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How NOT to Design a MOOC: The Disaster at Coursera and How to Fix it

How NOT to Design a MOOC: The Disaster at Coursera and How to Fix it
I don’t usually like to title a post with negative connotations, but there is no way to put a positive spin on my experience with the MOOC I’m enrolled in through Coursera, Fundamentals of Online Education: Planning and Application. The course so far is a disaster, ‘a mess’ as numerous students have called it. Ironically, the learning outcome of the course is to create our own online course. To be fair, there are some good points to the course, but there are significant factors contributing to a frustrating course experience for students, myself included. Group Chaos There are three key factors contributing to this course calamity and all link to the group assignment. The first, a ‘technical glitch’ was big enough to cause one of Google’s servers to crash. The course started Monday, January 28, 2013 and problems began on day one when participants were instructed to ‘join a group’. What happens When Group Work Goes Haywire This course will be collaborative in nature. Like this:

http://onlinelearninginsights.wordpress.com/2013/02/01/how-not-to-design-a-mooc-the-disaster-at-coursera-and-how-to-fix-it/

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The Benefits of Online Ed for Disabled Students "Limitations only go so far." — Robert M. Hensel Although every student should carefully weigh the benefits and considerations of online learning, web-based courses can offer disabled students some additional perks, most notably the convenience and flexibility to accommodate individual needs. Disabled students comprise a larger percentage of the U.S. population that most people realize. According to a recent study conducted by the Disability and Information Technologies (Dis-IT) Research Alliance, 49 million Americans (or 16% of the overall population) identify themselves as disabled; the most commonly reported disabilities included learning disabilities (42% of respondents), mobility impairments (23%), ADD or ADHD (20%), psychological or psychiatric conditions (16%), and health- and medical-related impairments (15%).

The MOOC Model: Challenging Traditional Education (EDUCAUSE Review Key Takeaways A turning point will occur in the higher education model when a MOOC-based program of study leads to a degree from an accredited institution — a trend that has already begun to develop. Addressing the quality of the learning experience that MOOCs provide is therefore of paramount importance to their credibility and acceptance. MOOCs represent a postindustrial model of teaching and learning that has the potential to undermine and replace the business model of institutions that depend on recruiting and retaining students for location-bound, proprietary forms of campus-based learning. MOOCs represent the latest stage in the evolution of open educational resources. First was open access to course content, and then access to free online courses.

MOOCs and Beyond - eLearning Papers 33 released Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model. The emergence of MOOCs poses a set of challenges to the educational community. This new special issue of eLearning Papers aims to shed light on the way these online courses affect both education institutions and learners, and tries to find answers to some of the questions confronted by teachers and researchers. The Sociability of Computer-Supported Collaborative Learning Environments The Sociability of Computer-Supported Collaborative Learning Environments Karel Kreijns Department of Natural and Technical Sciences Open University of the Netherlands P.O. Box 2960, 6401 DL Heerlen, The Netherlands karel.kreijns@ou.nl Paul A. Kirschner Educational Technology Expertise Center Open University of the Netherlands P.O.

With ePortfolio Evidence C-Level View | Feature The Taming of the MOOC--With ePortfolio Evidence By Trent Batson01/16/13 The IT revolution that was supposed to transform higher education has failed to materialize, at least in the way we had imagined it. The revolution did occur, but not directly within higher education--instead, it changed the overall nature of work in our culture. And now, higher education seems to be behind the curve, struggling to catch up. 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.

Characteristics of Effective Teachers Overview Effective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly. Below is a look at some of the things more effective teachers tend to do right and less effective teachers tend to do wrong. What Effective Teachers Do Right Based on a scheme originally developed by M. Hildebrand, 1971. 25 Tips to Make the Most of a MOOC Massive online open courses (also known as MOOCs) are quite popular these days. A huge, or massive, version of open online courses, these classes bring thousands together, often around the world, to learn simultaneously. Discussions, connections, and learning are the focus on MOOCs, but with the low level of commitment and their overwhelming nature, it’s easy to get disconnected. Read on, and we’ll share 25 ways to stay in the loop, on task, and get the most out of your MOOC experience. Get connected: It’s easy to lose interest and drop out of a MOOC, but don’t let that happen.

University of Leiden offers free online law course via Coursera Leiden University just became the first Dutch university to offer a Massive Open Online Course (MOOC), entitled "The Law of the European Union: An Introduction," on online learning platform Coursera . Coursera was started about a year ago, and offers hundreds of online courses at top universities. The courses are free, have no entry requirements or preliminary examination, and therefore aim to make high quality education available to anyone with an internet connection. The course at Leiden will start in May 2013. Over 10.000 people from all over the world have enrolled since it was announced. Welcome to the Rubric for Online Instruction (ROI) - Rubric for Online Instruction California State University, Chico's first strategic priority is "...to develop high-quality learning environments both inside and outside the classroom." The Rubric for Online Instruction (ROI) is a tool that can be used to create or evaluate the design of a fully online or blended course. The rubric is designed to answer the question, "What does high-quality online instruction look like?" The ROI can be applied to any course with online elements.

Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching - Wired Campus Students regularly drop out of massive open online courses before they come to term. For a professor to drop out is less common. But that is what happened on Saturday in “Microeconomics for Managers,” a MOOC offered by the University of California at Irvine through Coursera. Richard A. McKenzie, an emeritus professor of enterprise and society at the university’s business school, sent a note to his students announcing that he would no longer be teaching the course, which was about to enter its fifth week.

Essay on how MOOCs raise questions about the definition of student Clay Shirky and Jay Rosen have popularized the phrase “People Formerly Known as the Audience” to describe the evolution of contemporary media consumers from mere listeners or viewers into interactive and demanding participants. A similar redefinition of roles is emerging in conversations about the consumers of massive open online courses. With a student-faculty ratio of, in some cases, 150,000: 1, the teacher of a MOOC may well struggle to define his or her relationship to an audience of course-takers who do and do not resemble traditional "students."

Blended learning: Uncovering its transformative potential in higher education Abstract The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed.

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