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Was ist ein MOOC? | Neue Lernwelten. Ein MOOC ist eine Variante des E-Learning, wenn man E-Learning definiert als: “Jede Form von Lernen, die durch die Anwendung von Informations- und Kommunikationstechnologien unterstützt wird.” 1 Wesentliche Unterschiede zu den herkömmlichen Online-Kursen sind einerseits die hohen Teilnehmerzahlen (Massive) und andererseits der freie, kostenlose Zugang (Open). Daraus folgt nicht zwangsläufig eine Veränderung des Lernens oder gar eine Bildungsrevolution, auch wenn das dieser Tage zu lesen war. Was wir derzeit erleben, ist vor allem ein Begriffswirrwarr und die Vermischung unterschiedlicher Varianten von MOOCs. Um die Frage zu beantworten, ob ein MOOC auch zur Veränderung des Lernens beiträgt, lohnt es deshalb genauer hinzusehen, um welche Variante bzw.

Kategorie es geht. Momentan wird hauptsächlich unterschieden in cMOOCs und xMOOCs. Anfangs gab es nur den MOOC Als Begründer der MOOCs gelten, auch wenn es Vorläufer gab, die kanadischen Wissenschaftler George Siemens und Stephen Downes. Good MOOC's, Bad MOOC's - Brainstorm. So I just finished a brief radio appearance (CBC) on the subject of Massive Open, Online Courses (MOOCs). The main guest was George Siemens who, with Stephen Downes, helped pioneer these courses in Canada. Even though all of the press coverage has gone to the competing Stanford edu-preneurs behind Coursera and Udacity, Siemens and Downes have done much of the most important work, theoretical and practical, distinguishing between good and bad MOOC’s. At the heart of the work of Siemens and Downes is connectedness. Both have written importantly about the social character of learning, the way that actual learning means entering a community of persons asking tough questions, with a shared passion, etc.

Relatedly, both insist that knowledge is not “a thing to be acquired,” but an activity. Good MOOC’s, in their view, foreground and sustain the social dimension of learning and active practices, i.e., knowledge production rather than knowledge consumption. So what’s the rub? Return to Top. Tips for Sharing Great Open Educational Content. Digital Tools Teaching Strategies Flickr: Muli Kapul While the open content movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms. But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources. “People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of FunnyMonkey, a Portland, Ore.

-based open educational resources company, during a presentation at Educon 2.5. “And it shifts [an understanding] about what open content is.” That shift is understandable. To keep the focus on the two-way direction of open content — both contribution and use — Fitzgerald and his team offered a framework of nine tips, based on “The Cathedral and the Bazaar,” an essay about open source software engineering. Related. OER Daily. My open learning « catherinecronin. Like many educators I know, the start of 2013 has been about MOOCs. I’ve been participating in #etmooc — the Educational Technology & Media MOOC started by Alec Couros, Alison Seaman and a great team, and #edcmooc — E-learning & Digital Cultures, organised by another great team at the University of Edinburgh (and hosted by Coursera). Both have gotten off to lively starts, with thousands participating and activity spread across Google+ Communities, Twitter, Facebook, course blogs and thousands of participant blogs, among other places.

Before diving headlong into Digital Storytelling (Week 4 of #etmooc) and metaphors of the Future in Digital Culture (Week 2 of #edcmooc), I’m pausing to reflect on the learning process, or rather my personal learning process in these courses. I’d participated in other connectivist or cMOOCs previously but only intermittently; a few sessions each of Change11 and #CFHE12 last year. Three weeks into #etmooc and one week into #edcmooc… and the water is fine.

