Foreslår storsatsing på nettutdanning - Aftenposten. I utlandet satser flere eliteuniversiteter voldsomt på gratis nettstudier. Her i landet har Regjeringen satt ned et utvalg for å se på hvordan Norge bør møte utviklingen. Mandag la det såkalte Mooc-utvalget frem sin sluttrapport, med det de selv kaller «hårete» forslag: Bruke 40 millioner på å bygge opp en norsk teknologisk løsning for slike nettkurs, tilpasset norsk og samisk språk, med en sentral støttefunksjon for å hjelpe universitetene og høyskolene. Dette er ifølge utvalget det viktigste forslaget.Investere 50-300 millioner til utvikling av nettkurs for etter- og videreutdanning i samarbeid med partene i arbeidslivet. Disse tilbudene kan for eksempel være for lærere og helsepersonell eller innen økonomisk-administrative fag.30 millioner til å forske på hvordan undervisning over nett påvirker læring.10 millioner for at elever i grunnskole og videregående skole kan forsere fag (ta neste års pensum) ved hjelp av nettkurs.
Les også: Harvard i spissen for utdanningsrevolusjon Publisert: MOOC Brigade: What I Learned From Learning Online. TIME’s cover package this week is on reinventing college in general and specifically on whether a new breed of online megacourses can finally offer higher education to more people for less money. That story dives deep into Udacity, which was co-founded by a former Stanford professor. I’ve been looking into rival Coursera, which has partnered with dozens of prestigious schools, including Princeton, Duke and the University of Virginia. After six weeks of participating in Coursera’s massive open online course (MOOC) on gamification, conducted by Kevin Werbach of the University of Pennsylvania’s Wharton School, I’ve successfully completed my studies and earned a certificate.
Or at least I’m pretty sure I have. Actually, Coursera hasn’t told me what my final grade is—it’ll show up within a few weeks, the site says—but I followed the calculations provided by a fellow student in the class forums, and I think I got an 83. (MORE: Can an Online Degree Really Help You Get a Job?) Wrong! UK universities 'face online threat' 11 March 2013Last updated at 06:23 ET By Sean Coughlan BBC News education correspondent MIT and Harvard launched pioneering online courses last year Pic: Jon Fildes "Complacent" British universities that fail to respond to the rise of online universities will be swept away by global competition, says a report into the future of higher education. Sir Michael Barber, chief education adviser for Pearson, says online courses will be a "threat and opportunity" for the UK's universities.
This "avalanche" could see some middle-ranking universities closing, he says. "There are too many universities doing the same thing," says Sir Michael. The report, An Avalanche is Coming, argues that higher education faces an unpredictable global revolution, driven by the impact of the rise in online universities. Globalisation In the face of such an avalanche, Sir Michael says that "standing still" is the most dangerous option. "The big risks are complacency and timidity," he says. Re-inventing universities.
Debatt - Logger norsk utdanning av? DEBATT: Verdens ledende universiteter tar digitale medier i bruk og gjør studietilbudene fritt tilgjengelig på nett. Norske universiteter og høyskoler glimrer med sitt fravær. Er norsk utdanning i ferd med å logge av? Mantraet «det er typisk norsk å være god» kan ikke sies om norske universiteter og høyskolers tilstedeværelse på nett. 2012 var «The Year of MOOC». Hva er MOOC sier du? MOOC er et av de raskest voksende «fenomener» på nett. June Breivik er utviklingssjef ved BI LearningLab og har lang erfaring fra norsk skolevesen. Det stilles ingen krav til forkunnskaper for å delta og det er gratis. Fredag, 22. februar annonserte Coursera en utvidelse. Trenden med MOOC tok virkelig av da Sebastian Thrun i 2011 valgte å gjøre kurset sitt i kunstig intelligens ved Stanford fritt tilgjengelig på nett, i motsetning til den tradisjonelle campusbaserte formen. Han alene hadde i sitt kurs i kunstig intelligens flere studenter enn alle verdens professorer innen det samme fagfeltet til sammen.
