Diplômant -Contact. Ingenium Diplômant > Contact. Ingenium — votre partenaire e-learning. MOOC: Quand les profs s’improvisent webmarketers. Où héberger son MOOC? On entend parfois dire qu’il est coûteux de faire héberger son MOOC par une plate-forme comme Coursera. Il n’en est rien; non seulement l’hébergement sur Coursera est gratuit, mais il peut constituer une source de revenus pour l’établissement à l’origine du cours si un système de certification payant est mis en place. En attendant, rares sont les ‘heureux’ élus qui peuvent aller sur Coursera; il faut donc trouver des solutions alternatives. Faut-il faire héberger le cours sur les serveurs de son établissement et collaborer avec la DSI ? Faut-il passer par une entreprise ? Quelques pistes de réflexion… Début 2013, l’hébergement est gratuit tant sur Coursera que sur des plates-formes périphériques comme Canvas d’Instructure; par gratuit, nous entendons gratuit pour l’équipe pédagogique, car le coût est supporté par les entreprises comme Coursera ou Instructure, qui financent tant les serveurs que les équipes techniques associées.
Cette question du contrôle est fondamentale. Trois bonnes raisons de ne pas faire un MOOC. Ce billet fait écho à l’article Pourquoi faire des MOOC? Dans lequel nous avons exposé quelques bonnes raisons de se lancer dans l’aventure. Comme il avait été suggéré à la fin de cet article, maintenant que nous avons exposé les bonnes raisons de se lancer, il faut maintenant parler des raisons de ne pas se lancer.
Elles peuvent se résumer en une phrase: si vous n’avez pas les moyens de le faire, si le cours risque de n’intéresser personne ou si quelqu’un de motivé a décidé de se lancer sur le même sujet que vous, mieux vaut y réfléchir à deux fois. Un MOOC demande une énergie considérable; en ce qui me concerne, je viens de prendre samedi mon premier véritable jour de repos depuis le 25 décembre, date à laquelle j’ai décidé de me lancer dans le MOOC Gestion de Projet avec le professeur Rémi Bachelet.
Premièrement personne n’est à l’abri d’un Massive Open Online Crash, c’est le revers de l’effet levier d’Internet. Le blog de Christine Vaufrey » Blog Archive » Les apprentis-sorciers. Aujourd’hui, mercredi 6 février, c’est le « Digital Learning Day », la « journée de l’apprentissage en ligne ». Si vous n’en avez jamais entendu parler, ne vous en faites pas, et ne vous dites pas que décidément, vous êtes complètement dépassé : cette journée ne concerne que les Etats-Unis; elle a été créée par une association (un lobby, plutôt) basé à Washington, qui vise à promouvoir l’e-learning auprès des membres du gouvernement, du sénat et de la chambre des représentants.
Je baigne dans l’e-learning, les Tice, et je n’avais jamais entendu parler de ce Digital Learning Day avant de lire cet article publié dans le Washington Post d’hier, intitulé « How online class about online learning failed miserably ». Autrement dit : « Comment un cours en ligne traitant de l’apprentissage en ligne a lamentablement échoué ».
Eh bien, aujourd’hui ces 40 000 personnes se retrouvent dans la nature, car le cours a fermé après une semaine seulement. . - Ne s’improvise pas enseignant en ligne qui veut; Des MOOC pour réviser le bac. Cela devait arriver. Et bien voilà, c’est fait! Le premier MOOC pour bacheliers commence dans moins de trois semaines et c’est un MOOC de philo. L’idée a été lancée par la start-up Pythagora, soutenue par France Télévisions. Vous pouvez écouter l’émission d’Emmanuel Davidenfoff sur France Info. Il débute le 27 mai (inscriptions à partir du 15 mai). En cas de succès, il y aura quelques leçons à tirer. Deuxièmement, la question du secondaire. On reproche aux lycéens de manquer d’autonomie donc … donc on les en prive pour être certains qu’ils ne la développent pas.
