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omnia mea mecum fero
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The internet was lauded as revolutionising education, but high dropout rates for online courses have lecturers pondering the problem of 'ego depletion'. Via Becky Roehrs 
Becky Roehrs's curator insight,
November 7, 2014 10:16 AM
We don't have high dropout rates for online college courses-but for free courses, what is the motivation to complete a course? Not all online environments are the same-credit online classes are very different from MOOC's!
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"There are a number of good options for educators looking to build their own MOOCs. Here is a look at five of the most interesting platforms ..." Via Leona Ungerer
Mickael LAURE-de BOUILLE's curator insight,
April 29, 2014 4:31 AM
MOOCS make part of 2014's trends in learning approaches! Nevertheless it's crucial to keep in mind few key success factor in the developing stage
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"Regardless of your personal opinion on the value of these Massive Open Online Courses, the current reality for many low income, and underserved student populations in the US, and globally is that these free open courses from some of the world's leading experts is a partial win of the "Educational Access Lottery". Partial because winning the full lottery would require adding free broadband access, and credit options for their MOOCs courses. " Via Dr. Susan Bainbridge
Dr. Susan Bainbridge's curator insight,
August 22, 2013 4:55 AM
Extensive listing of available MOOCs. 
Gabi Witthaus's curator insight,
August 22, 2013 9:36 AM
Via Susan Bainbridge - extensive listing of available MOOCs.
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Have you ever wondered what a MOOC is? This post will help explain just what that means (and for those who cannot wait, Massive Open Online Courses). And if you are wondering why this is important, think about professional development. As well as learning about the popularity,benefits and issues of MOOCs you will also find two infographics as well as short video that provide additional information. Via Beth Dichter
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![Massive Open Online Courses [Infographic] | omnia mea mecum fero | Scoop.it](https://img.scoop.it/4QphUXvJ9W8kcuVdj1CekDl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
Massive Open Online Courses (MOOC) are online classes that educate students through online resources. Via Gust MEES
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Because at the time of writing most MOOCs are less than three years old, there are not many research publications on MOOCs, although research activities are now beginning to pick up. Much of the research so far on MOOCs comes from the institutions offering MOOCs, mainly in the form of reports on enrolments. The commercial platform providers such as Coursera and Udacity have provided limited research information overall, which is a pity, because they have access to really big data sets. However, MIT and Harvard, the founding partners in edX, are conducting some research, mainly on their own courses. There is very little research to date on cMOOCs, and what there is is mainly qualitative. Via Peter Mellow
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Use engaging videos on TED-Ed to create customized lessons. You can use, tweak, or completely redo any lesson featured on TED-Ed, or create lessons from scratch based on any video from YouTube.
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This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address. Via Peter B. Sloep
Peter B. Sloep's comment,
March 25, 2013 9:57 AM
You are right, pity that cMOOCs have not been included as their inclusion would have significantly widened the range of possible outcome scenarios. Still, in defence of the authors, I don't think they set out to cover cMOOCs as well as these are not seen as threatening to HE as it is now.
verstelle's curator insight,
March 26, 2013 3:58 PM
Thorough report from the Brittish JISC/CETIS. Many of the reported is not new for those who follow MOOC developments but it is worth reading e.g. for these conclusions:
"...there is a significant question for higher education institutions to address: are online teaching innovations, such as MOOCs, heralding a change in the business landscape that poses a threat to their existing models of provision of degree courses? [...] If this is the case, then the theory of disruptive innovation suggests that there is a strong argument for establishing an autonomous business unit in order to make an appropriate response to these potentially disruptive innovations" |
![The World of Massive Open Online Courses [Infographic] | omnia mea mecum fero | Scoop.it](https://img.scoop.it/8dIjFDNUq66ee2s13fpaKTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
