Why massively open online courses (still) matter http://bit.ly/1fqzR3o TEDx : Anant Agarwal: Why massively open online courses (still) matter.
2013 was a year of hype for MOOCs (massively open online courses). Great big numbers and great big hopes were followed by some disappointing first results.
But the head of edX, Anant Agarwal, makes the case that MOOCs still matter -- as a way to share high-level learning widely and supplement (but perhaps not replace) traditional classrooms.
World's first MOOC in geography, http://bit.ly/1c1eU1g Anthony Robinson PhD, Lead Faculty for Online Geospatial Education at the Pennsylvania State University shares how he started the world’s first MOOC (massive open online course) in geography, the challenges, and his advice to other institutions thinking about offering MOOCs.
Librarians in massive open online courses #lib2013 http://youtu.be/7GwAHNOkEcM A MOOL in a MOOC: Librarians in massive open online courses - #lib2013 presentation
While MOOCs are trending, the discussion of librarians within MOOCs--and what their role does/might entail--is beginning to trend, too!
MOOCs : A View From the Trenches #FOTE13 http://bit.ly/1abFQIK MOOCs : A View From the Trenches #FOTE13
Conf : FOTE : Future of Technology in Education
Matthew Yee-King, Mick Grierson and Marco Gillies from the Department of Computing at Goldsmiths ran a 6 week MOOC teaching students how to build creative audio/visual apps for iOS and Android devices.
This talk is a reflection upon the trials and tribulations of running the MOOC, which attracted 95,000 enrolments.
I’m a MOOC https://medium.com/editors-picks/b79387572dcb It is unfortunate that the acronym for Massively Open Online Course (MOOC) is also a homonym for a type of person described as a foolish loser
I’m wildly excited about the prospect of taking MOOCs, because really, I am all about the learning.
MOOCs work for me because I have learned
to take the parts of the class that are valuable and to discard those that I find off-point, irritating or unnecessary.
What I find missing is not so much the classroom experience, as the classmate experience.
For now, I’m happy to be an adventurous explorer, soaking up as much free education goodness as I can absorb, and basking in the glow of each Certificate of Completion I receive and can hang with pride on my computer desktop.
What do Librarians Need to Know About MOOCs? http://www.dlib.org/dlib/march13/wright/03wright.html D-Lib Magazine : What do Librarians Need to Know About MOOCs?
This article examines the MOOC phenomenon, identifying aspects that academic librarians should consider in the coming years, including how these courses interact with scholarly resources and library services. Methods for integrating library services in these courses are evaluated, with recommendations for the best course of action.
Eliademy http://techcrunch.com/2013/03/12/eliademy/ Eliademy
MeeGo To MOOCs, Ex-Nokians Launch Eliademy To Put Education In The Cloud
Eliademy, a free, cloud-based VLE to initially take on legacy players like Blackboard, but with broader plans to become a leading MOOC (Massively Open Online Course), pitting it against Kleiner-backed Coursera, among many others in the fast-growing MOOC space.
In terms of positioning, Eliademy provides common VLE and MOOC features, such as a CMS for course content, support for file attachments (including the ability to view Word documents in the browser), a task manager, shared calendar, and discussion forums. In addition, it offers a student grading system to enable teachers to get a holistic overview of a student’s progress, along with notifications akin to the social networking apps that we’ve all become accustomed to. Go to Eliademy
Can MOOCs Save Academic Freedom? http://edudemic.com/2013/03/moocs-academic-freedom/ Can MOOCs Save Academic Freedom?
Seeing knowledge as public domain, not as the newest commodity market, can secure our legitimate place in human progress as the keeper of the fire. We must now occupy learning. In the long term, MOCCs can provide a strategic and powerful defense of the ultimate purpose of academic freedom, not job security in the short term.
