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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College Degree, No Class Time Required

College Degree, No Class Time Required | Learning with MOOCs | Scoop.it
University of Wisconsin will grant bachelor's degrees based on a person's knowledge as demonstrated in online tests, not on class time or credits, the first such offering from a public university system.

 

Colleges and universities are rushing to offer free online classes known as "massive open online courses," or MOOCs. But so far, no one has figured out a way to stitch these classes together into a bachelor's degree.

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MOOC-Covered Towers? Online Education's Coming Impact on Traditional College ~ Stephen Downes

MOOC-Covered Towers? Online Education's Coming Impact on Traditional College ~ Stephen Downes | Learning with MOOCs | Scoop.it

Udacity recently sold a MOOC to San Jose State University, and she suggests (in this LinkedIn thread) that "what I see happening is the flagship MOOC providers (the ones run by Ivy League profs) selling canned courses to all other schools, and the profs at those schools being turned into TAs for the courses. Or just fired and replaced with cheaper TAs."

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The MOOC Bubble: where do we go from here? | William G. Thomas

Friedman’s piece was just one of a string of “disruptive” “transformative” “revolutionary” flavored assessments about how MOOCs will “reinvent” the future of higher education. To get a sense of the panic MOOCs have brought on, we only need to look to the other side of the pond yesterday and see the Times Education Section‘s report on Cambridge University’s chancellor fretting that MOOCs will transform “the nature of higher education.” (“V-c warns of massive threat posed by MOOCs”)

Peter Mellow's insight:

A nice discussion about Tom Friedman's article on MOOCs in yesterday’s New York Times, Revolution Hits the Universities. (See below for link to the Friedman article).

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MOOC Student Demographics

MOOC Student Demographics | Learning with MOOCs | Scoop.it
I report on survey responses from 2,350 students who enrolled in a Massive Online Open Class (MOOC) titled “Computational Investing, Part I” via coursera.org in Fall 2012. The responses...
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AUDIO | Exploring MOOCs from the Corporate Perspective - The EvoLLLution | The EvoLLLution

AUDIO | Exploring MOOCs from the Corporate Perspective - The EvoLLLution | The EvoLLLution | Learning with MOOCs | Scoop.it

The following interview was conducted with Dan Pontefract, TELUS’ senior director of learning and collaboration. Massive Open Online Courses (MOOCs) are gaining a lot of attention across the higher, continuing and professional education spaces for their capacity to deliver learning opportunities to large numbers of students for a relatively low cost. In this interview, Pontefract discusses how MOOCs could be operationalized in the corporate world, and whether he sees corporations coming together to develop industry-wide open-learning opportunities.

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Revolution Hits the Universities

Revolution Hits the Universities | Learning with MOOCs | Scoop.it
Nothing has more potential to let us reimagine higher education than massive open online course, or MOOC, platforms.
Peter Mellow's insight:

Thanks to Deb Jones for pointing out this link.

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Skepticism About Tenure, MOOCs and the Presidency: A Survey of Provosts | Inside Higher Ed

Skepticism About Tenure, MOOCs and the Presidency: A Survey of Provosts | Inside Higher Ed | Learning with MOOCs | Scoop.it

The 2013 Inside Higher Ed Survey of College and University Chief Academic Officers finds evidence that in some areas of higher education (MOOCs or massive open online courses, for example) provosts aren't yet ready to jump on the bandwagon, and relatively few see these offerings playing a positive, transformational role in higher education.


Via Mark Smithers
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Welcome to MOOC.CA ~ MOOC

Welcome to MOOC.CA ~ MOOC | Learning with MOOCs | Scoop.it
MOOC.ca

 

Mooc.ca is provided by Stephen Downes (books, newsletter) and George Siemens as a place to host MOOC news and information.

 

Subscribe to the MOOC Newsletter to keep up on the MOOC community's theory of MOOCs, new MOOC announcements, and news about MOOCs.

