MOOCs, SPOCs and next generation Open Access Learning
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MOOCs, SPOCs and next generation Open Access Learning
Examining the development of the Massive Open Online Course and its variants.
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A Massive List of Free Online University Course Providers From Around The World

A Massive List of Free Online University Course Providers From Around The World | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
It’s been more than five years since online education got a massive boost when three free online courses, taught by Stanford professors, launched in October 2011. Each of these courses has had over…

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Posthumanism and the MOOC: opening the subject of digital education - Springer

As the most prominent initiative in the open education movement, the Massive Open Online Course (MOOC) is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of initiatives in this field, fails to engage with a theory of the subject. As such, uncritical and problematic forms of humanism tend to be assumed in the promotion and delivery of these courses: the expectation of rational and self-directing individuals, with a universal desire for education. This fundamental orthodoxy limits both the understanding of technology and the possibilities for a concept of ‘openness’ in education. Given the global scale of the MOOC, and its high-profile associations with elite universities, the need for critical alternatives is pressing. In this paper I draw on critical posthumanism—an umbrella term for a range of philosophical and theoretical positions—for two purposes. Firstly and principally as a perspective through which to critique the educational reliance on humanism that is maintained in the project of the MOOC, and secondly to suggest alternative frameworks for thinking about the intermingling of humans and technologies in education. Space and time are considered as the two principal sites with which technological change is realised, and the promotion of the MOOC is shown to mask spatial and temporal conditions through adherence to an underlying humanist framework.

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elearning at eCampus ULg's curator insight, March 2, 2016 2:34 AM
Could not agree more about the more important role the MOOCs should have or take when it comes to digital humanities
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Why we love MOOCs!

Why we love MOOCs! | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

The MOOC team at the University of Melbourne may be small but we sure are passionate about what we do. Get to know us and read our stories about why we love working on MOOCs.

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Udacity’s New Degree Comes With A Money Back Guarantee

Udacity’s New Degree Comes With A Money Back Guarantee | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

 

 

For nearly two years, online education startup Udacity has offered a paid training course called a “Nanodegree” for people hoping to land technical jobs like software development. But the question was always whether students would find a job after finishing the course, which costs anywhere from $1,800 to $2,400.

 

To help erase such doubts, Udacity said Wednesday that it would create a new degree called Nanodegree Plus, which comes with a guarantee that students will find a job within six months. If not, the company will return 100% of tuition—a rarity in online education.


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www.cheapassignmenthelp.com's curator insight, January 14, 2016 2:40 AM

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Why Libraries And MOOCs Won’t Replace Liberal Arts Degrees | WiredAcademic

Why Libraries And MOOCs Won’t Replace Liberal Arts Degrees | WiredAcademic | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
When I first heard about the ease of obtaining an education from an Ivy League university with little to no expense online, I had a twinge of resentment toward my soon-to-be-acquired liberal arts degree. I had a similar feeling when I first heard Matt Damon’s character in Good Will Hunting proclaim: “You blew 150k on an education you could have gotten in $1.50 in late fees from the library!”

But in hindsight, I don’t think this resentment and concern was well founded—in either case. While this new academic approach will no doubt change the world of higher education — and probably for the better — it will not replace schools like the one that I attend. While I do see the use of online education expanding in the near future, I don’t think it will precipitate the downfall of small and private universities.
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MOOCs: Is free higher ed help, hype, or havoc?

MOOCs: Is free higher ed help, hype, or havoc? | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
MOOCs (Massive Open Online Courses) are available globally, at least in principle, and free – even when available from name universities such as Stanford and MIT.


The phenomenon first took root roughly around 2007 when
Five years ago, George Siemens started a MOOC on what was happening in open education, hoping to do for teaching what M.I.T.’s OpenCourseWare had done for content: it attracted 2,300 participants, with a syllabus translated into several languages. Mr. Siemens, a professor at Athabasca University, a publicly-supported online Canadian institution, said it was quickly apparent that the format created distinctive social networks, as students carried on wide-ranging discussions on their own. (2013)


Technology enabled the move, but didn’t drive it.

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elearning at eCampus ULg's curator insight, December 17, 2015 10:07 PM

Article très généraliste mais qui résume bien la problématique des MOOCs à l'heure actuelle.

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MOOC madness takes its toll.

MOOC madness takes its toll. | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

It seems as if it’s been a very long time since I’ve written anything about MOOCs. To be honest, I’ve been avoiding clicking on MOOC links entirely in order to avoid the urge to write about them. Unfortunately for everyone, last week I accidentally came across a story with a MOOC section so scary that it should send shivers down every faculty member’s spine everywhere.


Via Peter Mellow, Miloš Bajčetić
Kim Flintoff's insight:

Highlights many of the concerns and misconceptions around MOOCs - there are many drivers and most commentary does not even consider the total system of interactions that is making MOOCs appealing in many places. 

My prediction is that people not able to conceive of the scalable and accessible education system and the data streams that MOOCs can provide will be the ones who begin to struggle with the emerging global economy.

 

MOOCs are not an end... and I think that's what many people miss.

