Why I’m bothered by ‘solving real-world problems with MOOCs’ | Half baked. I read A New Use for MOOCs: Real-World Problem Solving with interest on many levels: pedagogy, innovative partnerships, leveraging massive groups of people in novel ways. A lot is to be said for the work being done by Zafrin Nurmohamed and Nabeel Gillani and their organization, Coursolve. Coursolve is designed to connect organizations (including not-for-profits) with courses. Students in the course get an opportunity to solve real-world problems. Organizations get brains working on their behalf. A New Use for MOOCs: Real-World Problem Solving highlights outcomes from a MOOC on foundations of business strategy, in which 100 organizations benefited from final projects conducted by some number (not sure I am clear on how many) of the 90,000 enrolled participants.
Here’s my problem with this model: for-profit corporate enterprises unfairly benefit from the power dynamics here. The pretense is that these enterprises “give students an opportunity” to work on a real-world problem. Look. MOOCs and the McDonaldization of Education – George Ritzer. Blog George Ritzer, Introduction to Sociology. Sage, 2013. Chapter 16, Pages 666-667 MOOCs and the McDonaldization of Education It will be difficult, if not impossible, to avoid McDonaldization on Massive Open Online Courses (MOOCs).
In fact, we can expect a far higher level of McDonaldization on MOOCs than in a variety of traditional educational settings that are, themselves, increasingly highly McDonaldized. Why? For one thing, while it is possible to invent each MOOC class anew every semester, there will be a strong tendency to develop a script that can be reused, perhaps modified slightly, each year. The efficiency of many McDonaldized systems, including MOOCs, is heightened by substituting non-human for human technology. MOOCs tend to limit, if not eliminate, the processes that might serve to make education less McDonaldized. References Lewin, Tamar. Ritzer, George. Ritzer, George, ed. Wilkinson, Gary.
About these ads Like this: Like Loading... xMOOC vs. cMOOC - MOOC Pedagogy. I only learned recently that I’ve not been enrolled in MOOC classes at all, but have instead been involved with something called an xMOOC. At first I was curious why anyone would want to eliminate the only saving grace of the MOOC acronym (its pronounceability), but apparently two variations are meant to distinguish the type of professor-centric massive courses that have received most of the attention over the last couple of years (xMOOCs) from a different vision for massive online education built around connectivity (cMOOCs). Lest you think this distinction is just an attempt to glom onto MOOC media mania to push a different educational agenda, the connectivist vision behind the cMOOC actually pre-dates the Stanford experiment (and resulting initiatives from that experiment such as Udacity, Coursera and edX) by several years.
Learning is the creation and removal of connections between the entities, or the adjustment of the strengths of those connections. 1. 2. 3. 4. 5. Major Players in the MOOC Universe - The Digital Campus 2013. University of London - First English University to Launch on Coursera. London (PRWEB UK) 10 June 2013 The University of London International Programmes is launching four free massive open online courses (MOOCs) on the Coursera online platform, making it the first English university to do so. ‘Creative Computing for Digital Media & Mobile Apps’ is the first course to be launched on Monday 10 June, with three others coming online later in the month. The scheduled go-live dates for the remaining courses are as follows: ‘Malicious Software and its Underground Economy: Two Sides to Every Story’ (17 June) ‘English Common Law: Structure and Principles’ (24 June) 'The Camera Never Lies' (24 June) The courses include engaging content and activities for Coursera learners, developed by the University of London International Programmes through collaboration with course teams from the Colleges of the University of London (Goldsmiths, Royal Holloway and the Undergraduate Laws Consortium).
Notes for Editors University of London Coursera. Who is “buying” MOOCs? | Uncharted Waters. It’s Monday morning. A college student wakes up. She does a mental check - not hung over. Good start. On to processing the day’s agenda: gotta get going, where do I need to be, when, assignments done? Check, and oh right…got to find an online course on “health care policies of emerging nations” from one of those MOOC providers… Huh, what did she just say? If you’re shaking your head and saying: “it just doesn’t happen that way”, you’d be right. Students, are the “consumers” in the emerging Open Marketplace of Online Courses (OMOC). But who are these “buyers“? MOOC-mania is reaching phenomenal proportions. Nonetheless, those that complete a course can be deemed – in purely economic terms – to be “buying” the course and “consuming” it.
In exchange, they received the value of the content. Buyers typically have a need, a motivation for their purchase. I am already taking an enrolled course, but don’t understand it. Let’s put some real data to these theories… why did you enroll? The Ultimate Student Guide to xMOOCs and cMOOCs. The education media declared 2012 the year of the MOOC, and even mainstream news featured numerous stories about Massive Open Online Courses, some suggesting that this new type of course would revolutionize the model of higher education.