 

Looking for a Massive Open Online Course? View our List of MOOC Course providers.

 

Google+ MOOC Community - discussion and information about MOOCs

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Married to the MOOC (Part 1) | HASTAC - by Petra Dierkes-Thrun

Married to the MOOC (Part 1) | HASTAC - by Petra Dierkes-Thrun | Learning with MOOCs | Scoop.it

Within just a few days, thousands of students signed up; the New York Times picked up the story and enrollment soared; within a few weeks, 160,000 students had signed up from all over the world: all ages, backgrounds, nationalities.

 

So all of a sudden, without much warning, I found myself married to the MOOC.

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Managing High-Enrollment Online Courses « Online Learning Update

By Rob Kelly, Faculty Focus


"Online instructors are being asked to accommodate an increasing number of students in their courses. The challenge is to manage the workload associated with these high-enrollment courses. Susan Fein, eLearning consultant/instructional designer at Washington State University, offered some advice on how to do this. Replace written activities with objective knowledge checks. “One question that instructors can ask is, ‘Is there a chance that I can replace one or more written activities like a discussion forum or paper with some style of objective questions such as quizzes?’” Fein says. “Quizzes or any objective-style assessment is very good for a couple of things, but the easiest slam dunks are facts, figures, terminology, historical events, who discovered what, definition of acronyms, basic foundation concepts—stuff that has a right and a wrong answer.” Use peer review. “Instead of the instructor being the only person who does all the grading, consider doing some peer review activities. Perhaps students could review a first draft of a final paper and provide feedback. Peer review will not work if you don’t provide a rubric. The rubric needs to clearly outline to all the students the criteria they need to look at and how to judge the quality of those various criteria,” Fein says."


http://www.facultyfocus.com/articles/online-education/managing-high-enrollment-online-courses/

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A Financially Viable MOOC Business Model | University Business Magazine

A Financially Viable MOOC Business Model | University Business Magazine | Learning with MOOCs | Scoop.it

Our proposed business model is predicated on the basic notion that the entity producing the course need not be the same entity that delivers or certifies the course—known as “unbundling” of higher education.

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Walter Lewin, the Original Star of Open Education, Returns with a Brand New Physics MOOC

Walter Lewin, the Original Star of Open Education, Returns with a Brand New Physics MOOC | Learning with MOOCs | Scoop.it
It seems like not a week goes by without The New York Times writing a gushing profile about Coursera. It's hard to believe, but back during another day, there was another darling of the open education movement.
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Thoughts from a MOOC Pioneer — Academic Technology | Gene Roche

Thoughts from a MOOC Pioneer — Academic Technology | Gene Roche | Learning with MOOCs | Scoop.it

"Recently Scott E. Page did a presentation at the University of Wisconsin Center for Educational Innovation where he reviewed his experience teaching his Model Thinking course twice through online course provider Coursera. .. The presentation runs a little more than an hour, ... [it] gives is a very interesting insight into the process of creating a very successful MOOC ... It’s not very often that I sit through an hour-long video, but this one really did grab my attention. It was a well-told story by a thoughtful academic who believes that universities have the capacity to share important ideas with learners who never would have had access to them before." 


Via Peter B. Sloep, Susie Macfarlane, Kim Flintoff
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Peter B. Sloep's curator insight, January 22, 2013 5:09 PM

I did not sit through the entire video, so you have to take Gene Roche's word for it. However, Gene's blog post gives a very good summary of what it takes to produce a MOOC and what Page's mission was when producing it. There's one sentence I want to share with you here: "As he [Page] emphasizes several times throughout the program, the real mission of the university is having an impact on the way students (and others) think — not in turning a profit." That of course stands in an interesting contrast with the intentions of the MOOC providers. (@pbsloep)

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Three Kinds of MOOCs « Lisa's (Online) Teaching Blog

Three Kinds of MOOCs « Lisa's (Online) Teaching Blog | Learning with MOOCs | Scoop.it

At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the “Stanford model” MOOCs versus the “connectivism” MOOCs. I found myself breaking it down into three categories instead.