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5 active learning experiences you can use in your MOOCS instead of videos

5 active learning experiences you can use in your MOOCS instead of videos | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

... Passively watching a video doesn’t achieve the same level of rich learning, because it does not require the student to do anything but sit, watch, and hopefully absorb information.

The great news is, designing active learning experiences for your MOOC is fun and won’t cost you a thing! ...

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez, SusanBat
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Jarrod Johnson's curator insight, April 14, 2015 6:39 PM

These insights are pretty obvious when you read them and a lot of MOOCs I have completed have used at least one of these methods.

elearning at eCampus ULg's curator insight, April 21, 2015 3:15 AM

Some interesting ideas to serve variety in learning

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St. Margaret’s | Lessons Learned from MOOC Development | Open edX Portal

St. Margaret’s | Lessons Learned from MOOC Development | Open edX Portal | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Roland Allen, Director of College Counseling at St. Margaret’s Episcopal School in California and lead instructor of The Road to Selective College Admissions, discusses the lessons he’s learned from building a MOOC, and the value its brought to his teaching and students at St. Margaret’s.


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Why My MOOC is Not Built on Video - MOOC Report

Why My MOOC is Not Built on Video - MOOC Report | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Why didn’t we have more video? The short answer is budget and time: making good-quality videos is expensive & making simple yet effective educational videos is time consuming, if not necessarily costly. #NumericalMOOC was created on-the-fly, with little budget. But here’s my point: expensive, high-production-value videos are not necessary to achieve a quality learning experience.

The fixation with videos in MOOCs, online courses and blended learning is worrisome.

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elearning at eCampus ULg's curator insight, March 6, 2015 5:13 AM

Instructional design is the most important thing but audiovisual resources can also be produced with quality and low cost using narrated presentations and other easy similar techniques 

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MOOCs in 2014: Breaking Down the Numbers (EdSurge News)

Dhawal Shah :

 

"In November 2011 I was taking one of the first MOOCs from Stanford. At that time, many new MOOCs were being announced and I started Class Central as a way to keep track of them and figure out what I should take next. The website gathers course listings through provider sites, social media, and tips from MOOC providers and users. The figures below are based on these data."


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Dennis T OConnor's curator insight, February 11, 2015 6:39 PM

Charts! Diagrams! Data & Resources:  MOOC researchers will smile to find all this in one well organized article. 

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Beyond Dropouts and Dabblers: A Broader View of Auditing MOOCs - mooc news and reviews

Beyond Dropouts and Dabblers: A Broader View of Auditing MOOCs - mooc news and reviews | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Posted by Charlie Chung on Aug 9, 2013 in Commentary, Success Strategies

Follow us: @MOOCNewsReviews on Twitter


There has been a great deal of discussion around the high drop-out (90% range) rates in MOOCs (and for the purposes of this article, I’ll concentrate on the xMOOCs, or those that are modeled on highly structured college courses). The first thing to note is that the sign-up process is so easy and devoid of commitment that “enrolling” might best be considered merely an indication of interest. However, even if you count the initial participants in other ways (those watching the first videos, stated intents to complete, etc.), there is no doubt that dropping out or disengagement is a significant phenomenon in most MOOCs


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Dennis T OConnor's curator insight, February 6, 2015 2:25 PM

I like the term "auditing MOOCs".  I vastly prefer to think of myself this way. (Much better than being a dabbling dropout.)  

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Second Life MOOC for 2016 – Teaching as a Way to Learn

Second Life MOOC for 2016 – Teaching as a Way to Learn | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The third annual Second Life MOOC (SLMOOC16) will take place from April 1-30, 2016 on WizIQ (click here to access the course). The theme of the current MOOC is “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting  education and learning through connecting online via web technologies such as Second Life. The MOOC will focus on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft or OpenSim. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
SLMOOC16 is for educators, schools, and public and private businesses that wish to provide training in virtual worlds. Weekly badges and a final certificate of completion will be available for free.
There will be 3 learning areas: WizIQ, Moodle for Teachers, and Second Life MOOC areas.
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David W. Deeds's curator insight, March 10, 2016 7:04 PM

I can't present this year but I've done it before and it's lots of fun!

Giovanna Bruno's curator insight, March 10, 2016 10:21 PM

I can't present this year but I've done it before and it's lots of fun!

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Persistence Patterns in Massive Open Online Courses (MOOCs)


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Report Review of Siemen’s ‘Preparing for the Digital University’ - Class Central's MOOC Report

Report Review of Siemen’s ‘Preparing for the Digital University’ - Class Central's MOOC Report | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Class Central summarizes the main findings from the MOOC Research Initiative (MRI) Report: Preparing for the Digital University.

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elearning at eCampus ULg's curator insight, February 18, 2016 4:59 AM

Interesting report as always from Class Central. If you can only ready one or two resources about MOOCs, here is one of them

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Global MOOCs Market Growth of 46% CAGR by 2019

Global MOOCs Market Growth of 46% CAGR by 2019 | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

The market research analysts predict the global MOOC market to grow at a CAGR of over 46% from 2015 to 2019. This research report considers revenues generated through platform licensing, course certifications, examinations, tutoring, and other personalized student services.

