MOOC's and changing education
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Centre For Innovation Leiden University - Online Learning Lab Innovation Report 16/17

Via Robert Schuwer
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The Algorithmic Future of Education

The Algorithmic Future of Education | MOOC's and changing education |
The History of the Future of Education Technology

Via timokos
Arie den Boon's insight:

Its the economy stupid... It is the austerity that drives IT in education. Wrong reason, wrong results.

timokos's curator insight, January 12, 2016 6:02 AM

A great read from my favourite Ed-Tech critic!

Rescooped by Arie den Boon from Easy MOOC!

How a German university are offering MOOCs to refugees

... This is evident in the move by Kiron University to launch a crowdfunding campaign that will grant access to higher education for the refugees entering the country.

The German social enterprise are offering refugees access to a two year online degree program that is run in partnership with MOOC providers, before then following it up with two years at a partnering university.

At the end of the process...

Via Lucas Gruez
Arie den Boon's insight:

Very good initiative, lets follow suit in the Netherlands. Who dares to set up an Dutch Language MOOC?

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Why HBX is Just Another MOOC (or a Food Dehydrator) | All MOOCs ...

Why HBX is Just Another MOOC (or a Food Dehydrator) | All MOOCs ... | MOOC's and changing education |
The article is a fascinating touchstone of online education-as-phenomenon for reasons outside the MOOC instrument; Geoff Shullenberger discusses much of Clayton Christensen's article presence over at his blog.

Via timokos
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How to MOOC? – A pedagogical guideline for practitioners

How to MOOC? – A pedagogical guideline for practitioners | MOOC's and changing education |

Massive Open Online Courses, shortly MOOCs, are a trending phenomenon in online education. Neither distance education nor online courses are new, but especially in the field of technology enhanced learning, MOOCs have been gathering enormous attention by the public. Thus, following the main idea of bringing education to a broad range of people, two universities in Graz developed an xMOOC platform for the German speaking area, mostly addressing people in Austria. Before the first courses started the authors reflected on how such a MOOC should be carried out and which key factors (didactical, technical and administrative) have to be considered.
This research study strongly concentrates on developing a checklist for practitioners who would like to do an xMOOC in the future by examining different xMOOCs and reflecting first experiences gathered through daily work on MOOCs.
It can be concluded that doing a Massive Open Online Course is much more challenging as maybe expected at first sight. Nevertheless the proposed checklist will help to overcome first barriers and provide solid steps towards one’s first online course.

Via Pierre
Pierre's curator insight, June 11, 2014 4:52 AM

Checklist gericht op xMOOC ontwikkeling.

SusanBat 's curator insight, June 15, 2014 8:10 PM

A very useful MOOC Checklist included in this article...

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To MOOC or not to MOOC? | Amsterdamse Academische Club - AAC - Universiteit van Amsterdam

Arie den Boon's insight:

The pros and cons of an active participation into the MOOC world from a world class university

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A Comparison of Five Free MOOC Platforms for Educators

A Comparison of Five Free MOOC Platforms for Educators | MOOC's and changing education |
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.


By the end of 2013, most top universities had started to offer some sort of MOOC (massive open online course). Now, we are starting to see the MOOC product move into the corporate and private realm. Companies like Google and Tenaris are using MOOCs for training their employees, MongoDB is educating developers through the MOOC medium and thousands of private instructors are teaching classes on sites like Udemy.


If you are considering a MOOC for yourself or your organization, you’ll first need to determine which tool you will use to build the course. The following is an assessment of five popular free MOOC (and MOOC-like) platforms.

Via Miloš Bajčetić, Robert Schuwer
Miloš Bajčetić's curator insight, February 27, 2014 5:18 AM

Moodle is an open-source LMS that allows users to build and offer online courses. It was built for traditional online classrooms rather than MOOCs, which attract a large number of students. It tends to be easier to install than edX, and there are hosted or one-click install options available.

Moodle is suited for organizations that want a full-featured, customizable LMS. The platform offers more than edX in terms of educational tools, analytics and SCORM compliance.

Wilko Dijkhuis's curator insight, March 1, 2014 2:28 AM

 5 free mooc platforms to use

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The Future of E-Ducation Report

The Future of E-Ducation Report | MOOC's and changing education |

We invite you to read our latest SVC2UK White Paper, “The Future of E-ducation“, written in collaboration with Gold Mercury International, the Corporate Vision® Strategy Think Tank. The Paper draws on many of the case studies from SVC2UK 2013 and explores what the future is likely to look like for teachers and students.

Via Nik Peachey
Alfredo Corell's curator insight, February 3, 2014 6:36 AM

Nice selection of papers aproaching main subjects in education and technology.

In my reading list

Download Report as .pdf OR Read Report via issuu 

Laura Rosillo's curator insight, June 14, 2014 7:17 AM

Buena selección de artículos sobre el futuro de la educación

A/Prof Jon Willis's curator insight, June 16, 2014 6:28 PM

Where is technology taking us in Higher Ed? Here's one vision, from the UK

Rescooped by Arie den Boon from Social Media Content Curation!

The Future Of Content Curation Tools - Part I

The Future Of Content Curation Tools - Part I | MOOC's and changing education |

Excerpt from article written and curated by Robin Good and first published on MasterNewMedia:
"Content curation tools are in their infancy. Nonetheless you see so many of them around, there are more new curation tools coming your way soon, with lots of new features and options.

Enormous progress has been made since the early days of the first news curation tools to what is available today, but yet, I feel we have only barely scratched the surface.

To illustrate what I expect to see on this front, here is a panoramic tour of the traits, features, patterns and trends that I expect will characterize the future of digital content curation tools, organized into specific feature areas.

1) Display Formats of Curated Content Collections
The first area in which I expect to see lots of improvement and innovative ideas is the one of how a curated collection or stream can be displayed to the user.
This is one of the most underestimated and underutilized areas of improvement for content curation tools.

2) Slicing and Dicing
Some of the present-day content curation tools, including, Spundge and several others, do allow you to tag and filter content but none provides a direct facility to easily create sub-sets that gather together collection items with the same characteristics.

3) Micro - Macro
One other badly needed feature, that I hope will see its way in some of the leading content curation tools, is the ability to instantly switch from a bird’s eye view of a topic to the detailed view of a specific information item.

4) Recurate
Another area that offers great opportunities for innovation and for the introduction of new useful features is the one covering the ability to assess, managing inventories, organize and curate one’s own existing assets.

5) News Discovery
The main problem with news discovery arises from the fact that quality filters and algorithms capable of both fully understanding the topic of interest, not just by way of a keyword or a hashtag but by semantic inference, and capable of identifying the relevant sources among so many noise-making content marketers reposting other people stuff, are not easy to build.
The best way to uncover, identify and identify new quality sources and content items may be to employ a balanced mix of automated search filters augmented by human curators that can supervise, edit, refine and improve on what is gathered by the algos.

6) Ownership
The main benefit offered by content curation platforms that require you to curate and publish first via their systems (, Pinterest, etc.) is that they provide you with an existing broad audience readily interested in your content. For someone just starting out online, this can be a huge booster.
The con side of the equation is that your rights on what you have curated as well as the physical ownership of that content is not under your control anymore. And for those already having good visibility and reputation online, this may not be the most attractive proposition.

7) Credit and Attribution
For professional curators the need to properly and systematically credit and attribute the content and sources utilized is not a secondary matter. Discovery of new interesting content is at the heart of the curator job, and facilitating the exchange on meta-data that provides credit and hints as to who has been of help in discovering something will increasingly be a highly valued activity..."

Each point is analyzed with more information and external links. Read full, interesting and detailed article here:



Via Giuseppe Mauriello
Ajo Monzó's curator insight, December 19, 2013 2:20 AM


Debbie Elicksen 's curator insight, December 20, 2013 4:49 PM

Scooping this to basically reference it for more tips on curating. We are all works in progress.

