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Moocs-2017-on-campus-and-off (GIF Image) Sign IN - Open University. Why Study on a MOOC? The Motives of Students and Professionals. Why Study on a MOOC?

Why Study on a MOOC? The Motives of Students and Professionals

The Motives of Students and Professionals Colin Milligan, Allison Littlejohn Abstract Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners to self-motivate. This study explores the primary motivations reported by participants in two MOOCs: Fundamentals of Clinical Trials and Introduction to Data Science (n=970). Keywords. Open Education Europa. Design Patterns for Open Online Teaching and Learning. The rapid rise of massive open online courses (MOOCs) has renewed interest in the broader spectrum of open online teaching and learning.

Design Patterns for Open Online Teaching and Learning

This “renaissance” has highlighted the challenges and potential associated to the design of such educational environments. Arguably, the accelerated expansion of open online education creates risks for pedagogical quality and the learner experience. We are witnessing a wealth of different approaches to the delivery, pedagogy, functionalities and support mechanisms for Open Online Learning. Some have these have been successful and others not so successful and consequently we find a pressing need to articulate, share and critique design knowledge in this field.

Design patterns and pattern languages have been proposed as effective means to facilitate rigorous discourse, bridging theory and practice. The papers in this issue respond to this challenge in a variety of ways. The Development of Learner Self-Efficacy in MOOCs - Learning & Technology Library (LearnTechLib) Google Image Result for. Course: How to make an open online course - onlinecourse_1.0.

The secret life of face-to-face learning in MOOCs (Part 1) Massive, open, online courses (MOOCs) are generally designed with the intention that learners will learn online.

The secret life of face-to-face learning in MOOCs (Part 1)

Indeed, the name implies this. And one of the key advantages of MOOCs, from a learning design point of view, is supposed to be that all activity by learners is visible online and therefore available as data for analysis, with the power to help course designers improve the course in the next iteration. MOOCs: The Beginning of the End? MOOCs—massive, open, online courses—sounded like a great idea when they first came about in 2008.

MOOCs: The Beginning of the End?

Free courses from reputable colleges and universities with open enrollment: they were supposed to become nonprofit academia’s silver bullet for reaching underserved populations. It didn’t take long for learning professionals to catch on, but the future of MOOCs may not be as bright as it once seemed. The Rise By 2014, when ATD Research published the report MOOCs: Expanding the Scope of Organizational Learning, more than a fifth of learning professionals had already tried using MOOCs in their talent development programs; most of them had begun the practice in the previous two years.

Momentum looked promising: more than 70 percent expected MOOCs to expand the scope of employee learning at their organizations in the future, and more than half saw MOOCs as a tool to expand leadership development curriculums. Redefining Open: MOOCs and Online Courseware in... The Advancing MOOCs for Development Initiative: An examination of MOOC usage for professional workforce development outcomes in Colombia, the Philippines, & South Africa.

Journal of Computer Assisted Learning - Volume 32, Issue 3 - Learning Analytics in Massively Multi-User Virtual Environments and Courses. State of the MOOC 2016: A Year of Massive Landscape Change For Massive Open Online Courses. Going on eight years since MOOCs first entered the scene, massive open online courses have gone from cameras at the back of U.S. college classrooms to several full-fledged ecosystems in the global industry of online learning.

State of the MOOC 2016: A Year of Massive Landscape Change For Massive Open Online Courses

Touted initially by creators for growing opportunities in the verticals of Distance Education, Lifelong Learning, Continuing Education, and making a college education both free and accessible, MOOCs have also been criticized heavily by established academics for sanctioning edutainment, teaching methods that are unprofessional, as well as the corporatization of higher education. Despite this hefty resistance from public educators, MOOC providers like Coursera, Udacity, edX, and FutureLearn keep popping out courses left and right, although increasingly, with fees.

Explosive growth like this means the number of courses is still rising. And it’s doing so daily. Free Courses Lose To Course Fees But Business is Booming U.S. So how did we go from free to fees? Classifying the Irish 101 LMOOC. 10 ways MOOCs have forced Universities into a rethink (demand, assess, accred, tech, cost) Miri Barak. Mark Smithers' Personal Blog. Yuan et al 2014. MOOCs: Here to stay - panel session at Online Educa Berlin 2015. Studying a MOOC Neil Morris James Lambe. MOOCs and Quality: A Review of the Recent Literature. Funding for Chinese Online Learning Platforms Increased Tenfold in 2014. China knows a thing or two about distance learning.

Funding for Chinese Online Learning Platforms Increased Tenfold in 2014

For two decades, the country’s education ministry has used the television airwaves to broadcast agricultural lessons to more than 100 million rural students—making it the largest such program in the world. And in the early 2000s, the charitable Li Ka Shing Foundation installed satellite dishes and computers to broadcast lectures to 10,000 rural schools. Now this top-down model of online learning is being joined by a surge in new commercial and university offerings. And it’s no longer just about reaching rural provinces. In China a rapidly rising middle class—part of a population that now totals 1.4 billion—is creating a demand for education far outpacing what traditional teachers and schools can supply.