‘c’ stands for Connectivist. CLIPP Board » Durham BB & MOOCs. This post covers the two keynotes I attended at the recent Blackboard users group in Durham. They covered networked learning and the pros and cons of Massively Online Open Courses (MOOCs). What is a MOOC? George Siemens explains, in the context of the original Connectivism MOOC Two keynotes this year covered the highly topical subject of MOOCs. Professor Allison Littlejohn from Glasgow Caledonian University covered three primary paradigms for the increased need for collective learning by citing her own research papers. She then recounted results of her research into knowledge based networks by Shell Oil employees during 2004. Jeremy Knox of Edinburgh University covered the MOOC Pedagogy, developing for Coursera in his keynote on day 2. Jeremy stated that their Coursera course (‘E-Learning and Digital Cultures) is being viewed as a complement to on campus learning – not a disruptive area. Posts About MOOCs.
CLIPP Board. Instructional Design for Mediated Education | Blog | Massive Online Open Courses (MOOC) FutureLearn. 01 Oct 2013 The growth of FutureLearn continues as telecommunications giant BT signs up to sponsor massive open online courses (MOOCs) for professional development, while three more world-renowned universities join the consortium. The University of Auckland, New Zealand’s premier university becomes FutureLearn’s third international partner, while from the UK, the University of Liverpool and Newcastle University join as the latest leading institutions to make free, high quality courses available to learners around the world. FutureLearn’s first business sponsor is BT, the major provider of telecommunications networks and services in the UK. This agreement marks an important step towards adding even more career-enhancing subjects to FutureLearn’s diverse course list, while working with industry to support the take up of Science, Technology, Engineering and Maths (STEM) among learners around the world.
What Are the Opportunities—and Risks—in the Massive Open Online Course (MOOC) Business Model? European Journal of Open, Distance and E-Learning. The European Journal of Open, Distance and E-Learning – EURODL is an electronic, multi-media journal on distance and e-learning distributed on the Internet. It publishes the accounts of research, development and teaching for Europe in its most inclusive definition, exploring the potential of electronic publishing. EURODL presents scholarly work and solid information about open, distance and e-learning, education through telematics, multimedia, on-line learning and co-operation.
We are delighted to inform that the EDEN Executive Committee assigned Dr. Ulrich Bernath, Chair of the "Foundation for Research in Open and Distance Learning", Senior Fellow of EDEN, as Chief Editor of EURODL. Dr. EDEN is pleased to inform that, an Agreement is now signed between EDEN, as owner of EURODL and the Versita/De Gruyter Open company, providing publishing services for over 400 journals. Current issue. MOOCs as ecologies – or – why i work on MOOCs. Finally a few minutes with me putting down my new guitar attachment, the cottage plans and the general fun of having a two and a five year old and a partner doing her phd to talk about some of the interesting work coming up. I haven’t been engaged in much of the debate around where the ‘massive open online course’s (MOOCs) and am going to try to not get too chippy here.
Actually, I’ll get that out of the way in the pre-amble. No. MOOCs wont do everything. I would never do an ‘academic writing’ mooc, nor would i do one for beginning singing. So what are we trying to do when we teach? So what are we trying to do when we teach? A. To go back to our food plate example. Why MOOCsMy first post on ecologies for learning comes is from 2007. And it’s a community. There are times when you want to focus on a certain thing and when other people want to learn about a certain thing.
During our PLENK2010 course last year, this is exactly what happened. Hiding inside the word instruction is structure. Higher education: The attack of the MOOCs. xMOOC? cMOOC? EDCMOOC – E-Learning & Digital Cultures | MoocMoocher. I’ve been meaning to jot down my notes on the E-Learning and Digital Cultures (EDCMOOC) course for some time; last week, the University of Edinburgh published a detailed report on their Spring 2013 Coursera offerings, which has given me a bit of a prod to write this post. The course began on 28th January, and ran for 5 weeks. In a sense, it had begun before the start date, as the course team had encouraged students to connect through social media channels in preparation.
This had passed me by though as I’d not been paying enough attention to the pre-course emails. It seemed like a nice idea, but on the morning of the 28th when the course formally began, I was a little taken aback by a tweet: I was a bit troubled by the view that there were already two groups of students, and a perception that the mass of students who had not engaged in the pre-course (including myself) might spoil it for those who were already engaged. Somewhere between a cMOOC and an xMOOC Final thoughts Like this: 99 Best Online College Resources on Open Courseware & MOOCs | top5onlinecolleges.org. With the increasing popularity of online education has come a profusion of Massively Open Online Courses (MOOCs), Open Courseware (OCW), Open Educational Resources (OER), and other general educational resources that can be accessed online.
MOOCs are usually full courses with actual assignments and a similar structure to a traditional college class, whereas OCW and OER are simply resources, such as textbooks, class rubrics, and other corollary materials that students can use to guide their independent learning. This collection isn’t intended as an ordered ranking comparing the quality of these sites, but a repository of great resources for anyone who wants to learn more about MOOCs and OCW.
Many companies have set up platforms that anyone can use to create and promote MOOCs, and as the MOOC format gets more popular, there will doubtlessly be heavy competition to create the best course creation and hosting service.