Russell Yardley's curator insight, December 25, 2013 4:01 PM

With billions of people connected through social media and directly connected with email traditional curators of news and other content have had their business models destroyed but it has not surprisingly taken many years for better models to emerge. 


The widsom of crowds is well known but so is their stupidity (stock market crashes, group think, lowest common denominator in election outcomes...). Better curating tools and systems are beginning to show that valuable curators of the worlds content are able to find their audience and enrich the world with deep insight that replace the extremely low numbers of curators of the past (news paper barons).


Some of these curators will be paid and others do it just for the joy of it. Collectively they will reshape thinking and ultimately the world. 

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The silent majority - why are MOOC forums counterproductive?

The silent majority - why are MOOC forums counterproductive? | MOOC's and changing education |

... So if the forums of regular online courses are difficult to run effectively they will prove almost impossible in a MOOC with potentially tens of thousands of participants. Nonetheless most MOOCs persist with them as a token attempt at interaction or because the forum is somehow a default setting in online learning. Generally MOOC forums become overwhelming and chaotic with hundreds of unrelated threads...

Via Lucas Gruez
Arie den Boon's insight:

The taboo of MOOC's: forums can be counter productive

Lucas Gruez's curator insight, September 11, 2013 12:18 PM

Interesting comments below the post, and Stephen Downes's comment here:

Pieter de Vries's curator insight, September 14, 2013 11:20 AM

We do not know how to handle forums when looking though the glasses of traditional education.

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BREAKING: University of Amsterdam first MOOC, Introduction to Communication Science

Arie den Boon's insight:

Coming soon to you... UvA MOOC

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Harvard/MIT Report Analyzes 4 Years of MOOC Data -- Campus Technology

Harvard/MIT Report Analyzes 4 Years of MOOC Data -- Campus Technology | MOOC's and changing education |
If you were to describe the typical Harvard or MIT MOOC participant, he (yes, not she) would come from outside of the United States, be in his 20s, hold a bachelor-level degree and register for the course with the intention of getting certified. But that hardly tells the whole story. Two of the brains behind the institutions' edX programs have released results of a joint research project that mined the data generated through four years of MOOC activity.

Isaac Chuang, senior associate dean of digital learning, professor of electrical engineering and computer science and professor of physics at MIT, and Andrew Ho, chair of the Vice Provost for Advances in Learning (VPAL) Research Committee and a professor of education at the Harvard Graduate School of Education, examined 2.3 billion events logged online by 4.5 million participants to produce the highly readable "HarvardX and MITx: Four Years of Open Online Courses."

Via Kim Flintoff
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Learning Analytics Startups & Companies For Educators to Keep An Eye On

Learning Analytics Startups & Companies For Educators to Keep An Eye On | MOOC's and changing education |
List of learning analytics startups and companies which make it easy for you to improve student learning outcomes through student data analysis.

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Google To Sponsor MOOC Research

Google To Sponsor MOOC Research | MOOC's and changing education |

Carnegie Mellon University researchers will tap data-driven approaches to improving learning as part of a new Google-sponsored effort to unlock the educational potential of MOOCs...

Via Lucas Gruez
drsmetty's curator insight, July 11, 2014 2:22 AM

Google sponsors MOOCs, Microsoft does. The big ones are still interested...

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Learner-Centered Analytics: Example from UW La Crosse MOOC research - e-Literate

Learner-Centered Analytics: Example from UW La Crosse MOOC research - e-Literate | MOOC's and changing education |
Last week I wrote a post What Harvard and MIT could learn from the University of Phoenix about analytics. As a recap, my argument was: Beyond data aggregated over the entire course, the Harvard and MIT edX data provides no insight into learner … Continue reading →

Via Peter Mellow
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Rijksuniversiteit Groningen wordt eerste Nederlandse partner van FutureLearn

Rijksuniversiteit Groningen wordt eerste Nederlandse partner van FutureLearn | MOOC's and changing education |

Rijksuniversiteit Groningen wordt eerste Nederlandse partner van FutureLearn

Via Pierre, Robert Schuwer, timokos
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Google Developing Free LMS as Part of Apps for Education -- THE Journal

Google Developing Free LMS as Part of Apps for Education -- THE Journal | MOOC's and changing education |
Google is now taking applications for a limited preview of a new app called Google Classroom — a tool that brings learning management functionality to the Google Apps for Education suite.