Quality Control in MOOCs. Like traditional education institutions, identity and reputation are important in MOOCs. For providers such as Udacity, Coursera, and edX, it means that the end user experience is vital in perceptions of overall quality. If students encounter a poor course (design, video, layout), that experience casts a reputation on the overall course provider. If they can’t offer quality courses, how do we know the assessments will be good quality? Or that plagiarism is being taken seriously? The first open course that I offered had a big impact on how I have since viewed courses. When we opened CCK08, I thought “yay us, course is now open, people will learn, it will be awesome”. In mid-2012, I thought Udacity was the most vulnerable MOOC provider. OT: edX is the most exciting MOOC provider – their content is outstanding, the platform is the best of all three providers. Today, Coursera faced a quality crisis as its Fundamentals of Online Education course suddenly went dark.

Die Zukunft von Lern- und Lehrmaterialien. Www.community-of-knowledge.de/fileadmin/user_upload/attachments/Wikis-Wissensmanagement.pdf. 24 Hours – A long time in online learning | Chewing Thistles. I’ve been taking the Coursera course Fundamentals of Online Education for the last week. I nearly said fortnight because it seems like longer and it seems like a lot has happened yet at the same time nothing has happened. The course was supposed to last 6 weeks but today (now yesterday), without any prior warning, the plug was pulled and the course unceremoniously closed. As a number of people on Twitter said, “Wow! Just wow!”. It’s difficult to know what any of the supposed 41000 enrollees are thinking because the site is shut. Why did this happen? The course was supposed to teach the Fundamentals of Online Education and I think that it failed to do that in at least 3 ways; the course design, the pedagogical approach, and the materials used. The Start When the course opened, I received a welcome email from the teacher which was a reasonable start although I would suggest that an email perhaps a week before the start, priming people would be better.

Not a great start. Groups Wow! Videos. Wissens-Management. 29. Juli 2010 von Vera F. Birkenbihl ist eine streitbare Kämpferin für mehr Bildung. Als Coach hat sie seit vielen Jahren mit vielen Menschen zu tun. Dieser Beitrag wurde im Rahmen des Call for Papers für das Open Journal of Knowledge Management, Ausgabe I/2010 eingereicht. Kennen Sie meine Variante des persönlichen Wissens-Managements? Wenn nein: Was sind Ihrer Meinung nach die wichtigsten Aspekte, Tools oder Techniken, um das persönliche Wissen zu managen? Im Seminar können die TeilnehmerInnen natürlich sofort diskutieren. 1. 2. 1. Es ist erschreckend, wie viel die meisten Menschen nicht wissen, aber dieser Umstand erfährt seine Steigerung: Wer einiges gelernt hat kennt die Aussage aus eigener Erfahrung: Je mehr man weiß, desto mehr begreift man, wie viel man nicht weiß.

Zum ersten Mal wurde ich auf den Umstand stetig zurückweichenden Wissens aufmerksam, als ich die US-Army schulte (1975 - ca. 1988, sprich in Zeiten des „kalten Kriegs“). 2. Antwort: ca. 30 Stunden (+/- ca. 4 Stunden). CC-Lizenzen für MOOCs - welche passt? Posted by Doerte Giebel on Freitag, November 23, 2012 ? 5 Comments Heute morgen hat uns J? Ran Muu? -Merholz eine kleine Nachhilfestunde in Sachen CC-Lizensierung dieser MOOC-Website und der hier ver? Zugegebenerma? Die Diskussion um das NC-Modul der Creative Commons und die damit einhergehenden Grenzen sind eigentlich ein alter Hut , dennoch und gerade im Zeitalter der erstarkenden OER-Bewegung (OER = Open Educational Ressources) kann gar nicht oft genug wiederholt werden, worum es geht: ?

