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Moocdraft2 - MOOC_Final.pdf

Bientôt des cours filmés de l’École Polytechnique gratuitement sur Internet : l’enseignement supérieur de demain se fera-t-il à distance Avec le développement des massively open online courses (MOOC), ces cours en ligne gratuits dispensés aux États-Unis par les plus grandes universités, le e-learning est devenu le sujet d’intérêt majeur des acteurs de l’enseignement supérieur. En annonçant qu’elle rejoint Coursera, l’École polytechnique ouvre bien grandes les portes des MOOC à la française. On doit cette terrifiante allégorie d'un MOOC transformant tout sur son passage dans l'enseignement supérieur à Michael Branson Smith, un professeur assistant de communication du York College de New York. Parmi les spécialistes cités en bas de l'affiche, George Siemens est un théoricien de l'apprentissage dans une société basée sur le numérique (ce qu'on appelle le "connectivisme"). Aux États-Unis ils s’appellent Coursera, Udacity ou edX, au Royaume-Uni FutureLearn s’apprête à se lancer, tous mettent en ligne des centaines de cours gratuits pouvant ensuite déboucher sur l'obtention de certificats. Former ceux qui ne se forment pas

The MOOC Moment and the End of Reform A shortened version of this paper was given at UC Irvine last week, with the great Tressie McMillan Cottom talking about MOOCs and for-profit education. You can see video of both of us and the respondents here. Much thanks to Catherine Liu, Michael Meranze, and Peter Krapp for organizing and participating. The MOOC phenomenon has happened very quickly, to put it mildly. The MOOC phenomenon is also a shift in discourse, a shift that’s happened so quickly and so recently, that it fills up our mental rear-view mirror. This is why it’s interesting to note that Inside Higher Education’s new booklet of essays, “The MOOC moment,” introduces its subject by writing that: “The acronym MOOC (for massive open online course) first appeared in Inside Higher Ed in December 2011, in reference to a course offered by a Stanford University professor. For example. Where does such a person get this kind of conviction? I mean that in two different ways. I’m evoking two kinds of time here. For example.

5 Potential Ways MOOCs Will Evolve In order to understand where MOOCs are heading (at least taking a stab at guessing their future), it’s important to know what the stated goals are. In case you’re still new to MOOCs, here’s a helpful rundown of the guiding principles behind MOOCs : Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time. An earlier list (2005) of Connectivist principles from Siemens also informs the pedagogy behind MOOCs: Learning and knowledge rest in diversity of opinions. Now that you’re a MOOCs expert, let’s examine where they could lead. 1) Most Likely: More Startups, More Schools Offer MOOCs 2) Sorta Likely: Many Schools Join edX & Similar Alliances, Large Companies Try To Make Money Off MOOCs

Vive le Project Management: Review of One of the First French MOOCs The first thing you need to know about ABC de la Gestion de Projet is that it is in French, naturellement. In English, you would call it The ABCs of Project Management. It is, in fact, one of the first French MOOCs. La Gestion de Projet was taught by Rémi Bachelet, an Associate professor at école Centrale de Lille and was held on the Canvas platform. As for me, a young French mother of two and still a student, I’m quite used to distance learning, having done all my college work that way over the last six years. I also tried my hand at two English-language MOOCs last February by registering for Elearning and Digital Cultures and Fundamentals of Online Education. Then, in April, I found two new French-language MOOCs. But then, la Gestion de Projet began and nothing else mattered anymore ;-). from Manon Silvant The first certificate French MOOC: a new home for a student’s heart I warn you, I will only make compliments about this MOOC. A MOOC that is new, yet smart and innovative

On-Campus or Online?: Two Generations Compare MOOC Experiences Hello everyone. This is Robert McGuire with MOOC News and Reviews, and today we have a very interesting interview. We’re going to hear from two students who were learning the same online material from different perspectives and for different reasons and at very different points in their careers. However, they have something else in common that should make this an interesting discussion. [Enjoy this interview with two generations of Duke University students who compare MOOC experiences. Before I introduce them, let me explain what class in common they had. Most recently, Professor Noor taught that MOOC and at the same time adapted his on-campus class into a flipped version where the Duke University undergraduates followed along while the masses of people around the world were in the MOOC, and the Duke students were doing that as their homework, and then they would come to the lecture hall for small group work. Wu Yep, that’s right. McGuire Welcome James. Wu Thank you. Welcome Ben. Somberg No.

Why we want MOOCs (even though they might work best in theory) › Hybrid Publishing Lab Notepad Reading about the “revolution of college education” or the “year of the Massive Open Online Course (MOOC)”, you might think that the MOOC concept has been invented just recently. But as often noticed: concepts evolve from previous concepts. The original idea of MOOCs came up in the 1960s and there were run some successful MOOCs as early as 2008. Moreover, there are two different schools of thought behind the MOOC idea, they are currently referred to as „xMOOCs“ and „cMOOCs“: Those initiatives by Stanford and Harvard and their partners (platforms such as Coursera and edX) represent the xMOOC-model whereas the cMOOC-model goes back to the connectivism theory by George Siemens, a professor at Athabasca University in Canada, and has been in practice since 2008. While in the US the buzz has focused on the top tear universities, in Germany, the latter model seems to obtain a lot of attention and I think there are good reasons for this. The “xMOOC”-model

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.

MOOCs, Courseware, and the Course as an Artifact As Phil mentioned in his last post, he and I had the privilege of participating in a two-day ELI webinar on MOOCs. A majority of the speakers had been involved in implementing MOOCs at their institutions in one way or another. And an interesting thing happened. Over the course of the two days, almost none of the presenters—with the exception of the ACE representative, who has a vested interest—expressed the belief that MOOCs provide equivalent learning experiences to traditional college courses. On the other hand, there was widespread enthusiasm for using MOOCs as essentially substitutions for textbooks in classes that included instructors from the local campus. The obvious conclusion is that MOOCs are more of a threat to textbook companies than they are to universities. The Course as an Artifact: A Brief History Course artifacts, in and of themselves, are hardly new. This is not to say that the instructors and TAs in these classes add zero value over the textbook content.

Inequality in American Education Will Not Be Solved Online - Ian Bogost With funding tight, the state of California has turned to Udacity to provide MOOCs for students enrolled in remedial courses. But what is lost when public education is privatized? Unlit road at night (MRBECK/Flickr) One night recently, it was raining hard as I drove to pick my son up from an evening class at the Atlanta Ballet. There are ways to fix such dangers. Such is essentially the logic the state of California has adopted in its plan to offer online classes in the California State University System, a deal the state has struck with "massively open online course" (MOOC) provider Udacity. The startup, which has received more than $15 million in funding from Silicon Valley venture capitalists, will provide online classes in remedial and introductory subjects for students at San Jose State University (SJSU), in exchange for an undisclosed sum from the state. In response, California could reinvest in public schools and the profession of secondary teaching. That's the political situation.

De qui se MOOCS t'on ? MOOCS. Massive Open Online Courses. Depuis déjà quelques années, mais particulièrement depuis l'année dernière au cours de laquelle le phénomène explosa littéralement (plus dans la presse que dans les usages d'ailleurs ...), c'est l'une des tendances lourdes du web pedago-numérique d'outre-atlantique. 2012 fut donc l'année des MOOCS (36), prenons en 2013 le temps d'un premier état des lieux. Peu d'analyses ou d'opinions personnelles dans le billet à suivre (bon un peu quand même vu que j'arrive pas à m'en empêcher ...), mais surtout une bonne grosse revue de liens sur le sujet, après une veille de plusieurs mois, pour permettre de faire le tour de ce que l'on sait aujourd'hui des Moocs. Si vous n'avez que 4 minutes, que vous parlez anglais et que vous ne connaissez rien au sujet, cette vidéo (39) est faite pour vous. Une (brève) histoire des MOOCS On peut assez aisément (et assez sommairement pour ce qui va suivre) établir la généalogie des MOOCS. Le premier MOOC. La pédagogie des MOOCs

What It's Like to Teach a MOOC (and What the Heck's a MOOC?) - Robinson Meyer They may be the future of higher education. But what do people who've, um, educated with them think? The chair of the University of California-Berkeley Computer Science Department called MOOCs a "cheating-rich environment." (Shutterstock / Rido) Yesterday, the start-up Coursera announced a collaboration with some of the nation's best research universities: It would offer their classes, for free, online. It would offer them in something called a MOOC: a Massive Open Online Course, made up of chunked quizzes, assignments and lecture videos. And accordingly, the New York Times gave the story the full biblical imagery treatment. But because MOOCs are so new, and so limited before yesterday's news, first-hand discussion of what it's like to teach one has been limited. Now we have some evidence.

MOOC Production Values: Costs, Approaches and Examples At every MOOC-related event I attend, I meet people who say they want to teach online classes. Most are affiliated with a university or school, and often some plans seem imminent, but I rarely hear about new courses sprouting up outside of the most high-profile MOOC platforms. For all the interest in MOOCs, there is precious little guidance for teachers on how to produce them. I hope to give some good examples to follow here. Even for students, it’s worth watching how MOOCs are produced with an eye on the educational goals, production elements and the resources employed. Beware: MOOC production is a LOT of work Briefly stated, producing a MOOC forces even top-notch professors to “up their game.” The challenge of preparing for a MOOC has been described as like writing a textbook in a matter of months. How to teach this stuff? With the reputation of the professor and their organization at stake, it’s impressive to observe the variety of approaches taken in the first MOOCs. Three examples

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. 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:. University of Lancaster, Lancaster, pp. 266-275. Abstract 'CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC (Massive Open Online Course) in 2008.

Très chers MOOCs... 15, 50, 100 000 dollars ? Combien coûte un MOOC académique, exactement ? "Exactement" est peut-être un bien grand mot. Mais peut-on avoir une idée du prix des cours en ligne offerts gratuitement à des dizaines de milliers d'étudiants par les universités ? Après un premier temps d'enthousiasme et de discours messianiques affirmant que la terre promise de l'accès universel et gratuit à l'enseignement supérieur était à portée de main, les universités commencent à faire leurs comptes, et les plus connues des plateformes de MOOC aussi. Des centaines d'heures de travail qu'il faudra bien rémunérer Intéressons-nous d'abord aux universités : combien leur coûte la réalisation d'un MOOC ? Bien sûr, que le coût de ce temps doit être pris en compte ! Une centaine d'heures de préparation : les différentes estimations se rejoignent sur cette stimation du temps à consacrer par l'enseignant à la préparation d'un MOOC académique. Après le temps de la conception, vient le temps de l'animation. Références :