xMOOC? cMOOC? EDCMOOC – E-Learning & Digital Cultures I’ve been meaning to jot down my notes on the E-Learning and Digital Cultures (EDCMOOC) course for some time; last week, the University of Edinburgh published a detailed report on their Spring 2013 Coursera offerings, which has given me a bit of a prod to write this post. The course began on 28th January, and ran for 5 weeks. In a sense, it had begun before the start date, as the course team had encouraged students to connect through social media channels in preparation. This had passed me by though as I’d not been paying enough attention to the pre-course emails. It seemed like a nice idea, but on the morning of the 28th when the course formally began, I was a little taken aback by a tweet: I was a bit troubled by the view that there were already two groups of students, and a perception that the mass of students who had not engaged in the pre-course (including myself) might spoil it for those who were already engaged.
Inside Higher Ed: No Right Answers Some students taking free classes from Coursera may never know the right answers. A University of Michigan professor teaching one of the company’s massive open online courses told students this week he could not provide them with correct answers to questions they get wrong because doing so would reduce efficiency. The professor’s decision is prompting additional questions by critics of Moocs about their ability to provide quality teaching.
The MOOC Guide The purpose of this document is two-fold: - to offer an online history of the development of the Massive Open Online Course (MOOC) - to use that history to describe major elements of a MOOC Each chapter of this guide looks at one of the first MOOCs and some early influences. It contains these parts: - a description of the MOOC, what it did, and what was learned - a description of the element of MOOC theory learned in the offering of the course - practical tools that can be used to develop that aspect of a MOOC - practical tips on how to be successful Contribute to this Book You are invited to contribute.
Stanford University to Collaborate with edX on Development of Non-Profit Open Source edX Platform Ed School Launches Self-Help Course on HarvardX The Graduate School of Education launched its first course through the online education platform HarvardX on Tuesday. The new course—GSE1x: “Unlocking the Immunity to Change: A New Approach to Personal Improvement”—will focus on helping people achieve their personal goals through online videos, interactive elements, and forums.more Anant Agarwal on the future of EdX and a key new hire MOOCs and the McDonaldization of Education – George Ritzer Blog George Ritzer, Introduction to Sociology. Sage, 2013. Chapter 16, Pages 666-667 MOOCs and the McDonaldization of Education Intro to Online Course Design "Design is not just what it looks like and feels like. Design is how it works." — Steve Jobs As an online instructor, you may find yourself involved in numerous roles related to online course design. Whether you are responsible for the conversion or adaptation of a traditional course for online delivery, assigned to teach courses that were previously designed and developed by others, or relied on for content expertise as a member of a design and development team, your understanding of the online course design process is crucial to the development of an effective learning environment for future students. Online course design requires a wide range of skills and tools.
Massive open online course - Wikipedia, the free encyclopedia - (Private Browsing) Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "Massive Open Online Course" A massive open online course (MOOC /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions among students, professors, and teaching assistants (TAs). MOOCs are a recent and widely researched development in distance education which were first introduced in 2008 and emerged as a popular mode of learning in 2012. Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. History
None Anybody can view the live broadcast, you do not have to register. Simply select the 'Live session' option in the menu bar above. In case you want to participate in the chat discussion during the broadcast, you have to register in advance. This will give you access to the chat function through which you can ask your questions. Step 1: Create a free account with us, after which you will return to this page Why I’m bothered by ‘solving real-world problems with MOOCs’ I read A New Use for MOOCs: Real-World Problem Solving with interest on many levels: pedagogy, innovative partnerships, leveraging massive groups of people in novel ways. A lot is to be said for the work being done by Zafrin Nurmohamed and Nabeel Gillani and their organization, Coursolve. Coursolve is designed to connect organizations (including not-for-profits) with courses. Students in the course get an opportunity to solve real-world problems. Organizations get brains working on their behalf.