A Tale of Two MOOCs @ Coursera: Divided by Pedagogy. The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Coursera highlight what happens when pedagogical methods fail to adapt. Divided pedagogy I wrote recently about the Fundamentals of Online: Education [FOE] the Coursera course that was suspended after its first week and is now in MOOC hibernation mode. Over thirty thousands students signed up for the course hoping to learn how to develop an online course. It was a technical malfunction when students were directed to sign-up for groups through a Google Doc that shuttered the course, along with hundreds of student complaints about lack of clear instructions, and poor lecture quality.
The course was suspended on February 2, and there has been no word yet as to when it will resume :(. The Tale of the Two What made e-Learning and Digital Cultures successful and FOE not? There were variables common to each—the platform, the start date and length of course. References. 20 strategies for learner interactions in mobile #MOOC. Let's be honest, we all LOVE research *grin*, or facts, or lists, or useful practices ... or practical strategies for that matter. Well, here is a new set of useful strategies for mobile MOOCs, I hope you like it!
In my latest research I focused on the impact of mobile access on learner interactions in a MOOC (Massive Open Online Course). The research was done to get my Master in Education at Athabasca University. As always all of the Athabasca faculty was supportive to get the research up to their standards (ethical approval, relevant literature...). The readable and hopefully useful list of 20 mobile strategies to increase learner interaction in a MOOC that came out of my research can be found below in this post, but feel free to read the full thesis here, it has links to ethical procedures (e.g. informed consent form), some web analytics, community of inquiry use to screen learner interactions.... De Waard, I. (2013). Design 1. Gartner’s Hype Cycle as Springboard – MOOC and Public Policy | All MOOCs, All The Time. A common theme in early MOOC criticism was a linking of the MOOC to Gartner’s Hype Cycle. Certainly, a lot of hype accompanied the MOOC…more hype than for any EdTech innovation in education history, and perhaps more hype than for any learning model (or even agent of change) in higher education history.
Spurred by a media narrative focused on a broken educational system, the MOOC was heralded not only as a means of providing cost-efficient education, but doing it through the best universities and professors in the world, for the entire world, in a way that would break down existing conventions of class and privilege. In short, MOOCs could crumble a bloated ivory tower while providing an education of higher-than-existing quality to individuals from around the world, eradicating student debt all the while.
Use of the hype cycle in discussion of MOOCs looked at the learning model as a present artifact that needed attachment to a history. What does it mean? Like this: Like Loading... MOOC Brigade: Back to School 26 Years Later | U.S. For years now, I’ve had a recurring nightmare. (You might have it too.) In it, I’m in college again — and I’m about to be denied my degree because I stopped going to my classes. I wake up, agitated and sweaty. It’s always a massive relief when I snap back to full consciousness and remember that I did graduate, more than a quarter-century ago, and nobody can make me go back to school. Except here I am taking a university-level course again — willingly, even.
I’m participating in a TIME experiment in which several staffers are signing up for massive online open courses, or MOOCs. (MORE: MOOC Brigade: Will Massive Open Online Courses Revolutionize Higher Education?) Once again, I have to attend classes, take tests and submit written assignments, all of which I can do from any location that has an Internet-connected computer. Then again, even if I blow this course, it won’t be a life-changing fiasco — just an embarrassment that I’ll be forced to share with you here. An insider's guide: what it's really like to study a MOOC. Anyone who has been paying attention to higher education this year will have heard of the MOOC – courses from prestigious universities offered for free online.
There’s been great interest in them from academics and students alike. And the major players are already establishing themselves and their place in the market – edX, Udacity and Coursera to name a few. Even though there are concerns about plagiarism, increasingly universities are considering giving course credit for completion of these subjects.
The evaluation process has already begun in America with a new project by the Bill & Melinda Gates Foundation to assess whether these courses are worthy of credit towards a degree or diploma. Some Australian universities have already begun to embrace this mode of delivery, while others have warned that offering courses for free may devalue other university offerings. The experience was illuminating. The Course The course ran for six weeks, with two units covered each week. Click to enlarge.