Im Bereich von Bildung und Weiterbildung sind ein gro? Auch die Nutzung in vielen Blogs wird durch die NC-Bedingung unzula? Wir werden uns im Rahmen des MOOC-Maker Courses ? An dieser Stelle m? ? Commercially-focused MOOCs can adopt CC licenses to make their MOOCs truly ? Give me an "o"? No! | das e-Teaching Bürodas e-Teaching Büro. Meine Kurzzusammenfassung aus dem unrepräsentativen Teil der Artikel, die ich gelesen habe und der Hangout-Aufzeichnung: “Open” in MOOCs betrifft: zum einen die Offenheit der Materialien / Inhalte,dann geht es um Offenheit im Sinne von Zulassung (z.B. scheibt dazu Claudia Bremer), und ich würde das ausbauen zu “Zugangsvoraussetzungen” (formaler und informeller Art)und um eine Offenheit als psychologisch-gesellschaftliches Phänomen (transparent sein, “Fehlerkultur”) Wer will nicht offen sein? Offen - aufgeschlossen – austauschbereit – teilen wollen. Aus dem Hangout hallt bei mir nach (sinngemäß): “Was mit öffentlichen Geldern erarbeitet wird, muss der Öffentlichkeit zugute kommen “Was man teilt, speist sich in ein System, in dem es besser gemacht wird.”

“Menschen sollen sich trauen, auch öffentlich Fehler zu machen, wir müssen lernen, mit eigenen Fehlern und denen anderer weniger wertend umzugehen.” Irgendwie – ja. Was ist mein Problem? Schließt “kommerziell” “offen” aus? MOOCs for the win! Massive open online courses, or MOOCs, are getting attention on various blogs and news sites. I’ll try and synthesize the conversation over the last few weeks and describe the role of MOOCs in education.

The Conversation so far… Clark Quinn kicked of the current conversation in MOOC Reflections where he explores the distinctions between the current generation of Coursera/Standford open online courses and the connectivist model that Stephen Downes, Dave Cormier, and I have offered. Clark states: The Stanford model, as I understand it (and I haven’t taken one), features a rigorous curriculum of content and assessments, in technical fields like AI and programming. The goal is to ensure a high quality learning experience to anyone with sufficient technical ability and access to the Internet. Currently, the experience does support a discussion board, but otherwise the experience is, effectively, solo.The connectivist MOOCs, on the other hand, are highly social. Getting some mainstream love.

Pedagogy 2.0 | Web 2.0 ERC. #MMC13 MOOC goes Live in Babelsberg. Heute war der #MMC13 als Unterthema zur Veranstaltung “Freier Wissenszugang im Internet“zwar nur Nebensache ( eine größere Gruppe guckte Dörte Giebel beim Wort Mooc doch ziemlich fragend an) in Potsdam Babelsberg. Gastgeber waren die mabb_ und die MIZ in Ihrem schönen neuen Gebäude in Potsdam Babelsberg. So ein Thema, mit solchen interressanten Dozenten durfte ich mir natürlich nicht entgehenlassen, zumal es sozusagen vor meiner Haustür stattfand. Nachdem Prof. Dr. Jutta Limbach uns in der Begrüßungsansprache die Verwendung von mehr deutschen Begriffen in der Internetsprache ans Herz gelegt hatte, gab uns Markus Beckedahl einen engagierten Einführungsvortrag zum derzeitigen Stand Open Education und Urheberrechtspolitik. Er fordert neben einer Reform des Urheberrechts kreative Lösungen von uns, wie zum Beispiel die Creative Commons es tun.

Nach dieser Einstimmung lief die Veranstaltung als World Cafe weiter. Danach führte Anja C. Der Anwalt John H. Gefällt mir: Gefällt mir Lade... MOOC Student Demographics « the augmented trader. I report on survey responses from 1,207 of the 25,589 students who enrolled in a Massive Online Open Class (MOOC) titled “Computational Investing, Part I” via coursera.org in Spring 2013.

The responses represent 56% of the students who completed the course and 2.5% of those who initially enrolled but did not complete it. Related articles Executive summary Here are a few of the most relevant and interesting bits of data: Enrollment and completion: 25,589 enrolled (clicked “sign me up”).15,688 (61%) watched a video6,855 (27%) took a quiz.1,165 completed the course, which is: 4.5% of those who enrolled.7.4% of those who watched a video.17% of those who took a quiz. Of those who completed the course: 36% live in the US.53% are white.89% are male.9% hold Ph.D.s. And now, for a more detailed examination. Background This data concerns students who enrolled in the second offering of Computational Investing, Part I in Spring 2013. Demographics: Country of Residence Demographics: Age Demographics: Sex. Learner Bill of Rights. Aggregate-then-Curate: how digital learning champions help communities nurture online content | Whitworth. Aggregate-then-Curate: how digital learning champions help communities nurture online content Abstract Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decisionmaking and so on.