Je suis donc persuadé que les MOOC pour bacheliers sont une excellente idée qui va se développer dès l’année prochaine. Bon courage donc à Claude Poizat et Frédéric Grolleau! Source photo licence cc by-sa. J'apprends avec le MooC Itypa. Education 3.0: Mobile & Social. Education in “Present Shock” : An interview with Douglas Rushkoff. Note: An mp3 of this interview is available for download. I recently had the pleasure of speaking with award-winning author, educator, and documentarian Douglas Rushkoff. Our discussion focused on his new book “Present Shock: When Everything Happens Now,” his advisory role at Codecademy, and the impact of Present Shock on education.
Education Futures: Douglas, you have a new book out called “Present Shock: When Everything Happens Now.” Douglas Rushkoff: Most simply, Present Shock is the human response to living in a world where everything happens now. My concern is that instead of really seizing the new now of the moment we tend to get disoriented. What are the challenges and opportunities for formal education resulting from Present Shock? Well, I mean there are a bunch. I was in the library and I was thinking about the card catalogue the other day, and I understand that the digital search lets you find the thing you want right away and you get the number and you go and you get it.
Open and Closed. The voice belongs to Cody Wilson, a law student in Texas who last year founded Defense Distributed, a controversial initiative to produce a printable “wiki weapon.” With Defcad, he is expanding beyond guns, allowing, say, drone enthusiasts to search for printable parts. Mr. Wilson plays up Defcad’s commitment to “openness,” the latest opiate of the (iPad-toting) masses.
Not only would Defcad’s search engine embrace “open source” — the three-minute trailer says so twice — but it would also feature “open data.” With so much openness, Defcad can’t possibly be evil, right? One doesn’t need to look at projects like Defcad to see that “openness” has become a dangerously vague term, with lots of sex appeal but barely any analytical content.
Openness is today a powerful cult, a religion with its own dogmas. This fascination with “openness” stems mostly from the success of open-source software, publicly accessible computer code that anyone is welcome to improve. The Document: an Open Letter From San Jose State U.'s Philosophy Department - Technology. Yet Another Silicon Valley Startup Blog, Learning Mode: Critical Issues in Online Education. Accredible Blog. Online learning insights | A Blog about Open and Online Education. The Memo: American U.'s Moratorium on MOOCs - Technology. Why MOOCs Are Hindering and Not Helping Higher Ed. Fundamentals of Online Education: Planning and Application. In this course you will learn about the fundamentals of online education. The emphasis will be on planning and application. In the planning phase, you will explore online learning pedagogy, online course design,privacy and copyright issues, online assessments, managing an online class, web tools and Learning Management Systems.
In the application phase, you will create online learning materials. The final project for the course will consist of you building an online course based on everything that you learned and created in the course. As a student enrolled in this course, you will have free access to selected chapters and content for the duration of the course. All chapters were selected by the instructor specifically for this course. You will be able to access the Coursera edition of the e-textbook via an e-reader in the class site hosted by Chegg. The class will consist of lecture videos, which are between 5 and 12 minutes in length. E-learning and Digital Cultures. MOOC completion rates. Online Education and the Virtual Classroom. Sometimes the best inventions happen by accident. One of the world's great storehouses of biological knowledge is the Animal Diversity Web. In 1995, University of Michigan biology professor Philip Myers decided to use the new medium of the World Wide Web to engage his students in producing the textbook he thought his course needed but did not exist.
The tasks of researching, writing, checking, and posting information about animal species and their habitats could, Myers reasoned, not only teach students about animal diversity but also help them better understand the science involved. He was right. What he had not foreseen, however, was that ADW would spawn a set of overlapping worldwide communities. The most famous intramural project to burst beyond its original walls is Facebook. The Social Network, based on a 2009 book, by Ben Mezrich The Accidental Billionaires, points to the frequent connection on the web between accidental community formation and economic opportunity.