Via Wilfred Rubens, verstelle, timokos
Wilfred Rubens's curator insight, May 10, 2014 8:18 AM

Google bemoeit zich steeds intensiever met het onderwijs. Nu komen ze met Google Classroom. Dit artikel in THE Journal spreekt zelfs van een gratis elektronische leeromgeving. Die typering lijkt me niet terecht, als je naar de functionaliteit kijkt. Als ik het goed begrijp faciliteert Google vooral de workflow rond het geven, maken, inleveren, becommentariëren en beoordelen van opdrachten. Daarbij is sprake van een koppeling met Google Docs. Als je uitgaat van een digitale leer- en werkomgeving op basis van een portaalomgeving, dan kan deze toepassing daar een zinvol onderdeel van zijn. We moeten ons daarbij wel realiseren dat we a) nog afhankelijker worden van Google, b) er nog steeds issues zijn rond eigenaarschap van data, privacy en veiligheid, en c) Google een historie heeft als het gaat om het lanceren maar ook weer om zeep helpen van applicaties (denk aan Google Reader of Google Waves). En waarom kiezen bedrijven als Google vaak voor traditionele namen voor hun producten (denk ook aan het schoolbord).

Sara Eger's curator insight, May 13, 2014 9:38 AM

A Google Classroom/LMS - streamlines current classroom use of Google apps making things like assignment submission even easier.

Wilko Dijkhuis's curator insight, June 23, 2014 5:11 AM

Google has it's own Moodle now

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Blended Learning Model Definitions | Christensen Institute

Blended Learning Model Definitions | Christensen Institute | MOOC's and changing education |

The definition of blended learning is a formal education program in which a student learns:

(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;

(2) at least in part in a supervised brick-and-mortar location away from home;

(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.


Via Peter B. Sloep
Peter B. Sloep's curator insight, April 12, 2014 3:41 PM

The focus of these pages is networked learning. As the above definition points out, online learning is part and parcel of blended learning experiences. In some cases, the online part is of a social nature, thereby qualifying it as a form of networked learning. Apart from that, next to MOOCs blended learning is another attempt at marrying the online and the offline in learning. Although the terminology used is different, although the intentions are different (for sure if it concerns xMOOCs), there are a lot of similarities worth drawing attention to. This is particularly so since the various forms of blended learning discussed in this short scoop offer useful food for thought for those interested in furthering the evolution of MOOCs. I am thinking in particular of the à-la-carte model and the enriched-virtual model. Also, the classification is unlikely to be exhaustive and therefore provides food for the imaginative thinker.


Milena Bobeva's curator insight, April 25, 2014 8:28 AM

The link above is no longer available, but the full details are publishes in the following paper:

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Special Issue on MOOCs - An Academic Perspective on an Emerging Technological and Social Trend

Special Issue on MOOCs - An Academic Perspective on an Emerging Technological and Social Trend | MOOC's and changing education |
The Journal of Online Learning and Teaching

Via Ana Cristina Pratas
Arie den Boon's insight:

MOOC's thrive on blogs and opinions. Now peer reviewed academic articles help to lay a scientific foundation.