For digital inclusion and inclusion in the informational and democratic processes of society more generally it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources. This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. Keywords: curation; digital inclusion; object-centred sociality; ecology of resources; inclusion; online content; social media; digital learning champions; communities (Published: 19 December 2012) Citation: Research in Learning Technology 2012, 20: 18677 - Article Metrics.

Ein Ratgeber: Wie Sie wann mit was kommunizieren sollten. Vielleicht geht es Ihnen genauso wie mir. Bei all den Kommunikationsangeboten sehe ich mittlerweile den Wald vor lauter Bäumen nicht mehr. Caroline Paul and Wendy MacNaughton haben ein Fließschema veröffentlicht, mit dem Sie leichter entscheiden können, auf welche Anwendung Sie sich konzentrieren sollten. Man darf das Diagramm und den dazu gehörenden Text mit einem Schmunzeln zur Kenntnis nehmen. I.dell.com/sites/doccontent/corporate/secure/en/Documents/PollOverview_FINAL.pdf.

Public Universities to Offer Free Online Classes for Credit. Future of Work - Keynote speaker | Futurist | Strategy advisor | Author. Why Google Will Enter The E-Learning Industry. I am not really big on “what-ifs”, but I thought about an interesting concept recently as I pondered the current state of our industry. When you consider that e-learning (and now m-learning) is growing exponentially in terms of revenue generated, it’s not all that inconceivable to think that a juggernaut like Google would enter the fray to get their piece of the pie. I mean, think about it. They certainly have all the technical know-how, the brand name, the reach, the resources, among other things, to enter the market and make a big splash. But in what capacity would they enter? Google isn’t really big on making software, so I can’t see them ever entering the rapid e-learning industry, that seems safe to say.

If Google were to enter our industry, I think it would be most likely that they enter the MOOC realm. Beyond the monetary benefits, they would certainly profit from the good press that comes with MOOCs. I think I would have mixed feelings if Google did enter our field. Dynamische soziale Netzwerke verhindern die "tragedy of the commons" - Lost and Found. Schnittmengen zwischen MOOCs sowie Collaboration und Wissensmanagement « MOOC und Sharepoint 13, Teil 1: Features zur Umsetzung in Sharepoint 13 « Ocwl11 Open Course Und Hochschule - Bachelorarbeit Yvonne Stragies. E-Learning: Wie das Netz zum Klassenzimmer wird. Definitions of Personal Learning Environment (PLE) ELearning Trends. Blogarchiv » Jetzt als Open Access Artikel: Didaktische Funktionen des Lehrbuchs der Zukunft. Learners´ Garden. MOOCs im schulischen Kontext | Willkommen auf der Homepage von Monika Heusinger-Lahn. Volitionaler Personen Test (VPT©)

Exploring Digital Identity. Somewhere Between a Course and a Community: Alec Couros Twinterview | Open Education | HYBRID PEDAGOGY. Learning through blogging as part of a connectivist MOOC | Sue Waters Blog. Peeragogy. Jöran liest » Blog Archive » Schulmeister: As Undercover Students in MOOCs. Microsoft PowerPoint - Statistik2 [Kompatibilitätsmodus] - OPCO2011_Statistik.pdf. A Highlight and Note by T. Larbig from The Future of Learning Institutions in a Digital Age (The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning)

Neue Onlinekonferenz #mmc13: How to mooc? Making Sense of MOOCs - 20 page report by distinguished HE Distance Learning educator. Lerntheorie/-methode Konnektivismus. Datenschutz bei Facebook & Co. Onlinekurs 2013. Find Courses ~ MOOC.