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MOOCs are not the answer to our education challenges. When MOOCs (Massive Open Online Courses) were launched a few years ago, many observers felt that they would change the face of education. When some of the world’s leading business schools joined the MOOC revolution, people finally took notice of the potential. Finally, world-class education would be available to the masses, and that too for free! Over the last few years, MOOCs have shown impressive growth numbers. Class Central—the MOOC aggregator from top universities—notes that there were 35 million students enrolled in MOOCs in 2015, up from 18 million in 2014. Impressive. It’s easy for observers sitting in India—the country faces a huge demand-and-supply mismatch when it comes to higher education—to feel that MOOCs are the answer to our higher education challenges. As enticing as MOOCs might be, they may not be the solution to India’s education challenges.

MOOCs have very low completion rates: Only 5% of enrolled students complete a free MOOC. Written by: Ashwin Damera. Need-to-Know News: Chatbots – the New Online Teaching Assistant and Credit-worthy MOOCs Go Global. 1. The Chatbot Teaching Assistant Colorado State University (CSU) plans to use ‘Intelligent Tutoring’ in two online undergraduate courses this Fall. The goal is to improve learning outcomes, increase instructors’ productivity and enable high-quality personalized education by using chatbot technology.

A chatbot is a computer program designed to simulate conversation with human users on a web-based platform. You may have engaged with chatbot without knowing; they’re embedded in banking platforms, retailers sites and others. Companies use chatbot software to respond to customer requests for basic and frequently asked questions. A professor of an online Computer Science course at Georgia Tech thought so. Jill came to be after Goel decided he and his teaching assistants were being spread thin. Insight: The education sector is sensitive to robot technology as a replacement for teacher interaction as we’ve seen with automated essay grading software (Larson, 2013).

More on Chatbots: 2. More: Digging deeper into learners’ experiences in MOOCs – infographic. Opportunities and Threats of the MOOC Movement for Higher Education: The European Perspective. By Robert Schuwer, et al; IRRODL Most of the literature focus on the origin of the MOOC movement in the US. The specific context of Europe with on the one hand autonomous countries and educational systems and on the other hand cross-border cooperation and regulations through the European Union differs from the US context.

This specific context can influence the way in which the MOOC movement affect education in Europe, both reusing MOOCs from other continents (US) as publishing MOOCs, on a European platform or outside of Europe. In the context of the EU funded HOME project, a research was conducted to identify opportunities and threats of the MOOC movement on the European institutions of higher education. MOOCs and the Claim of Education for All: A Disillusion by Empirical Data. By Matthias Rohs and Mario Ganz, IRRODL MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education.

But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Big trends in digital education: The MOOC is in session. Collections matching "EMOOCs 2014" | Scribd. White House science council recommends U.S., accreditors support MOOCs. President Obama’s Council of Advisors on Science and Technology has a message for the federal government and regional accreditors: Go easy on the MOOCs. In a report released on Wednesday, the council of engineers and scientists recommends the federal government not interfere with vendors and providers experimenting with massive open online courses and other forms of distance education. That message extends further to accreditors, which are encouraged to waive some of the standards required of institutions seeking approval for traditional programs.

“It would also be premature to impose standards and regulations that might impair the power of competitive market forces to motivate innovation,” the report reads. “If the bar for accreditation is set too high, the infant industry developing MOOC and related technology platforms may struggle to realize its full potential.” “I think they have shown a history of adapting to different forms of higher education,” Sandeen said. Online classes can be enlightening, edifying, and engaging — but they're not college. The future of higher education online is, at present, clear as mud. Do Massive Open Online Courses, or MOOCs — college-level classes offered online through a number of corporate providers — offer students better tools for study, increased opportunities at lower cost?

Can they provide access to higher education to those who wouldn't otherwise be able to afford it? Or do these canned classes portend the selling out of American education to Silicon Valley profiteers? I took the best MOOC I could find over the last several weeks in order to try to answer these questions, as well as the one perhaps too seldom asked: Are even the best of these classes any good, or not? Are the best ones now, or could they one day be, as rewarding, informative and useful as a real class? University professors founded or helped to found all the companies that provide online platforms for serving MOOCs, the largest of which (Coursera, Udacity and edX) all have affiliations of one kind or another with Stanford.

Massive Open Online Courses and Beyond: the Revolution to Come | STEM Readings. Saturday, 17 August 2013 10:30By Michael A Peters, Truthout The New York Times dubbed 2012 the year of the MOOCs – massive open online courses. Suddenly the discourse of MOOCs and the future of the university hit the headlines with influential reports using the language of “the revolution to come.” Most of these reports hailed the changes and predicted a transformation of the delivery of teaching and higher education competition from private venture for-profit and not-for-profit partnerships. Ernst & Young’s Universities of the Future carries the line, “A thousand year old industry on the cusp of profound change.” Source: Ernst & Young, University of the Future. With the driver “digital technologies,” the report mentions MOOCs specifically as transformative of the way education is delivered and accessed and how “value” is created by higher-education providers.

MOOCs are a type of marketing. Infographic: How will the MOOCs make money? By David Holmes On August 22, 2013 Like many newfangled fields in startup world, massively open online colleges or MOOCs (catch our explainer here) are treated with a mix of starry-eyed hope and sobering skepticism. On one hand, MOOCs put powerful educational resources into the hands of anyone with an Internet connection. And with college costs on the rise and the value of a Bachelor’s Degree shrinking, there has to be a cheaper, better alternative, and why not MOOCs? But MOOCs are plagued by their own set of problems. The completion rate is abysmally low at less than 10 percent. And yet MOOCs have raised millions upon millions of dollars from VCs and universities like Harvard and MIT.

Not exactly. That said, there are some ideas for monetization, as outlined in the infographic below, like sponsored courses or paid add-ons like private tutoring. But until we see the formula in action, we’ve got companies that don’t make any money teaching classes that nobody completes. Massively Online And Offline Too: How MOOCs Will Evolve In The Physical World. MOOCAdvisor. MOOCs: A Disruptive Innovation or Not? Nearly five years ago on October 27, 2008 Clayton Christensen and Michael Horn briefed participants at an American Enterprise Institute [AEI] meeting on “Disruptive Innovation in Education and Health Care.”

Christensen and his work were well known by this Washington DC group. AEI described the meeting: The ability of technology to “disrupt” long-established business practices–dramatically changing the landscape of industries by increasing access, cutting costs, and revolutionizing delivery–has been a subject discussed for decades and is the topic of Harvard Business School professor Clayton M. Christensen’s iconic volumes, The Innovator’s Dilemma and The Innovator’s Solution. Yet, as Christensen has observed, these radical, innovation-driven transformations have been largely absent in the education and health industries–perhaps the two most important arenas of everyday life. At that time of the AEI briefing, Christensen and Horn’s book Disrupting Class had just been published. L. MOOCs, Robots, and the Secret of Life.

For the last two years, MOOCs have dominated the national conversation on technology and the economics of higher education. But for all the talk of whether they’ll usher in a new age of democratized global learning or destroy higher learning as we know it (or possibly both at the same time), it’s been hard to get a handle on MOOCs are, and what they can be.

A lot of MOOC journalism has been like this , wherein a general-interest magazine writer signed up for 11 courses, finished one of them (the easiest, apparently), and formed his opinions accordingly. On the theory that to understand an educational experience you should actually experience it, I’ve spent the last four months taking two MOOCs. Now I’m done, and this is what I learned. The first was Introduction to Philosophy , from Coursera (also the one class MOOC dropout guy finished, coincidentally.) And beyond the brevity, Introduction to Philosophy was missing important things. My second MOOC experience was very different. The New MOOC Strategy: Rise of the Higher Ed Empires. The New MOOC Strategy: Rise of the Higher Ed Empires Visions of the college classroom, 1967 and 2012 (Visviva and Axel Pettersson via Wikimedia Commons) In the New Yorker’s May “innovation issue,” we were treated to a mostly celebratory take on the dissemination of video-based, auto-graded college courses known as MOOCs (Massive Online Open Courses).

Following in the footsteps of David Brooks (Chicago ’83), Nathan Harden (Yale ’09), and a legion of other educational one-percenters, Nathan Heller (Harvard ’06) marvels over the innovations underway at his alma mater and their alleged benefit to the educational ninety-nine-percenters previously excluded from the Ivy League experience. Heller’s article reveals how administrators, professors, and some students within the “top-tier” university bubble are currently thinking about the MOOC trend.

In particular, it sheds light on the plans by universities like Harvard to develop MOOCs and market them to less prestigious institutions. Untitled. 302 Found. COOCs Over MOOCs : New England Board of Higher Education. Massive open online courses (MOOCs) are all the rage these days and are being offered as a potential way to shorten the degree-attainment process and thereby reduce costs. With escalating tuition at public and private institutions and shrinking median household income, the energy around MOOCs is fueled by the question often asked by students, parents and policymakers: Can a meaningful higher education be provided at a reasonable price?

The answer to this question is yes, but affordability should not be implemented at the expense of quality nor at the risk of vitiating a degree as a widely accepted credential. At New England College of Business and Finance (NECB), we focus on what I like to call “classically offered online classes” or COOCs, instead of MOOCs. Through COOCs, our school is lowering the cost of education in ways that preserve quality. Not surprisingly, another cost-savings method is the use of online delivery itself. Howard E. MOOC-induced educational blindness: Demotivation and confusion as intrinsic properties of schooling. Why on earth am I writing about MOOCs again? I’m not sure why I have this instinct to defend MOOCs. I am generally the last person to be instinctively bullish on purely technological innovations in education even if I tend to be one of the first people to try them out. Confusing MOOC shortcomings with the failures of schooling in general The thing that galls me is this tendency of MOOC critics to criticise problems as being specific to MOOCs whereas in fact, they are problems faced by education in general.

Clay Shirky outlined the myth of “all college is like Harvard” in this excellent blog post. Essentially, he argues, we are basing our opposition to MOOCs on an image of college experience that is representative of about 3% of the college population. Some critics confuse MOOCs with online or distance education in general and criticise things that stem from not having the teacher and students in the same place at the same time. Yet others obsess about drop outs from MOOCs. Like this: Top Ed-Tech Trends of 2012: MOOCs. Part 5 of my Top Ed-Tech Trends of 2012 series The Year of the MOOC Massive Open Online Courses.

MOOCs. This was, without a doubt, the most important and talked-about trend in education technology this year. And oh man, did we talk about it. In retrospect, it’s not surprising that 2012 was dominated by MOOCs as the trend started to really pick up in late 2011 with the huge enrollment in the three computer science courses that Stanford offered for free online during the Fall semester, along with the announcement of MITx in December. Who cares what Cormier thinks and predicts? January: Googler and Stanford professor (and professor for the university’s massive AI class) Sebastian Thrun announces he’s leaving Stanford to launch Udacity, his own online learning startup. February: MITx opens for enrollment. April: Stanford professors Andrew Ng and Daphne Koller (also involved with Stanford’s fall 2011 MOOCs) officially launch their online learning startup Coursera.

May: June: July: August: September: Donald Clark Plan B: MOOCs: taxonomy of 8 types of MOOC. We're not payin' because this guy... ...this guy's a fuckin' mooc. But I didn't say nothin'. And we don't pay moocs. A mook? Yeah. What's a mooc? I don't know. You can't call me a mooc. I can't? No! Scorcese's Mean Streets (1973) What are MOOCs? “The future is already here, it’s just not very evenly distributed” said William Gibson, that is certainly true of MOOCs. Taxonomy based on pedagogy To this end, it is important to define a taxonomy of MOOCs not from the institutional but the pedagogic perspective, by their learning functionality, not by their origins.

TransferMOOCs madeMOOCs synchMOOCs asynchMOOCs adaptiveMOOCs groupMOOCs connectivistMOOCS miniMOOCSs 1. transferMOOCs Transfer MOOCs literally take existing courses and decant them into a MOOC platform, on the pedagogic assumption that they are teacher-led and many rely on a ‘name’ of the institution or academic to attract learners. 2. madeMOOCs 3. synchMOOCs 4. asynchMOOCs 5. adaptiveMOOCs 6. groupMOOCs 7. connectivistMOOCS 8. miniMOOCSs Conclusion. Anti-MOOC advocacy. MOOC, SPOC, DOCC, Massive Online Face2Face Open . . . (Uh Oh!): Age of the Acronym. What’s the Difference Between OCWs and MOOCs? Managing Expectations. Report: Course Topic Biggest Motivator for MOOC Participation. Udacity CEO Says MOOC 'Magic Formula' Emerging - Education - Online. Welcome to this blog on Connectivism | Learner Weblog | Education and Learning weblog.

Open University Learning Design Initiative (JISC-OULDI) project. Donald Clark Plan B. OUseful.Info, the blog... | Trying to find useful things to do with emerging technologies in open education. School of Education professors to offer MOOC on video game learning. MOOC_Final. Amnesimooc. The MOOC Guide.