The trend is strikingly on display in Beijing’s technology district, Zhongguancun, often called China’s Silicon Valley, where a building housing 15 education-technology startups has become known as the MOOC Times Building. Reaching the parts others cannot teach - BBC News. It's easy to take online learning for granted, whether it's finding how to do something on YouTube or following a free online course from a university.

Reaching the parts others cannot teach - BBC News

But Cheril Demasuhid doesn't take it for granted. It's immensely important to her. She is working as a maid in Hong Kong so that she can send back money to her family in the Philippines. In her spare hours, she goes on to the internet to study subjects such as IT and business. Sometimes she studies alone, sometimes together in informal classes with other migrant workers. Newsletter: Open Professional Collaboration for Innovation. Leading Issues in e-Learning Research MOOCs and Flip Whats Really Changing Volume 2 PRINT ISBN 978-310309-89-6. Bonk, C. J., Lee, M. M., Kou, X., Xu, S. & Sheu, F.-R. (2015). Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, & Challenges of MIT OpenCourseWare Subscribers. Ed Tech & Society, 18(2), 349-368. Available:

Interests and confidence (Iiyoshi & Kumar, 2008).

Bonk, C. J., Lee, M. M., Kou, X., Xu, S. & Sheu, F.-R. (2015). Understanding the Self-Directed Online Learning Preferences, Goals, Achievements, & Challenges of MIT OpenCourseWare Subscribers. Ed Tech & Society, 18(2), 349-368. Available:

Still others might be enrolling in online courses or MOOCs while in war zones in Iraq or Afghanistan (Kenning, 2012). As society moves from an age of information scarcity to one of abundance, opportunities for learners to informally learn and self direct important aspects of their learning lives have emerged. Decades of research from Edward Deci and Richard Ryan on self determined learning (Deci & Ryan, 2012), for instance, has highlighted the need for learners to engage in tasks that they find personally meaningful, interesting, and enjoyable across the lifespan. Determined have a high sense of autonomy, competence, and relatedness to others. Setting, they self. Jim Harriss from Northampton.

Keeping Them Clicking: Promoting Student Engagement in MOOC Design. Introduction: Background to MOOCs The MOOC (Massive Open Online Course) is the new darling of distance education, bringing together, for the first time, high quality Ivy League providers, online education and a low-cost (for participants, although not necessarily for the institution) model.

Keeping Them Clicking: Promoting Student Engagement in MOOC Design

In the past six years the number of MOOCs being offered by universities around the world has expanded into the hundreds. Three MOOC platforms are leading the race, Coursera, Udacity and EdX, and all three are associated with the highest ranking US universities. The Invisible Learners Taking MOOCs. “Anyone, anywhere, at any point in time will be able to take advantage of high quality education.”

The Invisible Learners Taking MOOCs

That could be a tagline from just about any enthusiast or provider of open online courses (often called MOOCs). The intention certainly seems laudable and, if not transformational, at least desirable. What are the caveats? Recent research suggests that the majority of people enrolled in these open online courses are highly educated. As far as US participants are concerned, a large percentage also live in high-income neighborhoods. And yet, despite the extensive research and data on open online courses, we really do not know much about these millions of learners engaged in everything from courses on computer science to poetry to physiotherapy to gender studies to bioinformatics.

MOOCs, institutional policy and change dynamics in higher education. The last couple of years have witnessed a growing debate about online learning in higher education, notably in response to the global massive open online course (MOOC) phenomenon. This paper explores these developments from an institutional policy perspective, drawing on an analysis of the initial stages of different approaches to MOOCs and e-learning being taken up at three Australian universities. It points to four commonalities emerging from the institutional constructions of these initiatives including (1) the use of e-learning policy as a vehicle for curriculum redesign; (2) an emphasis on internal curriculum redesign as a core rationale for MOOCs; (3) a desire to capitalise on promotional opportunities but a reticence around wholly embracing the concept and structure of MOOCs and (4) the absence of access-driven concerns in university policy despite the prominence of such concerns in broader public debate.

Personal Inquiry: Science Investigations with Mobile Technology. Making ‘MOOCs’: The construction of a new digital higher education within news media discourse. Making ‘MOOCs’: The construction of a new digital higher education within news media discourse Scott Bulfin, Luciana Pangrazio, Neil Selwyn Abstract. Cognitive presence and open learning: coming full circle again with #HumanMOOC. So here I am more or less completing #HumanMOOC – although readers will be very aware that completion can be a complex idea when it comes to MOOCs.

I have not earned any badges (apologies to the organisers here as I said I would), and have not been particularly active on the discussion boards. I have, however, learned a lot from the course and that is of course the critical thing. So firstly many thanks to the team involved in putting it together – Whitney Kilgore, Robin Bartoletti, Dave Hallmon, and Maha Al-Freih. They have done a superb job. The final week was devoted to the third “leg” of the Community of Inquiry model – cognitive presence. 1) Triggering event/recognising problem – this could be anything from an assignment question to a video, to a news item; UCL E-Learning Environments team blog. Across higher education there is a genuine feeling we are at some kind of tipping point in the use of e- learning. On the other hand practitioners are wary of the risk of over-hyping and point to the recent feverish marketing of MOOCs.

