Welcome to the MOOC team on Pearltrees! We aim to build a vibrant set of links and resources about MOOCs, with the goal of making some sense of and identify patterms within the various types of these learning communinties and experiences called MOOCs. Feb 24
Whether you are looking for a master’s degree program, computer science classes, a K-12 curriculum, or GED study program, this list gives you a look at 50 websites that promise education for free. From databases that organize over 1,000,000 students throughout 16 universities, to a small library of documents for those interested in history, the opportunities for free online learning continue to expand as the Internet becomes a crucial component in education. 1.
As online education platforms like Coursera, edX, and Udacity burst onto the scene over the past year, backers have talked up their potential to democratize higher education in the countries that have had the least access (see “The Most Important Education Technology in 200 Years”). These ambitions are now moving closer to reality, as more people begin to experiment with their setup, although significant challenges remain. Students in countries like India and Brazil have been signing up in droves for these massive open online courses, or MOOCs, offered for free from top-tier universities, such as Stanford, MIT, and Harvard.
Digital Learning Transition - FI
The DLT MOOC-Ed will help you: Understand the potential of digital learning in K-12 schools; Assess progress and set future goals for your school or district; and Plan to achieve those goals. The DLT MOOC-Ed is brought to you by the Friday Institute for Educational Innovation at NC State University's College of Education and the Alliance for Excellent Education's Project 24.
U. of California faculty union says MOOCs undermine professors' intellectual property
Faculty union officials in California worry professors who agree to teach free online classes could undermine faculty intellectual property rights and collective bargaining agreements. The union for faculty at the University of California at Santa Cruz said earlier this month it could seek a new round of collective bargaining after several professors agreed to teach classes on Coursera, the Silicon Valley-based provider of popular massive open online classes, or MOOCs. The Santa Cruz Faculty Association's concern highlights an emerging tension as professors begin to teach MOOCs and, in turn, become academic stars to tens of thousands of students who sign up for the free classes. Santa Cruz is the only UC campus to have a unionized tenure-track faculty, so the exchange there is perhaps unique, but the issues there are not.
Massive Open Online Courses Prove Popular, if Not Lucrative Yet
During the past decade, the distribution of content over the Internet and its consumption on computers and mobile devices has disrupted several industries — newspapers, book publishing, music and films, among others. Now education joins that list, thanks to the emergence of massive open online courses, or MOOCs. These courses, which are offered for free to tens of thousands of students, cover topics ranging from artificial intelligence and computer science to music and poetry appreciation. As millions of students around the world flock to participate in MOOCs, universities are being compelled to rethink what it means to teach and to learn in a networked, globally connected world.
MOOCs on the Move: How Coursera Is Disrupting the Traditional Classroom
How To Build MOOC's that Fail
Having started a half dozen MOOC's in the recent months, I have found most of them tend to share a common trait. Many MOOC's currently represent a sort of parody of higher education's worst practices, its most spectacular delusions about itself. And thus they tend to fail--some rather spectacularly. (In the interest of protecting the guilty, I won't name specific courses. I have no interest in insulting people who are surely earnest and well-meaning in life--they just happen to lack any experience putting a course online, let alone a MOOC.) For the sake of neatness, I'll organize my thoughts here on four's.
Review of “Computational Investing, Part I” taught by Tucker Balch « the augmented trader
This is a summary of survey responses from 1,257 of the 25,589 students who enrolled in this course in Spring 2013. This review may of interest to students considering to take the third offering of this course starting at coursera on August 16, 2013. Reviews by others Related articles Overview
I posed this challenge to an e-learning group on LinkedIn: ‘If you could invited anyone in the world to a dinner party who would it be?’ I could run this every month on a different continent and keep going for a couple of years … 12 might work better as I’d like to include a few undergraduates and graduates … perhaps guests would be asked to bring a member of their faculty, a young work colleague or inspiring student. I’ve left myself off. As the host I would be at their service. Running the event behind the scenes and enjoying the conversation before and after.
Who would you invite to an e-learning dinner party? | My Mind Bursts
I don’t usually like to title a post with negative connotations, but there is no way to put a positive spin on my experience with the MOOC I’m enrolled in through Coursera, Fundamentals of Online Education: Planning and Application. The course so far is a disaster, ‘a mess’ as numerous students have called it. Ironically, the learning outcome of the course is to create our own online course. To be fair, there are some good points to the course, but there are significant factors contributing to a frustrating course experience for students, myself included. Group Chaos There are three key factors contributing to this course calamity and all link to the group assignment.
News-of-the-Week: Coursera Professor Quits, Making Degrees Cheaper without MOOCs, and Open Data Day
In this ‘Need-to-Know’ blog post series my goal is to share noteworthy stories with readers that speak of need-to-know developments within higher education and K-12 that have the potential to influence, challenge and/or transform the traditional model of education. Screenshot of Coursera’s new interactive tool that shows the global student base, as well as the university partners. From Coursera’s blog.