Ana Cristina Pratas's curator insight, February 15, 2014 6:18 AM

"Higher education is entering a phase of dramatic change and innovation. Mainstream media often present massive open online courses (MOOCs) as both a reflection of the need for universities to undergo a metamorphosis and as a means of forcing a new perspective on digital teaching and learning practices (i.e., Lewin, 2013Pappano, 2012). However, university faculty caution that there is not enough research evidence to support widespread adoption. Two significant challenges around the role of MOOCs in higher education are prevalent. First, the discussion on MOOCs to-date has occurred mainly in mainstream media and trade publications. Although some peer-reviewed articles on MOOCs currently exist (e.g., Fini, 2009Kop, 2011), the amount of available research is generally limited. One of the goals of this special issue is to attempt to address this lack of peer reviewed literature. Second, the vast research available in online and distance education has been largely ignored by mainstream media and MOOC providers. Paying greater attention to what is already known about learning in online and virtual spaces, how the role of educators and learners is transformed in these contexts, and how social networks extend a learning network will enable mainstream MOOC providers and their partners to make evidence-based decisions in favor of educational reform. Thus, a second goal of this special issue is to highlight this research and provide an historical context for online and distance learning not currently evident in the mainstream media treatment of MOOCs.

This special issue presents a series of peer reviewed articles the guest editors believe will aid in increasing the quality of the research focus across a growing field of research and participation from numerous academic fields. Articles in this special issue contrast theoretical and empirical research related to MOOCs through a careful examination of thematic issues from student perceptions, engagement, and participation to campus leadership and decision-making challenges.

In the opening article, Milligan, Littlejohn, and Margaryan (2013) focus on participation patterns in connectivist MOOCs (cMOOCs) in which learner autonomy and engagement are favored over rote learning. The authors frame their analysis of the Change11 cMOOC as a follow-up mixed-method study examining self-regulated learning behavior within this context. Their findings reveal a split between those who were visibly highly engaged (active learners) versus those who were engaged, yet less visible (lurkers), with a few passive participants who were challenged by the overarching connectivist nature of the course. Overall, this paper seeks to address the lack of empirical data around cMOOCs by linking their findings of participation patterns to the larger extant literature on self-regulated learning.

The second article, by Ahn, Butler, Alam, and Webster (2013), reports on a study involving the Peer 2 Peer University (P2PU) platform that is intended to promote peer-created, peer-led learning environments. In partnership with P2PU the authors present an analysis of publicly available log-file data, creating a framework in which to describe the overall learning "ecosystem" from a learner-centered, participatory perspective. Although the data analyzed is largely descriptive in nature, it illuminates the potential of frameworks such as the P2PU to provide a foundation in which to examine more critical questions around what motivates students to engage in these types of environments, what kinds of challenges they face in participating in learning in a "massive" way, and what skills are needed to create effective courses that are both designed effectively and scalable.

Irvine, Code, and Richards (2013), in their article, position MOOCs in a broader landscape of increasing learning opportunities for learners. They present a "multi-access" (Irvine, 2009) framework, arguing that to "connect in any way" is as important for the future of learning as the "anytime, anywhere" mantra. They argue the MOOC movement is distracting leadership from focusing on alternative options for personalization and access to higher education. The framework advocates for merging access modes to promote learner choice and agency.

Next, Bruff, Fisher, McEwen, and Smith (2013) report on the engulfment of a Machine Learning MOOC offered by Stanford University into a graduate course on the same topic at Vanderbilt University, offering a perspective on present research on integrating MOOCs with traditional classrooms. This format of "wrapping" MOOCs treats MOOCs as teaching and learning resources that augment teaching practices on campus by introducing learners to world renowned lecturers and global communities while still allowing for local support and guidance.

The article by Waite, Mackness, Roberts, and Lovegrove (2013) is a case study that explores the potential triggers for active participation in a MOOC from the perspective of learners. From the lens of social constructivism, connectivism, and community of practice theories, participation in the First Steps in Learning and Teaching in Higher Education (FSLT12) MOOC revealed three major themes among active participant learners: navigational challenges, transformative learning, and reciprocal relationships. This case study presents an application of a theoretical approach where "as learners transcend the steps in their understanding [and] attempt to gain mastery in their discipline ... they ... oscillate between new and old understandings" (p. 210). The experiences of expert and novice learners in this context will be instructive to learning designers, especially in light of the learner skills and attributes needed in distributed (networked) learning environments.

Marshall (2013) adopts a systemic view of MOOCs, exploring the role of leadership and strategy formation to address structural challenges in education. Porter's (1985, 2008) Five Forces are used to analyze change and detail the need for strategic response to counter "the natural tendency of threatened organizations to retrench and adopt conservative and self-protective strategies that collectively can cause an industry to stagnate" (p. 224).

Stewart's (2013) article provides a theoretical foundation in which she argues that "new literacies are not merely the doing of the same old things with new technologies," especially as "networked participation may become more powerful at a massive scale than in a conventionally sized online course" (p. 229). Stewart further targets the binary views of MOOCs (as either a revolution in education or the privatization of education) and posits that MOOCs can be viewed as catalysts invoking a mindset of participation and active engagement into higher education. She frames the increased participation of learners in the educational process as a literacy, where MOOCs might "expose large sectors of society to new literacies and meta-level processing around the idea of learning as a communicative practice" (p. 236) As a result of the current approach in the mainstream media to focus on the idea of MOOCs as "technology-led theory of social change," as a society we are in danger of being lulled while "the power of the technology to act is assumed, and the power of social and human factors ... are left out of the conversation" (p. 231).

Lombardi (2013) provides an assessment of the choices and challenges, particularly in relation to identity, that universities face in confronting significant change. Her paper provides insight into the questions large research universities must address in partnering with MOOC providers.

Finally, Scholz (2013) finds positives in an area where many pundits have raised concerns or fears: the threat of MOOCs to liberal arts colleges (LACs). Scholz suggests that a significant benefit of new technologies in education is the potential to "provoke LAC faculty to think more deeply about learning, exploring new approaches, and reviving sometimes staid teaching techniques" (p. 249). She concludes her paper by encouraging LACs to use MOOCs as an opportunity to assist learners in lifelong learning.

In spite of the enormous amounts of data generated by MOOCs, analysis of this data has not clearly reflected this issue. In many instances, the MOOC discussion centers on small populations and the application of existing frameworks to MOOCs. The attempt to understand MOOCs through a systemic and sociological lens needs to be augmented through analysis of large data sets generated when tens, or even hundreds, of thousands of students engage in an online course.

The papers in this special issue reflect the collective grappling, in academia and society, of the role of MOOCs in relation to existing educational systems. Given the relative newness of open online courses, conceptual and philosophical papers are to be expected. We expect that larger data sets and data mining techniques will grow in prominence over the next several years. For academics, it will be important to continue a sharp focus on how MOOCs influence those aspects of education that are not easily quantified: social learning, equity, exclusion, diversity, and systemic (societal) impact.

For educators, the current constellation of change pressures and emerging trends represent both exciting opportunities and significant concerns. The exciting opportunity revolves around increasing access to learning, creating new models of learner-driven pedagogy, and raising opportunities for global classrooms. The concerns center on the challenges of learning at this scale: how effective are automated assessments? Will those learners most in need of support be overlooked? What becomes of the professoriate?

While the future of higher education is still murky, the importance of educators embracing active experimentation cannot be understated. A scientific perspective on emerging technological and social trends is required in order to assess the experience of learners and the impact on society and higher education institutions. This special issue is an attempt to apply a research mindset to a narrative that has largely been framed by anecdote and opinion."

María Dolores Díaz Noguera's curator insight, February 15, 2014 1:55 PM

Great one

Nevermore Sithole's curator insight, March 14, 2014 3:29 AM
Special Issue on MOOCs - An Academic Perspective on an Emerging Technological and Social Trend
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The Future Of Content Curation Tools - Part II

The Future Of Content Curation Tools - Part II | MOOC's and changing education |

This article is the second part of the excellent guide written by Robin Good and published on MasterNewMedia in these recent days.
The Part I that I curated and excerpted a summary is here:

Here is an excerpt of second part:
"I (Robin Good) continue my humble exploration of what I have identified as possible areas for betterment, innovation and improvement of content curation tools, by identifying and describing some of those that appear most needed.

