» Napster, Udacity, and the Academy Clay Shirky. Fifteen years ago, a research group called The Fraunhofer Institute announced a new digital format for compressing movie files.
This wasn’t a terribly momentous invention, but it did have one interesting side effect: Fraunhofer also had to figure out how to compress the soundtrack. The result was the Motion Picture Experts Group Format 1, Audio Layer III, a format you know and love, though only by its acronym, MP3. The recording industry concluded this new audio format would be no threat, because quality mattered most. Who would listen to an MP3 when they could buy a better-sounding CD at the record store? Then Napster launched, and quickly became the fastest-growing piece of software in history.
If Napster had only been about free access, control of legal distribution of music would then have returned the record labels. How did the recording industry win the battle but lose the war? MOOCs. Ec.europa.eu/education/lifelong-learning-policy/doc/exchange/ict_en.pdf. VideoNot.es. 300 Years of Distance Learning – News Watch. US Mooc platforms’ openness questioned.
Www.surf.nl/en/publicaties/Documents/Trend Report OER 2013_EN_DEF 07032013 (HR).pdf. ▶ BBC Radio 4 - The Bottom Line, 28/03/2013. Daphne Koller, Co-Founder of Coursera - February 20, 2013. Multimedia Educational Resource for Learning and Online Teaching. Learning for everyone, by everyone, about almost anything. Blogging about the OER13 Conference – issues of open education and open access learning materials – Wodecki started his presentation on The role of openess in educational innovation, universities in tsunami of changes, to present th concept of open and openess, with some slides with different aspects of openess, He stated that open and openess have a wide range of meanings and vary in different cultures and contexts, he ended up with teh discussion on coding and the open Mozilla Badge movement.
Furthermore he argued that open means: I can enterEveryone can enterDiverse and tolerantI can change it , I can influence itThey are listeningI can use it in many ways and placesIt is freeIt is onlineIt is informalIt has many meanings and many levels Wodecki continued in the same way with the concept of innovation, and stated that innovation means improvement that works and new stakeholders with adds real value. He argued that a tsunami is on its way in education and especially higher education, Society is faceing an elderly population and that consumption and technology spreads faster today. Student writing: innovative online strategies for assessment & feedback. The manifesto for teaching online is intended to stimulate ideas about creative online teaching.
It was written by teachers and researchers in the field of online education, in connection with the MSc in E-learning programme at the University of Edinburgh. It attempts to rethink some of the orthodoxies and unexamined truisms surrounding the field. Each point is deliberately interpretable, and this page is a starting point for some of those interpretations. If you are working with the manifesto, or part of it, put a comment on our manifesto web site: or email us a link to any online content you produce - we will add a link to our site. 24 February - an article in Inside Higher Ed discusses the manifesto as a "meme".
Online education advocates look to make their message viral. The case for online education is often made like many other cases in higher education: in dense research papers with plenty of caveats.
To wit, perhaps the most-cited document by advocates of online learning is a 2009 meta-study by the U.S. Education Department, which concluded that online education is probably at least as good as the face-to-face kind. That study has not appeared to have much pull with skeptical academic leaders and faculty. According to the Babson Survey Research Group, while student enrollments in online courses have increased 348 percent since 2003, the percentage of academic administrators who believe that learning outcomes in online courses are equal or superior to those of face-to-face courses has increased by only 10 percent during that time, from 57 to 67 percent.
72% Of Professors Who Teach Online Courses Don’t Think Their Students Deserve Credit. This is not a good sign for online education: 72 percent of professors who have taught Massive Open Online Courses (MOOCs) don’t believe that students should get official college credit, even if they did well in the class.
More importantly, these are the professors who voluntarily took time to teach online courses, which means the actual number of professors who discount the quality of MOOCs is probably much (much) higher. The survey reveals the Grand Canyon-size gap between the higher-education establishment and the coalition of tech companies and lawmakers that are mandating college credit for online courses. Since the largest university system in the world, the California State University system, announced a pilot for low-cost online lower-division courses, schools from all over the country have raced to replace physical college instruction at a crazy fast pace. Open Thread Wednesday: Have You Taken a MOOC? Upload.wikimedia.org/wikipedia/commons/transcoded/7/71/PhD_Comics_Open_Access_Week_2012.ogv/PhD_Comics_Open_Access_Week_2012.ogv.360p.webm. Sugata Mitra: Build a School in the Cloud.
A different view of MOOCsMark Smithers. California Bill Would Force Colleges to Honor Online Classes. Coursera - Online Education Disruptors. Massive Online Education Courses Could Help Solve World’s Problems. Homepage - Cloudworks. Group work advice for MOOC providers. The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together.
With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible. The “new pedagogical models” (A Silicon Valley term meaning: we didn’t read the literature and still don’t realize that these findings are two, three, or more decades old) being discovered by MOOC providers supports what most academics and experienced teachers know about learning: it’s a social, active, and participatory process. The current MOOC providers have adopted a regressive pedagogy: small scale learning chunks reminiscent of the the heady days of cognitivism and military training. Ah, the 1960′s. Your Courses. Education. Welcome to the free OpenLearn course on open education.
This course runs over seven weeks and is focused around the subject of openness in education. The course is an adapted extract from the Open University Masters-level course H817 Openness and innovation in elearning55 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip56)] (of which this is one of four blocks) and open, informal learners. This is the ‘stand alone’ version of the course, so you will be studying it independently of other students. This means others may not be studying at the same time, so the interaction found through blogs and forums may not be relevant, and is not monitored by the course team. The course operates an activity-based pedagogy, so within each week there will be approximately four activities: in these you will typically be expected to read some material (or view some other media), perform an activity and create a short blog post.