d42fd4473841ddab8567343dbcb7aa41. OECD_8_12. Система образования Финляндии. Viewpoints. Are MOOCs the Future of Online Learning? MOOCs redefine academic courses in several ways. They are open, for one, which means that anyone can participate. The content of the course -- readings and so on -- is freely and openly accessible. The content that participants create is also open. Students blog, for example, and share their learning with one another. And that's one of the key pieces with a MOOC. In some ways, how learning and sharing works in a MOOC is more akin to a social network than to a traditional classroom. MOOCs challenge many of the notions we have about formal learning: where and how and from whom learning happens, how we gauge success.
Interested in a MOOC? Stanford University does a MOOC. 6.2 Million Americans Go Online for their Education. Tampa, FL (PRWEB) August 26, 2011 Marketdata Enterprises, a 32-year old market research firm that has tracked a wide variety of service sectors since 1979, has released a groundbreaking new 115-page report entitled: Online Education: An Industry & Competitor Analysis. The study traces the “distance learning” business from 2002-2015 forecasts.
Critics of e-learning say that learning alone via a computer does not provide the enriching intellectual exchange that in-person classes offer. Because the industry is so new, naïve consumers may not know the difference between accredited institutions and the estimated 700 fly-by-night operations that imply accreditation and charge steep prices, or sell fake degrees. What’s the quality of online education degrees? Are they readily accepted by employers? Are they worth the high price tags, as much as $50,000+? According to Research Director, John LaRosa: “Online education is a fairly new and high growth industry, with its share of growing pains. Why Are Finland's Schools Successful? | People & Places. It was the end of term at Kirkkojarvi Comprehensive School in Espoo, a sprawling suburb west of Helsinki, when Kari Louhivuori, a veteran teacher and the school’s principal, decided to try something extreme—by Finnish standards.
One of his sixth-grade students, a Kosovo-Albanian boy, had drifted far off the learning grid, resisting his teacher’s best efforts. The school’s team of special educators—including a social worker, a nurse and a psychologist—convinced Louhivuori that laziness was not to blame. So he decided to hold the boy back a year, a measure so rare in Finland it’s practically obsolete. Finland has vastly improved in reading, math and science literacy over the past decade in large part because its teachers are trusted to do whatever it takes to turn young lives around. This 13-year-old, Besart Kabashi, received something akin to royal tutoring. Years later, a 20-year-old Besart showed up at Kirkkojarvi’s Christmas party with a bottle of Cognac and a big grin. Дистанционное обучение в США в 2009 году. UK online learning is ‘most popular in Europe’ By Virtual College Britain has the highest demand for online learning in the whole of Europe, according to one online resource. The e-learningcentre.co.uk, an information provider for those interested in learning online and members of the industry, suggested that the popularity of the UK’s e-learning sector tops the market elsewhere in Europe due to the easy, flexible and independent nature of education on offer.
David Patterson, director and consultant with e-learningcentre.co.uk, said: “After the dot-com bubble burst of 2000, the last decade has seen quite remarkable growth in e-learning, it must be the ‘after the hype’ effect. “We observe the switch in training spend from face-to-face to e-learning principally to save money, therefore we can confidently conclude that e-learning is growing in popularity with companies and we would add equally importantly with learners.” American Public University enlists faculty to write e-textbooks. The American Public University System wants to get more bang for its buck with e-textbooks, so the for-profit college system is enlisting its professors to write and edit digital course materials. Faculty members are submitting proposals for e-textbooks to be used in about half of the institution’s general education courses by the end of 2012.
And university leaders hope the recently launched APUS ePress will produce many more in-house e-textbooks in the future. The plan has led to grumbling among faculty members, some of whom worry about quality control for the new digital texts and about whether they will be paid enough for the new work. Internally published texts also raise challenging questions about professors’ intellectual property rights. University officials, however, promise that faculty will be fairly compensated, and that each e-textbook will be vetted for proper copyright protection for its contributors. Fred Stielow, the dean of libraries, oversees APUS ePress. Cost Cutting. CDIO. The CDIO Initiative (CDIO is a trademarked initialism for Conceive — Design — Implement — Operate) is an innovative educational framework for producing the next generation of engineers.
The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. Concept[edit] The CDIO concept was originally conceived at the Massachusetts Institute of Technology in the late 1990s.[1] In 2000, MIT in collaboration with three Swedish universities - Chalmers University of Technology, Linköping University and the Royal Institute of Technology — formally founded the CDIO Initiative.[2] It became an international collaboration, with universities around the world adopting the same framework.[3] The CDIO syllabus consists of four parts[5]
Worldwide CDIO Initiative: A Framework for the Education of Engineers. What has Finland *not* done? In his book Finnish Lesson, Pasi Sahlberg writes: The dominance of cognitive psychology, along with the emergence of constructivist theories of learning and the advances in neurosciences on the horizon, attracted Finland educational researchers to analyze existing conceptions of knowledge and learning in schools. Several influential and teacher-friendly readers were published and sent to schools. They included "Conception of Knowledge" (1989), Conception of Learning (1989), and "About Possibilities of School Changes" (1990).
Questions like "What is knowledge? ", "How do pupils learn? ", and "How do schools change? " were common themes for teacher in-service training and school improvement until the end of the 1990s. From an international perspective, this first phase of educational change in Finland was exceptional. You don't make change by simply making those who have less power than you do what ever it is you demand. The proper question is not, "how can people motivate others? " UNESCO and COL release open education policy document for higher education. Timothy Vollmer, November 1st, 2011 Today UNESCO and the Commonwealth of Learning jointly released the policy document Guidelines for Open Educational Resources (OER) in Higher Education. The purpose of the guidelines is “to encourage decision makers in governments and institutions to invest in the systematic production, adaptation, and use of OER and to bring them in to the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs.”
UNESCO and COL note, “Open Educational Resources are teaching, learning or research materials that are in the public domain and released with an open license (such as Creative Commons). They allow communities of practitioners and stakeholders to copy, adapt and share their resources legally and freely, in order to support high-quality and locally relevant teaching and learning.” The Guidelines for OER in Higher Education inform the process leading up to the 2012 World OER Congress. What Can We Learn From Stanford University’s Free Online Computer Science Courses? At the end of July 2011, Stanford University announced that three introductory one-term undergraduate courses would be available free as online distance learning courses during the October to December 2011 term. Each course is taught be people who are leading figures in their fields, and in some case more-or-less the leading figures.
Here are links to the descriptions of each of the courses: Machine Learning, taught by Professor Andrew Ng, Director of the Stanford Artificial Intelligence Lab, which is the main AI research organisation at Stanford University;Database Design, taught by Jennifer Widom, Professor and Chair of the Computer Science Department at Stanford University;Artificial Intelligence (AI), taught by Sebastian Thrun, Research Professor of Computer Science at Stanford University, and Peter Norvig, Director of Research at Google (who was a keynote speaker at the 2007 ALT Conference). 1. 2. 3. 4. 5-minute 2011 TED talk by Sebastian Thrun: