Now I am going to warn you, I have drunk deeply from the MOOC cool-aid - my experience in Connectivism and Connective Knowledge changed how I work, and how I engage with faculty and students in some very positive, deep, and profound ways. I don't agree with everything that Siemens or Downes has written, they would be the last ones on earth to expect that, but there are no learning theories out there that can contend with, or account for, the rapid changes that are going on in education and technology than Connectivism. Interestingly enough, I think the success of MOOCs counts on an understanding of those principles.
If you visit this wiki, you probably want to register for the free, open and online MobiMOOC course which will run from Saturday 8 September - Sunday 30 September 2012 and will focus on learning/training with mobile devices (mLearning). You can register for the course by becoming a member of the Google group here.
Forget free content repositories; the Massachusetts Institute of Technology wants to deliver “interactive” elite education to the masses, complete with credentials certifying “mastery” of MIT-grade coursework.
In the latest boon for the “open education” movement, the engineering mecca on Monday announced a new online learning initiative, called MITx, that will give anyone the opportunity to work through MIT course material and earn a certificate of achievement.
The question arose in the fall, when a handful of professors at Stanford University decided to teach free courses onlineto tens of thousands of students who were not enrolled at the elite California university. The students would receive no Stanford credit; only a signed letter by the instructor, acting apart from the university.
Case in point: Know Labs seems to be skimming the cream of its first crop of students in hope of filling vacancies on its own staff. In December, Thrun sent an e-mailto the top performers in the artificial intelligence course, inviting them to apply for openings at Know Labs.
The Massachusetts Institute of Technology ended 2011 with a grand announcement: It would broadcast massive, open online courses — equal in rigor to its on-campus offerings — to tens of thousands of non-enrolled, non-paying learners around the world. Eventually, the university would offer these students a pathway to some sort of credential. The project, called MITx, was heralded as a major step toward using technology to refigure the economics of higher education.
Technology is paving a new way for more students to connect with some of the best teachers on the planet. From Stanford to MIT to Harvard and beyond, there are massive open online courses sprouting up everywhere. It’s never been easier to take a course (or even get a whole darn degree) online.
One of the most interesting and maddening issues to emerge from the debacle at the University of Virginia over the past month has been the obsession that people far removed from the actual work of teaching college and university students have for MOOCs.
Constructivist is what constructivist explores I am in the process of constructing a week of activities on ICT4D (and Mobile for Development-M4d) for the next installment of the MobiMOOC scheduled ...
KF: An interesting reflection on one learner's experiences across a range of open learning courses. The article highlights the motivations, the learning models, the support and the challenges that she experienced as a student in MOOC and open access education.
KF: Another quick reference guide from the EDUCAUSE 7 Things collection. It discusses the definition, current activity and future possibilities of the trend in MOOCs.
Alt-Ed is devoted to documenting significant initiatives relating to Massive Open Online Courses (MOOCs), digital badges, and similar alternative educational initiatives.
"Back when the course started in September, it seemed like a reasonable description. #change11 was designed and run by Massive Open Online Course pioneers George Siemens, Stephen Downes, and Dave Cormier, and had 36 separate facilitators lined up to cover everything from soup to nuts in the grand scheme of instructional technologies and 21st century learning.
Apparently, however, George and Dave should have kept the crystal ball from their Edfutures MOOC a few years back.
Because in thinking about the Mother of All MOOCs, it seems none of us in #change11 were thinking big enough."
Created through funding received by the University of Prince Edward Island through the Social Sciences and Humanities Research Council's "Knowledge Synthesis Grants on the Digital Economy"
The University of Washington plans to offer “enhanced” versions of the massive open online courses (MOOCs) it will develop through a partnership with Coursera, according to the university’s provost.
The "enhanced" versions will add a number of features designed to make them more closely resemble conventional online courses -- including more assessments, direct interaction with instructors, and the opportunity to earn a certificate that hypothetically could be redeemed for course credit.
In November, Wolfram Burgard, a professor of computer science at the University of Freiburg, in Germany, administered an online midterm exam for a course in artificial intelligence to 54 students. The test-takers sat in the lecture hall, spaced at least a meter apart, with proctors roaming the aisles to make sure nobody was looking up clues or chatting online with co-conspirators.
Princeton University, the University of Pennsylvania and the University of Michigan at Ann Arbor have teamed up with a for-profit company to offer free versions of their coveted courses this year to online audiences. By doing so, they join a growing group of top-tier universities that are embracing massively open online courses, or MOOCs, as the logical extension of elite higher education in an increasingly online, global landscape.
The battle for the future of higher ed has landed—at least for the time being—on a concept few in academe had even heard of a year ago: the Massive Open Online Course, or MOOC. The idea of offering free courses online to tens of thousands of students has suddenly become the latest, greatest way to “fix” higher ed, promoted by education-technology entrepreneurs and bemoaned by traditional academics
Here’s an Infographic that walks you through the dramatic changes happening in the world of online learning – the rise of the massive open online course, aka the “MOOC.” From edX at MIT and Harvard to Coursera from Stanford, top schools and shrewd entrepreneurs are getting into the business of teaching the world for free via digital technology. Take a look at how these online courses are causing a wave of disruption in education.
We\'ve been following the MOOC (Massive Open Online Course) movement for a couple years now because we and our clients are all engaged in online learning at some level, be it totally online, flipped or hybrid, or just lecture capture for on-demand...
The project will design, deliver and evaluate an 8-10 week Open Learning Design Studio MOOC (Massive Open Online Course) focusing on the theme of curriculum design with OERs, to be held in Autumn 2012.
Further details regarding how to get involved, start dates, and core themes will be announced during the summer. In the meantime, please register your interest here: http://goo.gl/KJqbn so we can keep you informed.
In case the quotes didn’t clue you in, this post doesn’t argue against massive open online courses (MOOCs) such as the ones offered by Udacity, Coursera, and edX. I think they are ve...
KF: This article outlines some concerns regarding the efficacy and sustainability of MOOCs in their current incarnation. It also offers some caveats about risks involved in entering the MOOC playing field without properly considering the input requirements and user expectations.
Open to individual educators from across the UK HE, FE, and community and skills sectors, the MOOC will aim: to increase the uptake of OERs through embedding the use of curriculum design tools, practices and approaches in individual practice and design team culture; to empower practitioners to become change agents in their local contexts; and to produce a collection of CC-licensed OER resources for wider use after the MOOC ends. Weekly activities will feature a range of presenters with a focus on foregrounding successful JISC and HEA funded UK projects and giving UK practitioners access to (and opportunity to learn from) some of the best of European initiatives.
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