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Massive Open Online Course (MOOC) What Is a MOOC? A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance. This updated ELI 7 Things You Should Know About MOOCs II (June 2013) provides additional key facts about MOOCs. A short video about MOOCs and the connected age. MOOC Resources How Students Engage with a Remedial English Writing MOOC: A Case Study in Learning Analytics with Big Data, ELI Brief, March 2015.

MOOCs_Expectations_and_Reality.pdf. The ideals and reality of participating in a MOOC - Parade@Portsmouth. Mackness, J., Mak, S. and Williams, Roy (2010) The ideals and reality of participating in a MOOC.

The ideals and reality of participating in a MOOC - Parade@Portsmouth

In: Dirckinck-Holmfeld, L., Hodgson, V., Jones, C., De Laat, M., McConnell, D. and Ryberg, T., eds. Proceedings of the 7th International Conference on Networked Learning 2010:. Community of Research 2.0 » Part I: Academic MOOCs and the Question of Competence. As the date of paper submission for the LTEC 2015 comes closer with a threatening speed, I will concentrate on the parts of my M.A.

Community of Research 2.0 » Part I: Academic MOOCs and the Question of Competence

Thesis that will be interesting aspects for the paper. I therefore choose to work on the aspects and relationship of competences, higher education, global online courses (general and with focus on MOOCs) this week. I’d like to share and put to discussion two models (still in the stage of a draft!!!) Erfahrungen mit Mooc » Mooc, Teilnehmer, Stanford, Moocs, School, University » Lernen und Internet. Video Styles und Erzählformate in MOOCs – Nachlese zu den Herbstimpulsen 2014. Heute fanden im Gästehaus der Goethe-Universität die so genannten Herbstimpulse statt, die canudo und studiumdigitale gemeinsam zur Frage “Wie kann Bewegtbild das Lernen unterstützen?

Video Styles und Erzählformate in MOOCs – Nachlese zu den Herbstimpulsen 2014

Und damit auch zur Bedeutung von Videos in Bildungsprozessen veranstalteten. Auf der Veranstaltung berichtete Prof. Dr. Oliver Vornberger von seinen Erfahrungen mit der Videoproduktion für MOOCs und Peter Scheffler (DFB) gab einige grundlegende Hinweise zur Gestaltung von Videos aus einem journalistischen und filmerischen Hintergrund. Two years after the NYT’s ‘Year of the MOOC': how much do we actually know about them? 13 November 2014.

Two years after the NYT’s ‘Year of the MOOC': how much do we actually know about them?

Matt Walton — FutureLearn, MOOCs and digital disruption to higher education. It’s just over a year since I had my first conversation about FutureLearn and I was introduced to the world of Massive Open Online Courses, or MOOCs as they are commonly known.

Matt Walton — FutureLearn, MOOCs and digital disruption to higher education

We launched our product in beta in September and now seems like a good moment to reflect on how FutureLearn relates to the world of massive open online courses and the effects of digital on higher education in general. I guess the first thing to say is, that although FutureLearn is certainly born of the MOOC movement and we have very much capitalised on the interest and momentum that massive open online courses have created, I believe that MOOCs are only the starting point for the groundbreaking educational digital product that we are building. The innovation in user experience of a MOOC is that they create an event and introduce scarcity and a sense of jeopardy into an on demand world.

Fundamentally connected to this is the social side. “MOOCs are taking audience away from traditional education” Matt Walton — FutureLearn, MOOCs and digital disruption to higher education. Learning, networks, knowledge, technology, community. The Learning Analytics and Knowledge conference (LAK16) is happening this week in Edinburgh.

learning, networks, knowledge, technology, community

I unfortunately, due to existing travel and other commitments, am not in attendance. I have great hope for the learning analytics field as one that will provide significant research for learning and help us move past naive quantitative and qualitative assessments of research and knowledge. I see LA as a bricolage of skills, techniques, and academic/practitioner domains.

It is a multi-faceted approach of learning exploration and one where anyone with a stake in the future of learning can find an amenable conversation and place to research. The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? by Gayle Christensen, Andrew Steinmetz, Brandon Alcorn, Amy Bennett, Deirdre Woods, Ezekiel J Emanuel. Gayle Christensen Office of the Provost, University of Pennsylvania Andrew Steinmetz Department of Medical Ethics and Health Policy, University of Pennsylvania Brandon Alcorn Office of the Provost, University of Pennsylvania Amy Bennett.

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? by Gayle Christensen, Andrew Steinmetz, Brandon Alcorn, Amy Bennett, Deirdre Woods, Ezekiel J Emanuel

MOOCCamp 2013: Fachforum und MOOCBarcamp 13./14.12.13 - Johann Wolfgang Goethe-Universität. Am 13.12.2013 veranstaltete studiumdigitale, die zentrale eLearning-Einrichtung der Goethe-Universität, ein Fachforum zum Thema MOOCs, dem sich am 14.12.2013 das MOOC-Barcamp anschloss, das studiumdigitale in Kooperation mit der MOOC-Beratung durchführte.

MOOCCamp 2013: Fachforum und MOOCBarcamp 13./14.12.13 - Johann Wolfgang Goethe-Universität

Die Veranstaltungen richteten sich an alle, die sich einfach einmal über MOOCs informieren wollten, MOOCs auf ihrer Agenda für 2014 hatten und haben oder mitten in der Vorbereitung eines MOOCs stecken und den Austausch suchten. All dies bot das Treffen der deutschsprachigen MOOC-Praktiker. Die Veranstaltungen konzentrierten sich vornehmlich auf die Diskussion von praktischen Ansätzen, um auch Baustellen und aktuelle Fragezeichen aufzuzeigen. Massiv Open Online Courses – Infos, Links, Beispiele, Artikel. Are MOOCs the chance to open-up Education? MOOCs zwischen Hype und Alltag. (dpa) – Die Uni-Vorlesungen von Hasso Plattner sind äußerst beliebt.

MOOCs zwischen Hype und Alltag

Remodeling MOOCs in 2014 - ICEF Monitor - Market intelligence for international student recruitment. Since the first wave of Massive Open Online Courses (MOOCs) around 2012, hypotheses about their impact have abounded, and have changed over time.

Remodeling MOOCs in 2014 - ICEF Monitor - Market intelligence for international student recruitment

So too have emotions about the courses evolved (from excitement to disenchantment or even suspicion) to where we may be now: a calmer state where the both the hype and counter-hype have worn off. Now, organisations are using the essence of MOOCs – an online, adaptable, customisable, and accessible platform – to achieve diverse educational outcomes and business models. Today’s MOOCs: Today’s post expands on our earlier coverage to explore the current state of play for MOOCs’ evolution and to highlight some of the myriad ways MOOCs are being deployed around the world. More than just courses A few years in, it has become clear that the initial promise of open online courses to provide free education to anyone wanting it (anywhere in the world) is certainly not their only potential. MOOCs zwischen Hype und Alltag. MOOCs aktiv in Unterricht & Lehre nutzen. Tagungsband2013_305-316.pdf. Ergebnisse Umfrage Moocs - Motivation? Mehr wissen! - Meldung - Stiftung Warentest.

Massive Open Online Courses, kurz Moocs, werden immer beliebter. Welt­weit bilden sich tausende Menschen in diesen kostenlosen Vorlesungen im Internet weiter. hat Nutzer gefragt, warum sie an Moocs teilnehmen und was sie von den Online­kursen halten. Ergebnis: Die meisten wollen ihren persönlichen Horizont erweitern und finden die Lernform gut. Erwachsenenbildung - GedankensplitterGedankensplitter. The MOOC Where Everybody Learned. Some MOOC skeptics believe that the only students fit to learn in massive open online courses are those who are already well educated. Without coaching and the support system of a traditional program, the thinking goes, ill-prepared students will not learn a thing. Not so, according to researchers at the Massachusetts Institute of Technology. The researchers analyzed data from a physics course that MIT offered on the edX platform in the summer of 2013.

They found that students who had spent significant time on the course showed evidence of learning no matter what their educational background. “There was no evidence that cohorts with low initial ability learned less than the other cohorts,” wrote the researchers in a paper published this month by The International Review of Research in Open and Distance Learning. Not only that, but the MOOC students learned at a similar rate as did MIT students who had taken the on-campus version of a similar course. “If they stuck it out,” says Mr. Stephen Downes: ‘This is the next era of learning’ Image: Stephen Downes, courtesy of Stephen’s web In this guest post, Stephen Downes, Senior Researcher for the National Research Council of Canada and pioneer of major e-learning developments – such as MOOCs, syndicated learning and the concept of connectivism – introduces us to the next generation of learning technologies: ‘learning and performance support systems’.

Launching in beta this month, the technology is expected to take the online learning experience to a whole new level. By Stephen Downes Over the last decade our team at the National Research Council of Canada has explored the forefront of learning technology. This year we are building on work we have undertaken over the last few years to develop and deploy the next generation of learning technologies, which we are calling ‘learning and performance support systems’. At the core of LPSS is a system we call the ‘personal learning record’ (PLR). Access to LPSS is by means of a ‘personal learning assistant’ (PLA). eLearning Papers Special Edition: learning anywhere, Opening up Education and the promise of MOOCs.

Open technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone. Open educational resources, and especially MOOCs, provide alternative ways for students to gain new knowledge. They can also enhance learners’ ability to think creatively to select and adapt a paradigm to solve the problem at hand. The MOOC Where Everybody Learned. MOOC-Woche: Die MOOC-Situation in Europa. MOOCopoly: The Game. I typically tell people the ds106 Daily Create is something that should take less than 20 minutes per day, hence today I spent maybe 2.5 hours on mine. It’s not a rule, it’s a choice. Today’s one was special though. I am visiting David Kernohan and Vivien Rolfe in Bristol, and David’s son Ben is a fan of the daily create. He is also 6. I offered to publish one Ben made up; his idea was to ask people to create a board game (as usually, the editor takes some liberty, so it became “Design and draw your own board game about ds106″).

TwitterStat. Campus Technology. MOOC News & Analysis MOOC News & Analysis is a must-read newsletter for university administrators, faculty, and IT professionals who want to stay on top of what's happening in the disruptive world of MOOCs, and how their institutions might be impacted. Each month, we deliver the news, trends, and analysis—everything needed to help schools chart the best course forward. The MOOC newsletter is published on the first Wednesday of each month, both in HTML and text formats. Free Subscription to MOOC. Campus Technology: Why MOOCs Will Change Everything. Blog.open2study. There is no doubt that Massive Open Online Courses, or MOOCs, are really shaking up the education industry - with millions of people taking the opportunity to study for free from anywhere in the world. Image via Flickr The potential of MOOCs is mind-blowing, but the choice available can be a little intimidating to those new to this way of learning, or even to the seasoned MOOC-pro, looking for their next course.

With everything from Astronomy to World Music on offer through Open2Study how on earth can anyone choose which course (or courses) to take? Studying-a-MOOC-Neil-Morris-James-Lambe. Come the Revolution. Andrew Ng is an associate professor of computer science at Stanford, and he has a rather charming way of explaining how the new interactive online education company that he cofounded, Coursera, hopes to revolutionize higher education by allowing students from all over the world to not only hear his lectures, but to do homework assignments, be graded, receive a certificate for completing the course and use that to get a better job or gain admission to a better school.

“I normally teach 400 students,” Ng explained, but last semester he taught 100,000 in an online course on machine learning. “To reach that many students before,” he said, “I would have had to teach my normal Stanford class for 250 years.” Welcome to the college education revolution. Big breakthroughs happen when what is suddenly possible meets what is desperately necessary. Sinn und Unsinn von MOOCs - Online-Diskussion am 16.5.2013.