Learning with MOOCs
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Learning with MOOCs
MOOCs are a new educational learning paradigm. Explore how to use MOOCs effectively and keep up with the latest MOOC news! - The University of Melbourne offer a range of MOOCs, check out out courses --> https://www.coursera.org/unimelb
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“The fun they had” or about the quality of MOOC | Ghislandi | Journal of e-Learning and Knowledge Society

“The fun they had” or about the quality of MOOC | Ghislandi | Journal of e-Learning and Knowledge Society | Learning with MOOCs | Scoop.it
“The fun they had” or about the quality of MOOC
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elearning at eCampus ULg's curator insight, August 31, 2016 3:33 AM
Quality approach is meaninfull when designing activities for MOOCS !
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20160413 OE Global Conference Open Education Revolution or MOOCs Christian M. Stracke

Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)

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What should MOOC quality standards look like? - eCampus News

What should MOOC quality standards look like? - eCampus News | Learning with MOOCs | Scoop.it

iityResearch delves into issues when trying to gauge instructional and design quality in MOOCs for credit.

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MOOCs & Quality | Martin Weller - MOOC Quality Project

MOOCs & Quality | Martin Weller - MOOC Quality Project | Learning with MOOCs | Scoop.it

I’m tempted to suggest that above all MOOCs should hang a sign that declares “abandon all quality measures”, because most of the ones we have developed for formal education don’t apply in MOOCs. We have developed a set of quality measures based on a specific relationship between the education provider and the student. That relationship is fundamentally altered in a MOOC, and so those of existing measures are not applicable.


Via Peter B. Sloep
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Peter B. Sloep's curator insight, June 24, 2013 6:15 AM

Martin Weller then goes on to examine quality using the intentions of MOOC providing institutions and their students as yardsticks. He argues that particularly learners have intentions that vary widely from students in formal education, not worse or better, just different. Thus he identifies leisure learners (for enjoyment), drive-by learners (because it is free), and antagonistic learners (to check whether I am right in not wanting to learn about this topic). And then of course there are those who engage in MOOC learning for professional development. With the differing intentions should come different quality measures, Martin argues. This is also needed because formal education and MOOCs have different filtering mechanisms: formal education restricts input, MOOCs output. Therefore, say, completion rates as a measure of quality cannot be compared across formal education and MOOCs. 

 

This is a very valuable contribution to the discussion about MOOCs, one that probably goes wider than the assessment of quality: MOOC learning is a different beast than formal education, so treat it differently. Doing so would also imply that pitting MOOCs and formal education against each other as alternative ways of providing and education to our children, makes no sense. If anything, then, they are complementary. (@pbsloep)

M.A.P.'s curator insight, June 24, 2013 3:00 PM

An important essay that I hope our team will read it.

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Guidelines for Quality Assurance and Accreditation of MOOCs

Guidelines for Quality Assurance and Accreditation of MOOCs | Learning with MOOCs | Scoop.it
Massive open online courses (MOOCs) have emerged as an educational innovation with the potential to increase access to and improve the quality of education. Different stakeholders in education view MOOCs from different perspectives. However, there are common questions related to the quality of these courses and to the granting of equivalent credits. This document provides a set of guidelines designed to support decision making about the sorts of quality measures that are appropriate in different contexts. These MOOC Quality Guidelines can be used by governments, accreditation agencies, institutions and learners with an interest in developing, running, accrediting or participating in MOOCs, to improve quality assurance (QA) and accreditation.
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In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs)

In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs) | Learning with MOOCs | Scoop.it
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a specific focus on the implications the results have on day-to-day practice of designing online courses.
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elearning at eCampus ULg's curator insight, February 19, 2016 2:23 AM

Quality approach comes always with quality commitment in the instructional design (cf Margaryan, 2015 and Merril, 2002) :-)

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Mao and MOOCs | Opinion | The Harvard Crimson

Mao and MOOCs | Opinion | The Harvard Crimson | Learning with MOOCs | Scoop.it
As edX expands, however, it cannot focus solely on improving accessibility; the platform must continue to maintain a high standard in the courses that it accepts.
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