 

Among the various e-learning methodologies, learning through MOOCs is gaining momentum across the globe because of its ability to offer education irrespective of geographical boundaries and different time frames. Continuous innovation in e-learning tools, flexible delivery methods, and the availability of a variety of online courses offered by the various vendors in the market have significantly increased the dependency of individuals as well as corporates on MOOC tools.

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Moocs: international credit transfer system edges closer

Moocs: international credit transfer system edges closer | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Six universities in talks on global credit transfer system for online courses
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MOOCs are Focusing on Fundamentals | Your Training Edge ®

MOOCs are Focusing on Fundamentals | Your Training Edge ® | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Learning in a number of organizations is passing through immense change. Some are letting go their training rooms in favor of the digital delivery of content, and managers who are forward thinking are investing on social media, social learning, and mobile devices to support their employees’ learning. Organizations have been remodeling their learning and training strategies around new and rising technology. No matter which technology they use certain fundamentals they must consider about. In this post, I would be addressing those fundamentals and they way these are focused by one of such rising technologies i.e. MOOCs, much widely discussed concept in my last few posts.

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Apple TV tunes into MOOCs

Apple TV tunes into MOOCs | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

When it comes to streaming video, binge watching “Scandal” or catching up on past seasons of “Arrested Development” might come to mind. Now, here come's Apple TV to make us all feel guilty about that.

Its latest version includes an app from Coursera, a provider of massive open online courses, or MOOCs...

http://www.scoop.it/t/easy-mooc

 


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HUBMODE's curator insight, November 6, 2015 11:46 AM

Coursera+Apple ou la diffusion mondiale de l'education américaine.Faisons de l'Education digitale the French Way.

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Moving Beyond MOOCS

Moving Beyond MOOCS | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
In many ways, we have a romanticized view of college. Popular portrayals of a typical classroom show a handful of engaged students sitting attentively around a small seminar table while their Harrison Ford-like professor shares their wisdom about the...
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How to calculate the real costs of developing and delivering MOOCs - eCampus News

How to calculate the real costs of developing and delivering MOOCs - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Researchers at Brown and Columbia attempt to determine not just costs associated with MOOC production, but faculty time, marketing, and IT development…and if it’s all worth it.

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Here’s What Will Truly Change Higher Education: Online Degrees That Are Seen as Official

Here’s What Will Truly Change Higher Education: Online Degrees That Are Seen as Official | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Three years ago, technology was going to transform higher education. What happened?

 

Over the course of a few months in early 2012, leading scientists from Harvard, Stanford and M.I.T. started three companies to provide Massive Open Online Courses, or MOOCs, to anyone in the world with an Internet connection. The courses were free. Millions of students signed up. Pundits called it a revolution.

 

But today, enrollment in traditional colleges remains robust, and undergraduates are paying higher tuition and taking out larger loans than ever before. Universities do not seem poised to join travel agents and video stores on the ash heap of history — at least, not yet.

 

The failure of MOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are quite good and getting better. Colleges are holding technology at bay because the only thing MOOCs provide is access to world-class professors at an unbeatable price. What they don’t offer are official college degrees, the kind that can get you a job. And that, it turns out, is mostly what college students are paying for.


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In defense of the great MOOC experiment

In defense of the great MOOC experiment | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Is there an impatience to write the history of MOOCs? Have universities even given sufficient time to experiment with MOOCs?

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Accessibility Showdown? Harvard and M.I.T. Sued Over Failing to Caption Online Courses - NYTimes.com

Accessibility Showdown? Harvard and M.I.T. Sued Over Failing to Caption Online Courses - NYTimes.com | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

 By Tamar Lewin, 2/12/15:

 

"Advocates for the deaf on Thursday filed a federal class action against Harvard and M.I.T., saying both universities violate antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.

“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”


Via Dennis T OConnor
Kim Flintoff's insight:

Accessibility shouldn't be a concern these days - it should be a core part of every online development.

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Dennis T OConnor's curator insight, February 12, 2015 11:51 AM

This could be a landmark case.  Harvard and MIT have no excuse other than inertia for ignoring well established accessibility requirements for their online content.


Unlike the majority of Universities, these schools have the financial power to do anything they want. They have the resources to hire accessibility experts and instructional designers to do the job.  Close Captioning all video in an efficient and timely manner is a huge job.  But it can be done.  


This statement from Harvard is ingenuous.  The rules are well known: 


"Jeff Neal, a spokesman for Harvard, said that while he could not comment on the litigation, Harvard expects the United States Department of Justice to issue proposed rules later this year “to provide much-needed guidance in this area,” and that the university will follow whatever rules are adopted."


Harvard, MIT & EdX may end up causing an unexpected disruption in education: serious national attention on the rights of the disabled. 


Sande Woodson's curator insight, February 12, 2015 6:59 PM

This is why we are working hard at Jessup Online to provide closed captioning for all of our video lectures and other video materials.