8) Preservation
One of the official digital curator key responsibilities lays specifically in archiving and preserving anything of value that is collected, just like a museum curator does.
For these reasons professional content curation tools will have to include among their features the ability to:
a) fully photograph,
b) archive and
c) create a searchable index of any such web content, page or information resource being curated.

9) Private Collections
The need to offer “private” collections / streams that can be accessed via subscription or sold as downloadable PDF (or in other formats) will also come of time soon.

10) Full Capture Abilities
The curator needs to equipped with qualified tools that can allow him to easily clip a short text excerpt from a page, a whole web page, an image or parts of a video.
Few content curation tools excel on this front, and none does a great job of creating screenshot-based web page collections that contain full page screenshots.

11) Monetization
All these platform have an opportunity to gradually discover and identify the most valuable curators in their community and to support them by either having relevant brands sponsoring specific verticals, via sponsored stories or via paid subscriptions.

12) Content Types Begging To Be Curated
Most of the curated content today are news, images and products.
Still, there are some areas that completely lack, or offer only one or two useful and easy-to-use curation tools.
Take for example audio curation. There's no dedicated curation tool that I know of that can help me curate podcasts, audio recordings and newscasts easily.

13) Beyond News & Articles
Until now we have been used to see the work of the content curator give life to streams of news stories via a Twitter or Facebook channel.
In the future it is very likely that beyond these popular uses, you will see the work of content curators specifically contribute to the creation of valuable collections in the form of actual: books, magazines, textbooks, video playlists - programmes, shopping directories and more others.

14) Specialized Curation Tools
I expect new curation tools to diversify themselves from the crowded competition by specializing in a specific area and for a specific group of users.

Each point is analyzed with more information and external links. Read full, interesting and detailed article here:


Via Giuseppe Mauriello
Jeff Domansky's curator insight, February 18, 2014 1:45 PM

Valuable tips from Robin Good and thanks Giuseppe Mauriello for sharing them.

Michael Ravensbergen's curator insight, February 18, 2014 2:26 PM

Curation tools!!!


Alessandro Mosca's curator insight, July 16, 2017 12:55 PM

Valuable tips from Robin Good and thanks Giuseppe Mauriello for sharing them.

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Money Models for MOOCs | Dellarocas & Van Alstyn - Communications of the ACM

Money Models for MOOCs | Dellarocas & Van Alstyn - Communications of the ACM | MOOC's and changing education |

Despite the massive media ink spilled over massive open online courses, the ink spilled by MOOCs themselves remains red. MOOCs lose money. Most are free. Universities and venture capitalists subsidize them while searching for the class of the future.

Via Peter B. Sloep
JohnRobertson's curator insight, August 27, 2013 10:04 AM

See Peter Sloep's commentary as well as the article

Pieter de Vries's curator insight, September 6, 2013 5:03 PM

Is it all about money, or does it just distract us from the main issue: innovation.

Arie den Boon's comment, September 20, 2013 10:45 AM
Perhaps the main issue is here how and when does it work
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Screensharing, Webcams Help Cut Down on MOOC Cheating | Education News

Screensharing, Webcams Help Cut Down on MOOC Cheating | Education News | MOOC's and changing education |
One of the things keeping massive online open courses from becoming a standard for college instruction is the fact that there’s no practical means at the moment to make sure that students do their own work instead of getting … (Screensharing,...

Via Mark Smithers
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Ad Targeting Startup Adelphic Mobile Raises $10M Led By Google ...

Ad Targeting Startup Adelphic Mobile Raises $10M Led By Google ... | MOOC's and changing education |
Adelphic Mobile, a mobile ad startup founded by executives from Quattro (which Apple acquired and turned into its iAd program), has raised $10 million in Seri..
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