At the Association for Learning Technology Conference earlier this week, for me one of the most thought-provoking sessions was the opening keynote from Jeff Haywood, University of Edinburgh. Jeff is both Professor of Education & Technology and VP Knowledge Management and has among many other things led Edinburgh’s pioneering initiative with MOOCs. MOOCs. HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014 by Andrew Dean Ho, Isaac Chuang, Justin Reich, Cody Austun Coleman, Jacob Whitehill, Curtis G Northcutt, Joseph Jay Williams, John D Hansen, Glenn Lopez, Rebecca Petersen. Andrew Dean Ho Harvard University; Harvard University - HarvardX Isaac Chuang. Learner Experiences with MOOCs and Open Online Learning. Massive Open Online Courses Prove Popular, if Not Lucrative Yet. MOUNTAIN VIEW, Calif. — In August, four months after Daphne Koller and Andrew Ng started the online education company Coursera, its free college courses had drawn in a million users, a faster launching than either Facebook or Twitter.

Research - Projects - Conceptualising interaction and learning in MOOCs. Innovating_Pedagogy_2014.pdf. College of Social Sciences. The MOOC Hype Fades, in 3 Charts. Few people would now be willing to argue that massive open online courses are the future of higher education. The percentage of institutions offering a MOOC seems to be leveling off, at around 14 percent, while suspicions persist that MOOCs will not generate money or reduce costs for universities—and are not, in fact, sustainable. The latest figures come from the Babson Survey Research Group’s annual survey, which was based on a 2014 survey of more than 2,800 academic leaders and was released on Thursday. Making massive learning social – the next big challenge for MOOCs? Yesterday I attended the University of London’s annual RIDE conference. One of the keynote speakers was Mike Sharples, Academic Lead for the OU-owned FutureLearn.

He gave a fascinating talk about how the design of the FutureLearn platform was based on principles from Laurillard and Pask’s Conversational Framework. Untitled. The relatively low completion rates of learners have been a central critique as MOOCs grow in popularity. MOOC factors influencing teachers in formal education. Tomorrow's Professor eNewsletter: 1376. Massive Open Online Courses - (A Further Look) What We’ve Learned from Three Years of MOOCs. Daphne Koller. Tony Bates » A New Zealand analysis of MOOCs. eLearning Papers Special Edition: learning anywhere, Opening up Education and the promise of MOOCs. Registration for the first batch of MOOCs opens in the beginning of October. NOU 2014: 5. Moocs, and the man leading the UK's charge. Twenty months ago, Simon Nelson was shown a picture of a Highland cow, known in Gaelic as a kyloe. It was the Open University's code name for a secret project which, according to some accounts, will revolutionise higher education, making it available to millions across the world at zero cost.

Time for a fresh look at MOOCs? MOOC Research. Weller Anderson 2013. JOLT - Journal of Online Learning and Teaching. What’s the benefit of MOOCs? Obhe.ac. Alt-Ed: MOOCs FORUM > Premier Issue > Free Access. Beyond MOOCs: Sustainable Online Learning in Institutions. MOOCs Westminster Forum. Half an Hour: Beyond Free ‑ Open Learning in a Networked World. Learning with New Media. Invasion of the MOOCs: The Promises and Perils of Massive Open Online Courses. Debunking the MOOC myth. Why Do Students Enroll in (But Don’t Complete) MOOC Courses? MOOC study creates new "taxonomy of engagement" Mooc-engagement-www2014. Learning for free? MOOCs by Mira Vogel on Prezi. MOOC Research.

Other MOOCs

MOOC research. Why is the MOOC environment better than our VLE? MOOCs and the Future of Education in Latin America. The Digital University: MOOCS & the Humanities Conference. MOOCs-Brabon. MOOCs_Expectations_and_Reality. Good practice in the design and delivery of MOOCs. MOOCs’ disruption is only beginning - Opinion. MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective. Check It Out: MOOCs on Pinterest. Adobe® Connect™ HEA_Edinburgh_MOOC_WEB_240314. How are MOOCs Disrupting the Educational Landscape? Special Issue of eLearning Papers just published on latest MOOC research. Being ‘at’ university: paper coming out in Higher Education. The Realities of MOOCs. The pedagogy of the Massive Open Online Course (MOOC): the UK view. My Archaeologist is an App » Archaeology of Portus: Exploring the Lost Harbour of Ancient Rome.

Alt-Ed: EMOOCs 2014: European MOOCs Stakeholders Summit > Proceedings > Research Track. Notes on the conference. Is there a business model for MOOCs? Report from #emoocs2014. Pedagogy of MOOCs. MOOC Catalog.