Connectivism: Connecting with George Siemens. George Siemens Open Online Courses: PLN Environments and Networks at CMC11. George Siemens' interview on MOOCs and Open Education. What is a MOOC? My Open Learning: xMOOCs. I participate frequently in MOOCs, both xMOOCs such as those offered through platforms edX and Coursera, and cMOOCs. cMOOCs offer a different learning experience; usually less structured where learning relies upon networked interactions using social media platforms. Click here for reviews on my completed cMOOCs. To read an in-depth article describing differences between the two types of MOOCs click here. I participate in MOOCs for different reasons that depend upon my learning goals and the amount of time I am able to commit to the course during its time frame. I categorize my participation as follows: 1) Course auditor: Do not participate for the most part in course activities, discussions or assessments, though will read and review select course materials and discussion forums. 2) Active learner: Engage in the majority of activities, assignments and some discussions.
Course Overview: This course is World Bank’s first ever MOOC course. Description. Course Overview. Like this: My Open Learning: cMOOCs. Current 1) Open Online Experience 2013Overview: This year-long professional development course is open to anyone, and focuses on education technology for K- 16. It provides a rich, immersive experience into the study and use of educational technology in teaching and learning, and is designed on the “connectivist” model. For a brief definition of “connectivism,” click here. To view #OOE 2013′s Google + community learning page click here. Courses Logo for etmooc from etmooc.org 1) Edtech MOOC 2013, Alec Couros Course Duration: January 13 to March 30, 2013 Participation Level: see below This cMOOC [constructivist] Educational Technology & Media, included topics that ranged from connected learning, digital storytelling and literacy, the open movement and digital citizenship.
This MOOCs’ overall objective was to create a learning community that is rich in interaction using social platforms [Google+ Communities, Twitter, #edmooc], and not a Learning Management System (LMS), as many MOOCs do. Teaching Tips From a Master MOOC-Maker. Teach a MOOC … what are you, crazy? … However, what I learned was that teaching a MOOC has been the purest and most fun form of teaching and learning that I’ve ever done. Maria H. Andersen, Ph.D. (Canvas Network, Sloan Consortium Streamed Session, April 9, 2013) I attended the Sloan Symposium last week as a virtual attendee and participated in several sessions including Designing a MOOC for Canvas. The above quote comes from the sessions’ leader, Maria Andersen who currently works at Canvas and teaches her own MOOC on Social media through the Canvas Network. I’ll include the highlights of the session—an insiders look at MOOCs based on Andersen’s experience supporting thirty MOOCs in her role with Canvas as Director of Learning, and the methods she shared for creating activities that drive learning and sustain student interest.
Role of the Instructor: Andersen shared sage advice for MOOC instructors. Andersen suggests leveraging international perspectives Like this: Like Loading... How to Organize a MOOC. MOOCs prompt some faculty members to refresh teaching styles. CAMBRIDGE, Mass. -- Amid the various influences that massive open online courses have had on higher education in their short life so far -- the topic of a daylong conference here Monday -- this may be among the more unexpected: The courses may be prompting some faculty to pay more attention to their teaching styles than they ever have before. The conference, organized Monday in Cambridge by Harvard University and the Massachusetts Institute of Technology, featured academics and administrators from elite North American universities and other players in the world of MOOCs discussing the rise of online courses and the future of residential colleges and universities.
The new attention to teaching methods and learning sciences is coming from two directions: faculty who want to make sure their teaching is up to snuff for a wider audience, and technology that allows new levels of interaction with students, and new understanding of students' strengths and weaknesses. What Can MOOCs Teach Us About Learning? Course-builder - Course Builder.
Claire Major's Blog | Mostly about teaching in higher education. Learning and Knowledge Analytics - Analyzing what can be connected. Index. Designing and Running a MOOC. MOOC and Mookies: The Connectivism & Connective Knowledge Online Co... Teaching english to digital generations based on a connectivist view. Connectivism connecting with george siemens. Theory of connectivism. Connectivismtlc. Connectivist Learning: How new technologies are promoting autonomy... The Connectivist Learning Environment. The new frontier of mooc. Public Support for Free Learning: A Policy Framework. Sustainability and MOOCs in Historical Perspective.
MOOCS. MOOC & Expériences capitalisation/travail coopératif. Les MOOC.