Ben Wilkoff
I teach. And learn. A lot.
Online Communities of Practice. Colorado.
Help. Blended Learning Research. Team iPDX13. Curation. Metodología MOOC, revolución y evolución de la universidad. Publicado en septiembre 16, 2012 por sorayapa La metodología MOOC (curso masivo, online y gratuito) ya ha sido adoptada por las más prestigiosas universidades del mundo. La comunidad educativa asiste, con total desconcierto, a una transformación sin precedentes del modelo académico. Pero ¿Qué ganan las universidades con los cursos gratuitos? A día de hoy, no hay una respuesta clara. En cualquier caso, aprovechen el momento, es impresionante la calidad de las materias que se imparten.
En septiembre de 2008 George Siemens y Stephen Downes pusieron en marcha el primer MOOC, curso online, masivo, abierto y gratuito. Han pasado cuatro años y la metodología MOOC no sólo se ha normalizado sino que se ha convertido en un modelo adoptado por las más prestigiosas universidades del mundo y también por Google. Actualmente el catálogo de cursos en formato MOOC es impresionante. Pero he aquí la pregunta del millón ¿Qué ganan las universidades con los cursos gratuitos? MOOC Infographic. MOOCs are very popular at the moment (Massive Online Open Course) – talking about them rather than taking them. Maybe this is because there isn’t a huge amount of MOOCs available on a variety of different topics, but this is changing.
Here’s a good infographic on the ‘World of MOOCs’ – I’ve highlighted the section on the benefits and issues of MOOCs, as this is obviously going to be one of the first thing an educator will look at as to whether they (a) participate in a MOOC, or (b) help or facilitate in a MOOC: Click to view full Infographic MOOCS are free (mostly), but for how long – current providers can’t continue to let them be free, can they? Informal learning isn’t for everyone.Academic ‘dishonesty’ may surface due to lack of supervision – but as there isn’t any grade or associated certificate then does this matter? Have you taken part in a MOOC? In MOOCs: More is less and less is more (Part 3) What would eventually emerge and evolve as a result of these xMOOCs, and what are the impact of them on Higher Education Institutions?
There may be more surprises on MOOCs (from many of those who seemed to be surprised with MOOCs based on the various twitter posts) and the associated discourses. I am not too surprised with the ubiquitous proliferation of MOOCs in the past few months, especially when MOOCs have attracted hundreds of thousands or even million of students to their courses (see this on Udacity and Coursera). Most students formally registered or enrolled with their Higher Education Institutions would likely sign up with the MOOCs because that would allow them to have more choices, and to have a “taste” of what MOOCs are like, when learning totally online. MOOCs have been around for a few years since 2008. Most of the happenings in the current xMOOC were typical of that of the MOOCs, except this time they all came from Institutions and Providers of Higher Education.
Like this: Welcome to Openness in Education ~ Openness in Education. Personalized Learning. iSF12. MOOC (Masive Open Online Courses) Woscholar.
Pearltrees videos. Blended Learning resources for teachers.