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How MOOCs Could Meet the Challenge of Providing a Global Education

How MOOCs Could Meet the Challenge of Providing a Global Education
As online education platforms like Coursera, edX, and Udacity burst onto the scene over the past year, backers have talked up their potential to democratize higher education in the countries that have had the least access (see “The Most Important Education Technology in 200 Years”). These ambitions are now moving closer to reality, as more people begin to experiment with their setup, although significant challenges remain. Students in countries like India and Brazil have been signing up in droves for these massive open online courses, or MOOCs, offered for free from top-tier universities, such as Stanford, MIT, and Harvard. One of the major challenges for MOOCs—which so far mostly come from U.S. universities—is to tailor the content of courses to a diverse worldwide audience with any number of combinations of language, educational, motivational, and cultural backgrounds. “What we have today is a very nice first step,” says Anoop Gupta, a distinguished research scientist with Microsoft.

Do teaching models in higher education need reinventing? – live chat | Higher Education Network | Guardian Professional Michael Barber, chief education adviser of the world's largest education firm, Pearson, has been reported saying middle-ranking UK universities could face extinction within the next 10 years if they don't find a way to "mark themselves out of the crowd". He said the traditional lecture model is outdated and remarked it was pointless for 100 universities to develop the same courses when "the best professors are making their course available for free". If it's not just universities that face extinction, but university lectures too, is it time to rethink the way academics teach in universities? How do lecturers now see their role in higher education? And what do they think is the teaching model of the future? We've already seen a major shift in the landscape with the creation of Massive Open Online Courses (MOOCs) both overseas – Coursera, Udacity and edX – and in the UK – FutureLearn – providing thousands of free online courses for anyone, anywhere, with an internet connection. Panel

How to Build A Strong Online Classroom Community in a MOOC (A Beginning) #edcmooc | Design for Learning tag: #edcmooc MOOCs (Massive Open Online Courses) have recently exploded on the Internet. Currently participating in the “Elearning & Digital Cultures” Coursera MOOC has been both an exciting and enriching experience so far. Many of my classmates have noted that it’s difficult to connect or even find what you need. To some extent, online learners do have to take a bit of responsibility in learning how to use the tools, discovering the rules of etiquette and how to use the content creation options (Storify, Twitter, Facebook, Google +, Prezi, Storyline, etc.). Part of the fun of engaging in an online course is taking a few risks. I have a few suggestions from my initial experience in this MOOC, and as I continue to take this course over the next few weeks I’m sure I will have more: 1. 2. 3. 4. 5. 6. How about you? Go to the wall and add your own comments. Like this: Like Loading...

Learning Creative Learning Week 5: Open Learning - The Good and Bad Getting help when you are stuck is a crucial element of learning. Questions & answers represent a micro teach & learn exchange. And online Q&A communities provide new ways of reaching much larger communities of potential co-learners and mentors. * Join a Stack Exchange site that picks your interest I joined Stack Exchange, but really struggled with this site. For those who want to go deeper, we thought it might be fun to connect people who offer to teach something, with others who want to learn it. I participated in a few teaching classes offered by people.

Re-Imagining Schools: What we’re Learning from Online Education | Crowd Media: A Web Design and Social Media Marketing Agency based in Guernsey Innovative leaps in technology are constantly fed to us; as we sit comfortably with the latest efficiency that makes our lives easier, another emerges and once again completely changes our mindset. Cleverly placed in our gaze, these evolving ventures are tastefully squeezed into our daily lives, altering our course we jump aboard the digital revolution train as it steams forward, leaving those that linger to fade in the distance. Over the last decade online education has been a hot topic amongst innovators, and those whispers have gotten louder as the number of elite universities experimenting with online delivery methods rapidly grows. Free courses worldwide often experience 6 figure attendance numbers via their virtual ‘classrooms’. The game changer in this developing world of digital resources was that I had a choice, and every step I took could be purposefully applied to my working life or interests. So why is this model so popular?

50 Education Technology Tools Every Teacher Should Know About Technology and education are pretty intertwined these days and nearly every teacher has a few favorite tech tools that make doing his or her job and connecting with students a little bit easier and more fun for all involved. Yet as with anything related to technology, new tools are hitting the market constantly and older ones rising to prominence, broadening their scope, or just adding new features that make them better matches for education, which can make it hard to keep up with the newest and most useful tools even for the most tech-savvy teachers. Here, we’ve compiled a list of some of the tech tools, including some that are becoming increasingly popular and widely used, that should be part of any teacher’s tech tool arsenal this year, whether for their own personal use or as educational aids in the classroom. Social Learning These tools use the power of social media to help students learn and teachers connect. Learning Lesson Planning and Tools Useful Tools

Interview: Hamish MacLeod (University of Edinburgh) Group work advice for MOOC providers The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible. The “new pedagogical models” (A Silicon Valley term meaning: we didn’t read the literature and still don’t realize that these findings are two, three, or more decades old) being discovered by MOOC providers supports what most academics and experienced teachers know about learning: it’s a social, active, and participatory process. The current MOOC providers have adopted a regressive pedagogy: small scale learning chunks reminiscent of the the heady days of cognitivism and military training. In order to move past this small chunk model of learning, MOOC providers will need to include problem based learning and group learning in their offerings.

The 6 Biggest Challenges Of Using Education Technology In an unplanned series of sorts, we’re showcasing a couple of posts about the 2013 NMC/EDUCAUSE Learning Initiative Horizon Report for Higher Education . We’ve already talked about the key trends in the report , but it also addressed another important topic when it comes to classroom technology – the challenges involved with implementing new technologies. The Horizon Report identified six broad challenges to implementation which span the widest range of users – while recognizing that there are many significant local barriers that present their own challenges as well. In these six identified challenges, we seem to come back to the idea that technology for the sake of having technology is not enough; the technology needs to have a purpose for both teachers and students, and it needs to be the right choice for the institutions, teacher, and students involved. Teachers needs to be learning how to use the technology themselves, too. Do you teach at the higher ed level?

What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs | Reflections The acronym “MOOC” has been in vogue recently, with lots of discussion about organisations like udacity, coursera and edX. The acronym stands for “Massive Open Online Course.” These organisations provide one interpretation of the MOOC model. They focus on concise, targeted video content – with short videos rather than full-length lectures to wade through – and use automated testing to check students’ understanding as they work through the content. These MOOCS have been dubbed “xMOOCs”. I’ve taken and completed a couple of xMOOCS so far. I’ve found the video lectures to be an improvement on the traditional lecture format. But, of course, the one-on-one interaction and easy back-and-forth questioning that can happen at the end of a formal lecture cannot take place in an xMOOC. Coursera recently implemented a system for crowd-sourcing peer assessment. So what is the other type of MOOC, and how is it different? The other type of MOOC is based on connectivism. Like this: Like Loading...

A break with tradition What are the value of MOOCs? Are they an opportunity or a threat, asks Carolyn Lewis Massive open online courses (MOOCs) have been around for a while, educating many people for a lot less money than more traditional methods. They provide great opportunities for life-long learning, particularly for those who face barriers to education. They generally do not lead to a formal qualification, although some institutions do offer credit by exam. Enrolment is completely open so it’s quick and easy to get started. Support comes mainly from a student’s peers, with tutors and or mentors online to answer questions. Are MOOCs successful? How can FE and HE institutions afford to design and develop MOOCs and then share them free?” For example, about 46 per cent dropped out at the first stage in one Massachusetts Institute of Technology MOOC that had more than 150,000 sign-ups. What is their future in the UK? We must not lose sight of the benefits and value of what we already do well.

A Tale of Two MOOCs @ Coursera: Divided by Pedagogy The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Coursera highlight what happens when pedagogical methods fail to adapt. Divided pedagogy I wrote recently about the Fundamentals of Online: Education [FOE] the Coursera course that was suspended after its first week and is now in MOOC hibernation mode. Over thirty thousands students signed up for the course hoping to learn how to develop an online course. It was a technical malfunction when students were directed to sign-up for groups through a Google Doc that shuttered the course, along with hundreds of student complaints about lack of clear instructions, and poor lecture quality. The Tale of the Two What made e-Learning and Digital Cultures successful and FOE not? How People Learn: Four Viewpoints In this post I’ll examine four orientations to learning approaches, the processes and pedagogical principles that emerge from each viewpoint. References Like this:

NETS S - National Educational Technology Standards for St... NETS S - National Educational Technology Standards for An essential question is the starting point, the point of inquiry in which students are engaged in real world explorations that are meaningful and have purpose.Responses to Essential Questions cannot be found, they must be developed from research, experimentation, investigation, and practical experience. Answers to these types of questions require students to construct knowledge and sufficient time must be devoted to providing students with opportunities to develop those Essential questions require students to connect the learning to the world they live in today. This model supports collaborative group work among peers, working in the same learning space or with others across the world, virtually. Additional information can be found in the NETS S Standards for Creativity and Innovation: a. Common Core

EDCMOOC Present tense “We want the community to understand why it’s important to study the brain and to study the brilliance of other animals … so that they can tell us how their brains do it, so that we can then make hypotheses about how the human brain does it.” Sarah Woolley, researcher Utopian Potential The Great Backyard Bird Count is a citizen science project that relies on citizens to record and report sighting of birds in their area. An intersection of technology, science and everyday people, the #GBBC relies on the Internet to bring it all together. The #GBBC is an example of the educational potential of Internet-based tools and the potential for citizens to provide meaningful contributions to science. This utopian use of technology both educates participants while engaging them in contributing to the collective human endeavor of furthering our shared knowledge. The unique ability to be both a learner and a teacher is central to the promise of the MOOC and the evolution of education.

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Cet article est une nouvelle analyse du phénomène des MOOC, mettant en avant les possibilités offertes par ces plateformes pour des pays plus pauvres, aux universités moins reconnues que les universités américaines telles que Harvard ou Stanford. Bien que cela représente un danger pour les universités les moins riches, l'article continue de présenter les MOOC comme une avancée déterminante dans l'éducation. by adriens Mar 25