Massive Open Online Courses: Setting Up (StartToMOOC, Part 1) by Inge de Waard “Any course consists of some basic features: there is a schedule, a syllabus referring to content and possibly learning actions (assignments, self-assessments…), and there is a learning space where course participants can meet and exchange ideas on the subject of the course to enhance mutual learning and experiences. A MOOC is no different, but because it is online, the course spaces are as well.” Setting up courses in the cloud is a trend in online learning. Whether you are a training company, a non-profit trainer, an experienced hobbyist, or an educational institute, at some point you will want to tap into the cloud, attract new learners from around the globe, and start learning collaboratively. In this first part of a six-part series, you will learn about MOOCs (Massive Open Online Courses), which are courses in the cloud. There are many ways to set up your own cloud course, but sometimes it is nice to have an example to start from. What is a MOOC, or course in the cloud?
Teaching a MOOC: Lessons Learned & Best Balch Practices « the augmented trader I just completed teaching a MOOC on Computational Investing via coursera.org. I did some things right and a lot of things wrong. Here are my lessons learned from the first round. Some people will be upset: Be prepared I’m not talking about the students. Your course will be closely scrutinized. One critique MOOCs are susceptible to is an accusation of “dumbing down” or “oversimplification.” Many of these attacks arise from a belief that MOOCs are promoted as “identical” to college course content; Or that the course is “just as rigorous” as graduate course CS XXXX at Georgia Tech. That being said, I do believe that we can produce and deliver “rigorous” content via MOOCs, and many are working on that. Set expectations for the students In your course description and your video introduction be sure to make it very clear who your intended audience is. You probably want to discourage folks who don’t have the tools to succeed (for instance in my course, programming experience). More to come
Google's Open Course Builder: A Giant Leap into 21st Century Online Learning "Google's mission is to organize the world's information and make it universally accessible and useful." -- About Google Google is the most powerful nonhuman teacher ever known to actual humans. Implicitly and ceaselessly, Google performs formative assessments by collecting the following data: the content, genre and media that interests you most; when and for how long you access your external cloud brain; what your hobbies and routines are; with whom you work and communicate; who will get your November vote; and whether you prefer invigorating clean mint or enamel renewal toothpaste. By continuously refining the nuance of your sociogram, Google has already customized your next web exploration and taught itself to teach. You Are Now Entering the Learning Management System If you are an advanced geek, you will be able to author and publish your own e-learning space using Open Course Builder. With his gray beard and soothing demeanor, Senior Research Scientist Daniel M. Credit: Google
Open Online Courses: Higher Education of the Future? - Techonomy By Eric Rabkin One instructor’s firsthand look behind the scenes of the movement offering online education to the masses. I am “teaching” a MOOC, one of those massive, open, online courses through which Coursera and, more recently, edX offer people around the globe challenging learning experiences through a simple internet connection: video mini-lectures, machine-graded problem sets in some courses, peer-evaluated essays in others, discussion boards, and more. I would guess that in forty-two years of on-campus teaching at the University of Michigan I have worked with between 12,000 and 20,000 students. As soon as most humanities colleagues hear about this course, their first response is, “Good luck grading all those essays.” Coursera co-founder Daphne Koller reports in her TED lecture on MOOCs that, with this many students, when an issue is raised on a forum, the mean time to someone else on the forum contributing a useful response is 22 minutes. These people also educate me.
Création, publication et partage sur Internet » A propos Le MOOC “Création, publication et partage sur Internet” cible les compétences suivantes : produire, traiter, exploiter, diffuser des documents et des ressources numériques efficacement. Il fait partie de la collection de MOOC “Compétences numériques et C2i”. Aujourd’hui, quelle que soit notre activité, nous sommes confrontés à des documents numériques, dont les formes sont multiples, du texte au diaporama, en passant par l’image, la vidéo, la feuille de calcul, la page web, etc. Les usages qui les entourent sont extrêmement variés eux aussi. Dans ce MOOC, l’objectif est de maîtriser l’ensemble des concepts et usages concernant le document numérique, sous de nombreux aspects. Format Ce MOOC est planifié sur 8 semaines, et propose : Plan du cours
bloomsapps Using Blooms Taxonomy in education is a highly effective way to scaffold learning for the students. With the recent popularity and pervasive nature of iOS devices in school districts it is essential for educators to understand how to implement Blooms in the classroom using the apps that are available. While this list is by no means fully comprehensive, it will assist educators in getting started when implementing iOS devices in the classroom. This site will change almost daily as it will be updated with new and exciting apps! If you find any that you have worked with in your classroom please email dmileham@e1b.org or tweet @bloomsapps or @dmileham75 with your suggestions. Two Links to some iTunesU courses relating to iOS Integration: 1 iPad by Erie 1 Boards of Cooperative Educational Services ( Movie Making\Digital Storytelling Camera to PDF Free - cool little app that turns your device into a scanner. LiveBinders: I would be remiss if I didn't post this.
The future of MOOCs MOOCs get a bad rap. Dismissed as prescriptive, or teacher-centric, or unsocial, or something else, it’s like a badge of honour to espouse why you dislike MOOCs. Despite their pedagogical flaws, however, MOOCs provide unprecedented access to quality content for millions of learners. It’s all very well for Apple-owning, organic-buying professionals to cast aspersions, but consider the girl in Pakistan who’s too scared to set foot in a classroom. Consider the teenager in central Australia whose school has only one teacher. Don’t all these people deserve a better education? Sure, the pedagogy may not be perfect, but the alternative is much worse. MOOC proponent George Siemens distinguishes between two types of MOOC: the xMOOC and the cMOOC. The former is the subject of such disdain. In contrast, the latter leverages the connectedness of the participants. The cMOOC’s participant is active whereas the xMOOC’s participant is passive. 1. 2. 3. 4. 5. Studying on campus will become a status symbol.
La révolution MOOC | Un site utilisant Blogs Blog.educpros.fr Intégration de plateformes de cours en ligne dans les cursus : la taille critique atteinte par endroits Depuis quelques billets, je vous parle de digitalisation au sein de mon établissement d’exercice. Nous menons à Cergy des expérimentations avec Datacamp, où nos étudiants se sont inscrits à une plateforme de cours complets, assez riche, qui permet de se former à différentes techniques dans des langages de programmation comme R ou Python. Continue reading Pourquoi l’on ne peut pas « cartographier » l’esprit des apprenants grâce aux learning analytics Le Laboratoire d’Innovation Pédagogique de l’Université de Fribourg a sollicité une douzaine de chercheurs et enseignants pour rédiger des billets sur les infox qui circulent sur le e-learning (un billet est consacré à l’après-pandémie, pour ceux qui ne parviennent à penser qu’à ça). Continue reading Plateformes à la Datacamp : les promesses initiales des MOOC enfin tenues ? Continue reading Continue reading Continue reading Continue reading
Apps in Education The MOOC movement is not an indicator of educational evolution Somehow, recently, a lot of people have taken an interest in the broadcast of canned educational materials, and this practice — under a term that proponents and detractors have settled on, massive open online course (MOOC) — is getting a publicity surge. I know that the series of online classes offered by Stanford proved to be extraordinarily popular, leading to the foundation of Udacity and a number of other companies. But I wish people would stop getting so excited over this transitional technology. The attention drowns out two truly significant trends in progressive education: do-it-yourself labs and peer-to-peer exchanges. In the current opinion torrent, Clay Shirky treats MOOCs in a recent article, and Joseph E. There’s a popular metaphor for this early stage of innovation: we look back to the time when film-makers made the first moving pictures with professional performers by setting up cameras before stages in theaters. Two more appealing trends are already big.