Innovating Pedagogy 2012 (pdf) http://bit.ly/YHUzo1 Innovating Pedagogy 2012
The Open University [UK]
Exploring new forms of teaching, learning and
assessment, to guide educators and policy
This series of reports explores
new forms of teaching, learning
and assessment for an interactive
world, to guide teachers and
policy makers in productive
innovation. The first report
proposes ten innovations that are
already in currency but have not
yet had a profound influence on
New pedagogy for e-books | Publisher-led short courses | Assessment for learning | Badges to accredit learning | Rebirth of academic publishing | Seamless learning | Learning analytics | MOOCs | Rhizomatic learning | Personal inquiry learning |
Duke University MOOC (pdf) 18 page report analysis http://bit.ly/Y6XdnU Duke University MOOC (pdf) 18 page report analysis
After only three months for planning and development, Duke University and Dr. Roger Barr successfully delivered a challenging open online course via Coursera to thousands of students around the world.
Lessons learned from this experience have contributed to the strategic goals of Duke’s Online Initiatives ...
A True History of the MOOC [Interview] http://www.stevehargadon.com/2012/09/tonight-true-history-of-mooc.html A True History of the MOOC
The "true history" of the Massive Open Online Course (MOOC) with Dave Cormier, Alec Couros, Stephen Downes, Rita Kop, Inge de Waard, and Carol Yeager. While a wave of courses from prominent universities are now labeled as MOOCs, we'll drill down on the connectivist roots of the early MOOC offerings and discuss the importance of the differences between them and the current breed.
Massive Online Open Pedagogy [MOOP] http://bit.ly/XI8J5c Massive Online Open Pedagogy
This is not actually about MOOCs at all ... but about the more humble hyperlink.
MOOCs are here. How should state universities respond? http://bit.ly/15hWaF9 MOOCs are here. How should (USA)state universities respond?
MOOCs are going to rock state (and other) universities’ worlds, that most institutions should immediately institute moratoriums on hiring new faculty and building new facilities, and that universities need to focus on clarifying their value proposition in a world of ‘commodity [higher] education.’
The paradox of MOOCs http://bit.ly/11KkIHL The paradox of MOOCs
Turning back the clock on lifelong learning
Within the higher education community 2012 may well be known as the “year of online learning.” Seemingly legitimized now by the embrace of elite institutions like Harvard and MIT through EdX and the Coursera partnership with Stanford, Princeton and others, online learning and the rise of the MOOC (Massive open online course, the editor) dominates the popular and professional literature.
Those unwilling to accept this “disruptive innovation” are seen as modern Luddites whose static, cognitive world view simply will not encompass the power of teaching and learning through technology. While the increased access to learning through technology is to be applauded and is the logical extension of American higher education’s balance between democracy and meritocracy, online learning’s place in the intellectual context of lifelong learning poses some paradoxes that warrant consideration.
MOOCMOOC http://www.mooc.me/ MOOCMOOC.me lists your already-created MOOC, or can help you create and then list one if you need help. This is a service of Classroom 2.0 and Web 2.0 Labs.
This site was inspired by Verena Roberts and built by Steve Hargadon to provide an easy ability to attend and/or create a MOOC. You can list your MOOC here, provided it is actually open, free, and educationally oriented.
Cloudworks http://cloudworks.ac.uk/ Welcome to Cloudworks, a place to share, find and discuss learning and teaching ideas and experiences. Potential MOOC Platform
The badges used in Cloudworks support Mozilla Open Badges and can be added to your Mozilla Open Badge Backpack.
Click on a badge title to find out what criteria has been set for any one of the badges in the list.
Once you have decided that you want to work towards a particular badge, you need to start work to meet these criteria - and gathering together your evidence. Cloudworks is being developed by the Institute of Educational Technology at The Open University. It is part of the Open University Learning Design Initiative (OULDI) project and is funded by both the Joint Information Systems Committee (JISC) and The Open University. (UK)
Big MOOC Coursera Moves Closer to Academic Acceptance http://on.wsj.com/VKyK4f Big MOOC Coursera Moves Closer to Academic Acceptance
Online-education provider Coursera is one step closer to academic acceptance, saying Thursday that the American Council on Education would recommend colleges grant credit for the successful completion of some of its free classes.
Some college administrators say it's difficult to verify that students learned anything in MOOCs—few students even complete them—but Coursera and rivals Udacity and edX are rolling out proctored exams and web-based authentication tools to assess student performance.
But money may be the real deciding factor. Elite universities offering MOOCs have a major financial incentive to limit academic credit only to registered, paying students—and not those following along free online.