In this ‘Need-to-Know’ blog post series I aim to share noteworthy stories with readers that speak of developments within higher education and K-12 that have potential to influence, challenge and/or transform the traditional model of education. This week there were two interesting developments in the education news —I’ve briefly summarized each, highlighted key need-to-know points, and included links that will take readers to sites that will provide multiple perspectives on the issues. The announcements are significant enough that at some level educators will likely encounter the topics in discussions, meetings or learning communities. 1) “A Bill of Rights and Principles for Learning in the Digital Age” This ‘Bill’ released this week, was not put forth by an organization or institution as one might think, but by a group of twelve: educators, technologists and journalists including Sebastian Thrun, founder of Udacity.
Need-to-Know News of the Week: A ‘Bill’ to Protect Online Students and a MOOC2Degree Program
UPDATE 08.14.2012: This week marks the launch of MOOC MOOC, and given the insane amount of content that's already been produced, we're going to hold off on updating this ongoing list o' links. You can join in here, learn more here or follow along here. We've been following the MOOC (Massive Open Online Course) movement for a couple years now because we and our clients are all engaged in online learning at some level, be it totally online, flipped or hybrid, or just lecture capture for on-demand replay. This spring, we had the opportunity to talk to many of our 1000 higher education clients at our Mediasite User Conference and other events like Sloan-C and UBTech.
Phylise Banner is the Director for Teaching and Curriculum Quality at APUS. Her work focuses primarily on the integration of the Community of Inquiry framework into faculty development initiatives, and the alignment of CTL workshop and outreach programs with effective practices in online course design and delivery. She has been working in the field of online teaching and learning since 1997, planning, designing, developing, and delivering online courses, programs, and faculty development initiatives. She regularly embraces opportunities to experiment with emerging technologies in order to best serve adult students at a distance, and to create communities of lifelong learners.
The Community Course: A MOOC Alternative
Massive Open Online Courses in the Developing World
When prominent U.S. universities began offering free college classes over the Web this year, more than half of the students who signed up were from outside the United States. Consider the story of one of them: Carlos Martinez, a professor of electrical engineering at the University of El Salvador. Last spring, Martinez enrolled in a class on electronic circuits offered by edX, the $60 million collaboration between MIT and Harvard to stream “massive open online courses,” or MOOCs, over the Web. He thought it was so good that he began traveling around El Salvador to convince others to join the class and launched a blog in English to document his adventures as his country’s first “MOOC advocate.” It’s an adventure because Martinez doesn’t have the backing of his university. This fall, on his own initiative, he signed up 50 students—about one-tenth of the electrical engineering majors at his school—to take the edX circuits class.
Updated Jan. 1, 2013 6:54 p.m. ET Professor Jeremy Adelman has taught a world-history class at Princeton University for several years, but as he led about 60 students through 700 years of history on the ivy-covered campus this past fall, one thing was different: Another 89,000 students tuned into his lectures free of charge via Coursera, an online platform. Those kinds of numbers, and their potential for remaking higher education, have generated plenty of excitement about massive open online courses—dubbed MOOCs.
Online Courses Look for a Business Model
What Part of MOOC Don't You Understand?
Arizona universities looking at free online courses to complement traditional offerings
Gates foundation and ACE go big on MOOC-related grants
Gates Seeks Development of Remedial Ed MOOCs
The real economics of massive online courses (essay)
Massive Open Online Course -- A Threat Or Opportunity To Universities?
Will MOOCs Promote Superstar Teaching Over Superstar Research At Princeton And Other Ivy Universities?
What could possibly go wrong with MOOCs? The Seven Deadly Sins as Strategy « Innovate.EDU
Could MOOCs lead to the decline of branch campuses?
Playing the Role of MOOC Skeptic: 7 Concerns
Site-based testing deals strengthen case for granting credit to MOOC students
MOOCs, MOCCs, and HarvardX
Essay on what MOOCs are missing to truly transform higher education
Overblown-Claims-of-Failure Watch: How Not to Gauge the Success of Online Courses - Rebecca J. Rosen
Before You Jump on the Bandwagon.... - Commentary
Pushing Through The Perils of Teaching Online
Here a MOOC, There a MOOC: But Will It Work for Freshman Composition? - Wired Campus
New Forms of Assessment: measuring what you contribute rather than what you collect
Big MOOC Coursera Moves Closer to Academic Acceptance
Moody's: Massive open online courses carry mixed credit implications for Higher Ed 12.09
California to Give Web Courses a Big Trial
Online university for the masses!
Slouching Towards Bethlehem: Unpacking the MOOC as Buzzword
Earning college credit for MOOCs through prior learning assessment
Faculty groups consider how to respond to MOOCs
Tips for college leaders to make online programs work