. Otherwise, people desperate to learn are excluded.
Recent scholarly discussions about massive open online courses (MOOCs) highlight pedagogical and practical issues that separate MOOCs from other learning settings, especially how theories of learning translate to MOOC students’ motivation, participation, and performance. What is missing from these discussions is the purpose of the MOOC. We report a comparative study of two MOOCs that differ in educational purpose, but are similar in design. Our sample consisted of 983 students in a professional development MOOC, and 648 students in a MOOC focused on general interest. We first report differences between the two MOOCs, in terms of student demographics, achievement motivation, and participation. For each MOOC, we ran a two-stage regression analysis to determine the extent to which motivation variables (stage 1) and participation variables (stage 2) predicted performance. Patterns in demographic background and motivation differed in ways that were consistent with the MOOCs' purposes. Motivation and participation predicted performance, but this relationship differed between the two MOOCs and reflected the patterns of participation. Professional development motivation contributed to final grade in the professional development MOOC, but not the general interest MOOC. The findings have implications for how MOOC designers think about their target audience, and for students who aim for high final grades.
In the past year or so there's been a flurry of announcements from the big MOOC providers involving new degree programs based around their online courses. Earlier this year, for instance, Coursera announced six new degrees, including the first-ever MOOC-based Bachelors.
So far, ten universities have announced MOOC-based online degrees, and together they offer a total of 25 different degrees. Right now, more than 9,000 students are enrolled in a MOOC-based online degree, and more than a thousand have already graduated.
MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire knowledge presented by the teacher in a rather passive learning mode. Such design neglects the principles of active and engaging learning (c.f., Margaryan, Bianco, & Littlejohn, 2014). Task-centred instructional design models offer meaningful tasks and learning experiences that follow active learning principles. Up till now, implementations of task-centred MOOC designs are, however, scarce.
At Online Educa, I gave a talk called '2500 years of learning - the good, the bad and the ugly'. It went down well but at the end Stephen Downes, who was in the audience, came up to me and made the reasonable claim, that I had mentioned Ng & Koller but not his good self. He was right. I have a lot of time for both of these guys, so I have rectified this by writing this short piece and will be including Downes and Siemens in my future versions of the talk.
"Harvard and MIT have issued a report on the effectiveness of their Massive Open Online Courses (MOOCs) offered through MITx and HarvardX free to the public. The study: “HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014″ drew on data from two years and 68 open online courses and reveals a steady growth of multiple-course participation and only with a slight majority of students seeking course certification."
Stat-heavy article from MIT and Harvard. They claim the MOOCs are still sustainable despite some trends showing downward interest. Could still have good stats for final presentation, though.
The visualization of big MOOC data enables us to see trends in student behaviors and activities around the globe, but what is it that we are not seeing?
Online education” takes many different forms. It can be synchronous or asynchronous, self-paced or scheduled, video- or activity-based, free or for-fee, modularized or unchunked, and instructor- or learner-centered. An online class can be the size of a standard course, massive in scale, or somewhere in between.
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