Presentation (Conversation) at #educon 27 Jan 2013 educonphilly.org An innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas — from the very practical to the big dreams.
25 Tips For A Better MOOC Experience http://www.teachthought.com/technology/25-tips-for-a-better-mooc-experience/ 25 Tips For A Better MOOC Experience
Massive online open courses (also known as MOOCs) are quite popular these days.
A huge, or massive, version of open online courses, these classes bring thousands together, often around the world, to learn simultaneously. Discussions, connections, and learning are the focus on MOOCs, but with the low level of commitment and their overwhelming nature, it’s easy to get disconnected. Read on, and we’ll share 25 ways to stay in the loop, on task, and get the most out of your MOOC experience.
Intro to an online MOOC about 'Change' http://youtu.be/-eNoTC5jRqs Intro to an online MOOC about 'Change' ... this is now over but the video serves as a useful explanation to the structure of a (c)MOOC.
MOOC: A Different Type of Professional Development http://independentschools.iste.wikispaces.net/MOOCWebinar MOOC: A Different Type of Professional Development
Webinar Archive ... CLICK HERE [Adobe Connect]
What is a MOOC (Massive Open Online Class)? Why should I want to participate? Join our speakers in an exploration of MOOCs as a unique professional development opportunity.
We'll explore how MOOCs can combine the best aspects of online learning, unconferences, and personal learning networks. We'll also explore the plans for an upcoming MOOC on the effects of technology on independent schools. This webinar will be of interest to all educators, administrators, and professional development planners. If you know nothing about MOOCs I highly recommend you start by viewing this 60 min webinar.. excellent
Joining a MOOC: some brief reflections http://bit.ly/T5qoSi Joining a MOOC: some brief reflections
The section How does a MOOC compare to the University’s Online Postgraduate Programmes? is particularly helpful.
If you are interested in why Edinburgh decided “go MOOC” take a look at Jeff Haywood’s excellent blog posting No such thing as a free MOOC .
MOOC pedagogy: the challenges of developing for Coursera http://newsletter.alt.ac.uk/2012/08/mooc-pedagogy-the-challenges-of-developing-for-coursera/ MOOC pedagogy: the challenges of developing for Coursera
n the summer of 2012 the team of teachers and researchers associated with the MSc in E-learning programme at the University of Edinburgh began developing a Massive Open Online Course (MOOC) for the Coursera platform.
The kind of MOOCs offered by Coursera almost certainly have a pedagogical role in universities, but they could be a functional element of a much broader spectrum of online teaching engagement, targeting different types of learners and offering alternative modes of educational contact with academics.
A Practical Response to MOOCs http://bit.ly/Syf6eJ A Practical Response to MOOCs : Massive Open Online Courses. (MOOCs)
On Demand Webinar
How To Build MOOC's that Fail http://bit.ly/SZynA1 How To Build MOOC's that Fail "Having started a half dozen MOOC's in the recent months, I have found most of them tend to share a common trait.
Many MOOC's currently represent a sort of parody of higher education's worst practices, its most spectacular delusions about itself.
I'll start with the Four Delusions of Higher Education. These underwrite the Four Rules for MOOC Failure."
MOOC : Massive open online course [Wikipedia] http://en.wikipedia.org/wiki/Massive_open_online_course MOOC : Massive open online course [Wikipedia] "A massive open online course (MOOC) is an online course aiming at large-scale participation and open access via the web.
MOOCs are a(2012) development in distance education using open educational resources.
They are similar to college courses, but typically do not offer academic credit. Other forms of assessment or certification may be available including those based on Learning analytics for online environments.
MOOCs originated within the open educational resources (OER) movement and connectivist roots.
Several MOOC-type projects have emerged independently, such as Coursera, Udacity, and edX. Others, like Canvas Network and CourseSites by Blackboard Inc have evolved from learning management systems.
MOOCs gained significant public attention in 2012 due to the prominence of MOOC project founders and contributing institutions, as well as the large financial investment designed to make e-learning more scalable and sustainable."
use this box to search more on Shambles (powered by Google) : safe filtering is ON