background preloader

MOOCs are really a platform

MOOCs are really a platform
We can officially declare massive open online courses (MOOCs) as the higher education buzzword for 2012. Between Coursera, edX and smaller open course offerings, nearly $100 million in funding has been directed toward MOOCs in that past 8 months. Newspapers from NYTimes to Globe and Mail to publications such as the Chronicle of Higher Education, TV programs such as NPR, radio programs such as CBC, and a few hundred thousand blog posts have contributed to the hype. Largely lost in the conversation around MOOCs is the different ideology that drives what are currently two broad MOOC offerings: the connectivist MOOCs (cMOOCs?) Our MOOC model emphasizes creation, creativity, autonomy, and social networked learning. Phil Hill, who has been an early and consistently informative voice on MOOCs addresses the different MOOCs in a recent post: When analyzing the disruption potential of MOOCs, it is easy to forget that the actual concept is just 4 or 5 years old. MOOCs are a platform Related:  POOL: MOOC Discoursemedia about

Lernen in der Cloud: Was steckt heute dahinter? “Corporate MOOCs will be the big trend in 2014” schrieb vor einigen Monaten der kanadische Bildungsexperte George Siemens. Ob es wirklich hierzulande ein „big trend“ ist, darüber mag man streiten. Doch MOOCs sind ein Thema auf Konferenzen und in Workshops und haben längst das Interesse vieler Unternehmen geweckt, die jetzt ihre Online-Angebote für Mitarbeiter, Partner und Kunden auf den Prüfstand stellen. Dabei sind MOOCs nur eine aktuelle Form des Lehrens und Lernens, mit der eine Antwort auf eine Reihe drängender Anforderungen verbunden wird. Die Rede ist von der Flexibilisierung und Virtualisierung der Arbeit, von immer kürzeren Produktzyklen, von Innovationsdruck, Vernetzung, vom technologischen und demografischen Wandel und, nicht zuletzt, Kostendruck. Vor diesem Hintergrund wächst der Druck auf Corporate Learning, Programme, Angebote und Leistungen entsprechend anzupassen. Video-basiertes Lernen: Video, so heißt es, ist das Leitmedium im Web. Links:

Evolution MOOC's Elite education for the masses They included Patrycja Jablonska in Poland, Ephraim Baron in California, Mohammad Hijazi in Lebanon and many others far from Baltimore who ordinarily would not have a chance to study at the elite Johns Hopkins Bloomberg School of Public Health. They logged on to a Web site called Coursera and signed up. They paid nothing for it. These students, a sliver of the more than 1.7 million who have registered with Coursera since April, reflect a surge of interest this year in free online learning that could reshape higher education. The phenomenon puts big issues on the table: the growth of tuition, the role of a professor, the definition of a student, the value of a degree and even the mission of universities. “Massive open online courses,” or MOOCs, have caught fire in academia. “I can’t use another word than unbelievable,” Caffo said. For universities, the word for it is revolutionary. MOOC students, for the most part, aren’t earning credit toward degrees. But it is alluring. Giving it away

OLDaily ~ by Stephen Downes November 15, 2012 PresentationSustainability and MOOCs in Historical Perspective Stephen Downes, November 15, 2012, Simposio Internacional Estado Actual Y Prospectiva De La Educacion Virtual, Bogota, Colombia Overview of the historical factors leading to the development of massive open online courses, and discussion of what this history can tell us of the sustainability of MOOCs in the future. [Link] [Slides] [Audio] Never Mind Antioch, What is Coursera Up To?Ken Udas, Latent Pattern Transmission, November 15, 2012. Good question. [Link] [Comment][Tags: none] When is a MOOC not a MOOC? Overview of MOOCs in language learning and an analysis of different tyoes of MOOCs, including content-based, task-based and network-based MOOCs. [Link] [Comment][Tags: Connectivism, Networks, Online Learning] OR2012 - Conference on Open RepositoriesVarious Authors, Website, November 15, 2012. Resources and presentations from this conference on academic repositories. A New Pedagogy is Emerging...

felix c seyfarth | MOOC, Digital Storytelling and Educational Technology Duplication theory of educational value Higher education faces a value crisis. Value is a fuzzy concept. In theory, I can purchase a $3 steak that isn’t a good value. Or a $20 hamburger that is a great value. Similarly, I could purchase a house for $500k that was a great value pre-2008 and is suddenly a terrible value in 2011. The internet has a different value scheme than what we encounter with physical products, particularly in relation to input costs. Digital educational content in itself is not worth money. When Encarta was gearing for release, early prospective customers stated they would be willing to pay $1000 to $2000 for the product. Companies such as Pearson and McGraw-Hill are aware that content value is approaching zero. But what is the value point for learners? Should students go to university considering the incredible increase in tuition and associated costs? Higher education is valuable for individuals and for society. In an age of YouTube and open education, what possible value can university offer learners?

The future of learning management People familiar with my blog will know that I’m not a member of the anti-LMS brigade. On the contrary, I think a Learning Management System is a valuable piece of educational technology – particularly in large organisations. It is indispensible for managing registrations, deploying e-learning, marking grades, recording completion statuses, centralising performance agreements and documenting performance appraisals. In other words – and the name gives it away – an LMS is useful for managing learning. Yet while LMSs are widely used in the corporate sector, I suspect they are not being used to their full potential. You see, when most people think of an LMS, they think of formal learning. I think of informal learning. And I wonder how we can acknowledge all of that learning. No – the way we can acknowledge informal learning is via assessment. The assessment need not be a multiple-choice quiz (although I am not necessarily against such a device), nor need it be online. Enter Tin Can. Like this:

Why can’t an xMOOC be more like a cMOOC ? | Connection not Content Why can’t an xMOOC be more like a cMOOC ? I’ve joined the Edinburgh University Introduction to Philosophy Massive Open Online Course (MOOC). This is an ‘xMOOC’, a term used to describe the ‘instructivist’ MOOCs that are usually given by existing colleges and universities from platforms such as Coursera, Udacity and Futurelearn. However, I would like to see xMOOCs become more learner centred and open like the earlier Connectivist MOOCs (cMOOCs) . Evidently some 260,000 people are now signed up for the Philosophy MOOC so I’ll be looking for more than a few independent souls ready to discuss the content and performance of this xMOOC in a cMOOC style by blogging outside the ‘official’ course forums. cMOOCs are very peculiar beasts. Why don’t xMOOCs explore the brave new paths followed by the earlier cMOOCs? Dropouts Rule! Now consider those who have actually participated in MOOCs. Like this: Like Loading...

Related: