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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:

Warming Up to MOOC's [This is a guest post by Douglas H. Fisher, an associate professor of computer science and of computer engineering at Vanderbilt University.--@jbj] In Fall 2011, Stanford announced three, free massively open online courses, or MOOCs. Nonetheless, I decided that not using these high quality materials because of insecurity was silly. In both classes, students took a quiz at the start of each class on the online lecture material and readings. The experience in the machine learning class, in particular, suggested the utility of what I call a “wrapper” around a MOOC. More in line with my previous experience with the database course, I am teaching a course in artificial intelligence in fall 2012, using lectures from a variety of sources (enabled by the greater content on the Web since the onset of high-profile MOOCs) to flip my classes. Photo “Lecture Hall” by Flickr user VCU Libraries / Creative Commons licensed BY-2.0 Return to Top

Compte personnel de formation (CPF) : mode d’emploi Qu’est-ce que le compte personnel de formation (CPF) ? Depuis le 1er janvier 2015, le CPF remplace le DIF. Il s’agit d’un compte, qui suit chaque individu tout au long de sa carrière, de son entrée sur le marché du travail à sa retraite. A combien d’heure de formation le CPF donne-t-il droit ? Le CPF permet de capitaliser 24 heures de formation par an (voire plus selon les conventions collectives de certains secteurs). Que se passe-t-il quand un salarié quitte son entreprise ? Le compte personnel de formation suit le salarié tout au long de sa carrière. Si le salarié se retrouve au chômage, il ne cotise plus sur son CPF, mais il peut justement utiliser ses heures pour monter en compétences et retrouver plus facilement un emploi. Qui décide d’utiliser le CPF (quand on est salarié) ? Contrairement au DIF, où l'entreprise avait un droit de regard sur le contenu de la formation choisie par son salarié, avec le CPF, celui-ci est beaucoup plus indépendant :

Two Weeks With Udacity - Casting Out Nines One of my professional plans for this semester was to take two of Stanford University’s massively-open online courses (“MOOC” for short), one on Introduction to Computer Science and the other on Cryptography. I had planned on taking these, that is, until the courses started suffering repeated delays. The last email I received from Stanford cited “legal and administrative issues” that have pushed the Cryptography course — which was originally slated to start in January — back into March, and the CS course that was originally scheduled for late February has also failed to materialize. I think I’ll be writing a separate blog post regarding what I think about these delays and what it might mean for Stanford. Let’s just say it doesn’t make Stanford look good. In the meantime, I decided I was ready to learn and didn’t want to wait around anymore, so I signed up for the CS101 class offered by Udacity. The CS101 class focuses on Python and consists of seven one-week units.

MODELE YVAN PERSO Useful vocabulary about the Press - Complete using words from the list ( Corrigé en fin de page ) The radio, the television and the press constitute the ..................... In England newspapers fall into two categories: the .................... A newspaper is different from a magazine. 'The Independent' is a British .................... . 'Time Magazine' is an American magazine; it's printed every week, it's called a ..................... 'Newsweek' is another famous magazine which sells more than 3 million ....................; it has a very large circulation. In fact, the number of people who actually read it -its .................... - is superior to this number. Many people buy their papers from a ...................., but others prefer to receive it at home, that's why they .................... to their favourite paper. The front page is covered with big headlines while the .................... of a magazine is often a colour photograph. It includes various things such as : etc. ads comics

Online Courses Look for a Business Model The first 5 online resources to use when learning to code Even if you think the buzz around "learning how to code" is overkill, you have to admit it's here to stay. Just like it's easier to learn a foreign language if you start in grade school, getting an early grasp on mark-up and programming languages such as HTML, CSS and Java ensures you'll have an idea of what makes our digital lives and devices tick, even if you don't plan on becoming a software developer. Zach Sims, co-founder and CEO of Codecademy, tells Mashable that learning how to code is reasonably easy for beginners, especially people under 18. This year, Codecademy set up initiatives in England, Estonia and Argentina to bring coding education to young students — England and Estonia both added coding to their national curricula. As a result, Sims and the team found that "people in high schools can start with actual programming, and more advanced students in middle school can do the same,” he says. The key, though, is making the learning process interactive. 1. 2. 3. 4. 5.

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. 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. There are other important elements to a MOOC experience. Three examples Here’s a production perspective on the work of three pioneering MOOC teachers. Education’s media evolution has been in the works for decades.

Suivre un MOOC : comment valider une formation en ligne Vous avez décidé de compléter votre formation en vous inscrivant à un Mooc* et celui-ci va débuter dans quelques jours ? Pour suivre au mieux et valider cette première expérience de cours en ligne, il va falloir vous fixer des objectifs précis en termes d’assiduité et de rythme de travail. Voici nos conseils pour tirer profit de cette formation entièrement numérique. © Kotoyamagami - Fotolia À lire aussi Prise en main de la plateforme Les Moocs se déroulent sur des plateformes spécifiques, les plus connues sont Coursera, Udacity et edX (utilisée notamment par France Université Numérique). Planifier son temps de travail Un Mooc se déroule sur plusieurs semaines, parfois plusieurs mois. Les échanges avec ses pairs Forums, fils de discussion, tchat, réseaux sociaux, hangout : les échanges avec ses pairs, c'est-à-dire entre personnes qui suivent le même Mooc, sont organisés et encouragés par les équipes pédagogiques. Les travaux à rendre Décrochage, retard, rattrapage

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC | Online Learning “Building community doesn’t mean that learning happens.” ~ from an audience comment at InstructureCon 2013 Learning in a MOOC Instruction does not equate to learning. This is the fundamental fly in the ointment of instructional design, and the epistemological failing of learning management systems and most MOOC platforms. Learning, unfortunately, is something no instruction has ever quite put its finger on, and something that no methodology or approach can guarantee. This, though, is like putting a lion in a cage and training it to jump through burning hoops: the lion tamer may master the beast in captivity, but this will not make him master of the African savannah. In the interests of exploring what MOOCs are and can be, Hybrid Pedagogy ran an experimental, sometimes tongue-in-cheek, mini- micro- meta-MOOC about MOOCs endearingly titled “MOOC MOOC”. Community as Learning Learning is by its very nature meta-cognitive. We don’t need courses to scaffold content. [Photo by @Jessifer]

MOOCs and the Gartner Hype Cycle: A very slow tsunami By Jonathan Tapson On September 13, 2013 A lot can change in a year. Twelve months ago, the traditional universities were doomed, condemned to irrelevance by an onslaught of MOOCs. Not every last one of them was going to die; Sebastian Thrun said that perhaps ten might survive. This was not very reassuring for the executives, staff, students, and alumni of the 20,000 universities which don’t fall into the top-10, when ranked according to the criterion: “Universities which will survive MOOCs.” We haven’t yet seen this category in the Times Higher Ed rankings, but we are sure its appearance is imminent. One year later, it seems that, like Mark Twain’s, reports of these deaths are greatly exaggerated. Experienced observers of technology will recognize this as a familiar stage in a cycle. The Hype Cycle is pretty straightforward. Fig. 1: The Gartner Hype Cycle Some questions we need to ask in terms of MOOCs are: Are MOOCs going to go through the full Hype Cycle? But does it matter?