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MOOC – A solution to Higher Education and Future Learning

MOOC – A solution to Higher Education and Future Learning
Is MOOC the solution to future learning, especially online education and learning in Higher Education? Our past experience with MOOC has interesting results. There are huge potential in its use, though there are still lots of challenges as I would like to share “our views” and experiences below: There has been a few rounds of MOOC conversation and lots of unanswered questions, relating especially to Stephen’s response to David Wiley’s response on knowledge transfer. I think this depends on what sort of knowledge that we are referring to. Is learning related to the transfer, transmission or replication of information or knowledge in MOOC? So, there are differences in views and understanding of the concept of knowledge and learning within a complex learning environment (epistemology and ontology), amongst academics, scholars, researchers, educators and learners. Photo credit: from George Siemens Would a structured course like that offered in Stanford University on AI also be called a MOOC?

Related:  Benefits/opportunities of MOOC's

Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science When campus president Wallace Loh walked into Juan Uriagereka's office last August, he got right to the point. “We need courses for this thing — yesterday!” Uriagereka, associate provost for faculty affairs at the University of Maryland in College Park, knew exactly what his boss meant. Campus administrators around the world had been buzzing for months about massive open online courses, or MOOCs: Internet-based teaching programs designed to handle thousands of students simultaneously, in part using the tactics of social-networking websites. To supplement video lectures, much of the learning comes from online comments, questions and discussions.

Community-College Students Perform Worse Online Than Face to Face - Community Colleges By Ryan Brown Community-college students enrolled in online courses fail and drop out more often than those whose coursework is classroom-based, according to a new study released by the Community College Research Center at the Teachers College at Columbia University. The study, which followed the enrollment history of 51,000 community-college students in Washington State between 2004 and 2009, found an eight-percentage-point gap in completion rates between traditional and online courses. Although students who enrolled in online courses tended to have stronger academic preparation and come from higher income brackets than the community-college population on the whole, researchers found that students who took online classes early in their college careers were more likely to drop out than those who took only face-to-face courses. Among students who took any courses online, those with the most Web-based credits were the least likely to graduate or transfer to a four-year institution. Ms.

Joshua Wyner: What Can MOOCs Do for American Higher Education? MOOCs--that is, massively open online courses--are only two years old. But many thought leaders are already suggesting that these free classes, which are being produced largely by elite U.S. colleges and universities, can dramatically increase access to a high quality college education domestically and abroad. That's important, of course. Just as important, though, is the potential of MOOCs to do what matters most for our nation's higher education system: improve the value proposition of college, by making it cheaper for students to earn a valuable degree and more likely that they will do so. In the face of state budget cuts, colleges have continued to jack up tuition at a rate that far exceeds inflation, driving American student debt above $1 trillion.

Cours / Études en formation à distance, et formation en formation à distance à la Téluq Accueil | FAQ | Bottin | Carrières | Nous joindre | Dossier étudiant Plan du site Formation à distance 1er cycle Evolving Education Technology: From Chalkboards to MOOCs CICE - Chaire de recherche sur l’Ingénierie cognitive et éducative > Accueil The CICE Research Chair on Instructional and Cognitive Engineering has a general mission to promote the use of information and communication technologies to extend human knowledge and competencies through research, experimentation and innovative applications, and to transfert research results, expertise and products to individuals and organizations. NEWS(on the Director's Web site) Gilbert Paquette et Olga marino have just publish a new book chapter entitled "A multi-Actor Ontology-Based Assistance Model: A Contribution to the Adaptive Semantic Web.

L’évolution sociale de la relation client Autrefois cantonnée à un fichier client et à de la publicité directe, la relation client se limitait à un rapport froid et distant. Une sorte de « push » de l’information, de la marque vers le client. Mais l’arrivée des médias sociaux a bouleversé cette relation. Désormais, les marques cherchent « l’engagement » de leurs prospects, une relation beaucoup plus proche, faite d’échanges et de retours-clients qu’elles prennent en compte pour améliorer le produit et satisfaire le client. L’idée est d’arriver à une relation suivie, dans laquelle le client se sent écouté et privilégié. Voici une infographie qui présente les évolutions nécessaires des outils et méthodes pour amener le CRM vers le Social CRM :

Track a Storyline Course Based on Visiting a Specific Slide One question that pops up in our community from time to time is how to track a non-linear, branching course based on learners visiting a specific slide. One easy way to do this is to use a freeform Pick One question and a Results slide that are both disguised as ‘regular’ slides. Take a look at this tutorial to see how I set this up. Set up the Freeform Pick One slide Create the Freeform Pick One question with a custom button. Cela a recommencé. Une nouvelle fois. Lorsqu'on a demandé à Google le nom des historiens de l'holocauste, le moteur a renvoyé le nom de David Irving. Learning in a networked world What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers?

Mooc creators criticise courses’ lack of creativity Original vision lost in scramble for profit and repackaging of old ideas, say pair Source: Stephen Downes Look what they’ve done to my Mooc: ‘as deployed by commercial providers they resemble television shows or digital textbooks with – at best – an online quiz component,’ argues Stephen Downes When The New York Times declared 2012 the “Year of the Mooc”, you would have been forgiven for thinking that the term – which stands for “massive open online course” – had been coined some time that year. Not so. “Mooc” was first used five years ago in Canada by a group of academics who can claim to be the true originators of what has become the academic buzzword du jour: a type of online learning that, although not without its critics, has taken the global academy by storm.