To MOOC or Not to MOOC – WorldWise MOOCs have become a media obsession. Why? In part because they are the continuation of a story that has been around since at least the 1990s and the first days of magazines like Wired and Fast Company. At that time, information technology was depicted as part of a revolution: Marxist rhetoric had been appropriated by capitalism. Information technology would change everything through a peculiar mix of a corporate charge and evangelism, expanded profit opportunities and enlightenment. I’d like to think that since then we’ve learned something. Oxford Open OUP Supports Open Access Oxford University Press (OUP) is mission-driven to facilitate the widest possible dissemination of high-quality research. We embrace both green and gold open access (OA) publishing to support this mission. A Proven Track Record of Success OUP has been publishing OA content since 2004. Since that time, ‘gold’ OA has grown dramatically and proven effective in some disciplines.
Political Science Registered Studies Dataverse - IQSS Dataverse Network Description: We evaluate aspects of Mexico’s Seguro Popular program, one of the world’s largest health policy reforms of the last two decades. The reform is designed to provide health insurance for the half of the Mexican population without it, as well as regular and preventive medical care, pharmaceuticals, and improved health facilities. MOOCs – question on purpose, quality, student retention, feedback, etc. Ahh, questions around the purpose, quality, value, etc. in and around MOOCs have started again, and justly so. Disclaimer: Like many I have opinions, but not answers. The recently raised questions, started by Fred Riley on the ALT mailing list, have produced a good set of resources for those of us who are starting to ask these questions, needing a more comprehensive or value-added answer. Fred’s original query was: Does anyone on this list know of any recent research and/or articles on the teaching quality of MOOCs? I’m thinking of things such as:
HIST103: World History in the Early Modern and Modern Eras (1600-Present) This course will present a comparative overview of world history from the 17th century to the present era. You will examine the origins of major economic, political, social, cultural, and technological trends of the past 400 years and explore the impact of these trends on world societies. This course will be structured chronologically and thematically, with each unit focusing on a significant historical subject. The units will include representative primary-source documents and images that illustrate important overarching themes, such as the emergence of modern nation-states, the economic and technological interactions between Western and non-Western peoples, the changing social and cultural perceptions about religion and the state, and the development of physical and virtual networks of information exchange.
eLearning Papers Special Edition: learning anywhere, Opening up Education and the promise of MOOCs Open technologies allow all individuals to learn, anywhere, anytime, through any device, with the support of anyone. Open educational resources, and especially MOOCs, provide alternative ways for students to gain new knowledge. They can also enhance learners’ ability to think creatively to select and adapt a paradigm to solve the problem at hand. Production of good quality MOOCs requires a lot of work and expertise. The flipped classroom method benefits from the availability of open learning resources but requires change of attitude and new skills for teachers.
MOOCs and Historical Research At first glance one might imagine that the challenges presented by massive open online courses (MOOCs) have everything to do with teaching and nothing to do with historical research. Jeremy Adelman, writing in this same issue of Perspectives, discusses some of these challenges as he describes his experiment combining a Princeton University classroom with a global one, offered to students everywhere, via his world history MOOC. As Adelman shows, much remains to be seen about the viability of history MOOCs, but for the sake of speculative argument suppose that MOOCs are indeed the next big thing, for history as well as for other subjects. Suppose they succeed far beyond the scale of earlier dreams of distance education such as correspondence courses and public TV. What might that mean for historical research?
OpenCourseWare History The OpenCourseWare movement started in 1999 when the University of Tübingen in Germany published videos of lectures online for its timms initiative (Tübinger Internet Multimedia Server). The OCW movement only took off, however, with the launch of MIT OpenCourseWare at the Massachusetts Institute of Technology (MIT) and the Open Learning Initiative at Carnegie Mellon University in October 2002. The movement was soon reinforced by the launch of similar projects at Yale, the University of Michigan, and the University of California Berkeley.
The Top 50 Online Course Providers of 2015 The last few years have been exciting in online education. We’ve witnessed the rise of the MOOC and instructional content marketing. For most fields, chances are that if there is a traditional classroom program on a subject, that there is also an online platform that can aid you in obtaining the knowledge and skills you seek. This applies to both individuals and organizations as innovative online platforms make quality education more and more scalable. Unlike traditional educational contexts in which instructors have a monopoly on information, online platforms enable large levels of collaboration, flexibility, and access to information that was previously undreamt of. But this doesn’t mean you can’t get a raw deal on an online class.
MOOCs face challenges in teaching humanities Even as massive open online courses (MOOCs) continue to assume an increasingly prominent role in education, regularly enrolling thousands of students from around the world in classes taught by professors from dozens of universities, their rapid growth has sparked a backlash focused on the potential loss of diversity and interaction in education. In one such instance, the San Jose State University Department of Philosophy wrote an open letter in April to Harvard professor Michael Sandel, explaining their refusal to offer his edX course, Justice, as a part of their curriculum. “The thought of the exact same social justice course being taught in various philosophy departments across the country is downright scary—something out of a dystopian novel,” the letter read.