Via Judy Schrape
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Judy Schrape's curator insight, January 28, 2013 8:22 PM

Interesting discussion in the comments section. 

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The MOOC Model: Challenging Traditional Education (EDUCAUSE Review) | EDUCAUSE.edu

The MOOC Model: Challenging Traditional Education (EDUCAUSE Review) | EDUCAUSE.edu | Learning with MOOCs | Scoop.it
Key Takeaways

 

A turning point will occur in the higher education model when a MOOC-based program of study leads to adegree from an accredited institution — a trend that has already begun to develop.

 

Addressing the quality of the learning experience that MOOCs provide is therefore of paramount importance to their credibility and acceptance.

 

MOOCs represent a postindustrial model of teaching and learning that has the potential to undermine and replace the business model of institutions that depend on recruiting and retaining students for location-bound, proprietary forms of campus-based learning.

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Ryan Craig: Hype-Free Ideas Might Work Better Than Remedial MOOCs | WiredAcademic

Ryan Craig: Hype-Free Ideas Might Work Better Than Remedial MOOCs | WiredAcademic | Learning with MOOCs | Scoop.it

Last week’s announcement by Udacity and the California State University system that they would jointly develop remedial and introductory MOOCs, starting initially at San Jose State University, and offer them for credit to an initial cohort of 300 students for $150 each, is the higher education story of this young year.  Udacity founder Sebastian Thrun said he hoped the $150 price point would change higher education, while California Governor Jerry Brown said: “Whatever it costs, it’ll be cheaper than a high-speed rail.”

Media of all stripes pounced on the story, eager to substantiate prior claims that MOOCs are fundamentally disrupting higher education. One article referenced Cathy Davidson, co-founder of Duke’s HASTAC program and a well-known commentator on digital media.  Professor Davidson has been ending recent talks with this slide:  “IF WE PROFS CAN BE REPLACED BY A COMPUTER SCREEN, WE SHOULD BE.”


Via Kim Flintoff
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The week university (as we know it) ended

The week university (as we know it) ended | Learning with MOOCs | Scoop.it
Without changing the model of pedagogy, the physical campus will not survive
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The MOOC in Further Education Colleges – distraction or lever for change? | Learning Futures Lab | Cathy Ellis

"When not one, but two, Government Ministers start dropping the word ‘MOOC’ into their speeches and tweets, should those of us working in the field of Educational Technology be encouraged or worried? And, furthermore, when part of the rationale for such support is that British education is now part of the Coalition Government’s 2012 Industrial Strategy and some of the collective rhetoric comes close to a chauvinistic claim for the superiority of the British education system, then we seem to be entering into a global skirmish to put a competitive British MOOC into cyberspace."


Via Peter B. Sloep
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Peter B. Sloep's curator insight, January 27, 2013 3:30 PM

This extensive and well-argued article takes an unusual stance in that it focusses on Further Education Colleges. Indeed, such a focus is badly needed as MOOCs and FE at first sight seem natural allies. And although the post is UK centric, it is well worth reading.

 

Cathy Ellis' argument consists of five points. Her first point, lack of funding on formal grounds, sounds specific to the UK, although others might recognise it. Her second is an interesting one, as it goes a long way towards explaining the success of MOOCs: "In the era of YouTube and TED, the ‘teacher as performer’ has taken root, and academics who would previously have stayed in their dusty lecture halls are now clamouring to be on stage. This has bred the era of the ‘rock star’ or ‘celebrity academic’ ...." This leads her to suggest to "Do your own TED-events and create your own YouTube channel".

 

Third, she advises against 'offshore' MOOC providers. A MOOC platform connected to the local VLE has the advantage of churning out useful data. This does not imply we should dismiss the "'industrial' scale MOOCs", they are "like an amplification of Open Educational Resources' and should be thus used, Cathy argues (4). Finally, MOOCs have done their job if their advent "mobilises leadership and policy makers to engage seriously with Educational Technology and support the sector in providing the conditions for it to flourish."

 

What the article argues for then, is to mainstream MOOCs: We use the technology to inspire our own teaching, we use the 'industrial' platforms and their content as OERs. Makes sense, if the colleges in HE and FE (and elsewhere) manage to survive the MOOC swell. With the "ever growing commodification of education" - Cathy's own words - this is no certainty, as I have argued elsewhere.

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oldsmooc1week1learningdesigndefinition [licensed for non-commercial use only] / Learning Design

oldsmooc1week1learningdesigndefinition [licensed for non-commercial use only] / Learning Design | Learning with MOOCs | Scoop.it
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Jenny Pesina's curator insight, January 26, 2013 3:02 AM

"In the launch session of OLDS MOOC, Yishar Mor presented a PREZI with several definitions, by different researchers, on the concepts of Curriculum Design, Learning Design, Instructional Design and Educational Design Research"

 

http://prezi.com/b44jwdgvs8nl/olds-mooc-introduction/?kw=view-b44jwdgvs8nl&rc=ref-820378

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MOOC Initiative Opens Doors To College Degree Programs -- Campus Technology

MOOC Initiative Opens Doors To College Degree Programs -- Campus Technology | Learning with MOOCs | Scoop.it
For students seeking to tentatively test the college waters before signing up, nine public universities will offer a free initial course as a massive open online course.

 

Students that successfully complete theMOOC2Degree course will earn academic credits toward an online degree program.

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Here a MOOC, There a MOOC: But Will It Work for Freshman Composition? - Wired Campus - The Chronicle of Higher Education - By Karen Head

Here a MOOC, There a MOOC: But Will It Work for Freshman Composition? - Wired Campus - The Chronicle of Higher Education - By Karen Head | Learning with MOOCs | Scoop.it

In November 2012, I was part of a team that was awarded a grant by the Bill & Melinda Gates Foundation to develop a MOOC for one of the most ubiquitous of university courses: freshman composition. Over the next five months, I will blog about our process. And I will try to address a central question surrounding the proliferation of massive open online courses. Many people argue that rising technologies could allow us to educate the world more efficiently. My question is, can we educate people more effectively?

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‘Powerful’ eCornell Class Starts Amid MOOC Debate | The Cornell Daily Sun

‘Powerful’ eCornell Class Starts Amid MOOC Debate | The Cornell Daily Sun | Learning with MOOCs | Scoop.it

As the University considers whether or not it should begin offering massive, open online courses, it has begun teaching a free, online course on hospitality — marking the latest in the University’s attempt to navigate its place on the web.

Peter Mellow's insight:

eCornell (Cornell University's online arm) has decided to dip its toe in the free course space. Some interesting comments about their perspective.

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In the Wake of the MOOC Trend, Don’t Forget About Other Forms of Online Learning « OUSA.ca

In the Wake of the MOOC Trend, Don’t Forget About Other Forms of Online Learning «  OUSA.ca | Learning with MOOCs | Scoop.it

While it can be argued that there are both benefits and drawbacks to this form of learning, we shouldn’t fail to realize that when we have conversations about “online learning,” MOOC’s are certainly not the only formalized learning spaces currently available via the Internet.

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Times Higher Education - Coursera founder: Mooc credits aren't the real deal

Times Higher Education - Coursera founder: Mooc credits aren't the real deal | Learning with MOOCs | Scoop.it

The certification offered for massive open online courses (Moocs) will never be as valuable as the currency of a traditional degree from a prestigious university, the co-founder of one of the biggest Mooc providers has said.

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Learning from Harvard: MOOC story, pt4

Learning from Harvard: MOOC story, pt4 | Learning with MOOCs | Scoop.it
This latest installment of my quest to find online best practice from inside Harvard’s CS50x MOOC took a slightly different direction than previous weeks.
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