background preloader

Major Players in the MOOC Universe - The Digital Campus 2013

Major Players in the MOOC Universe - The Digital Campus 2013

MOOC wheel About OCW Reviewing Christensen’s Disruptive Technologies (Harvard Business Review, 1995) in MOOC Terms One of the common citations in xMOOC artifacts and discussion is the idea of xMOOC as a disruptive technology. The concept, developed by Harvard Business professor Clayton Christensen, is tossed into discussion as if it’s vital reading I should already know…none of the authors do more than give a cursory definition to the concept in abstract fashion rather than concrete, and in all of the articles I have read, I don’t see consensus on the definition. This makes me think several possibilities: 1) this is a concept so integral to this field that I should know all about it and am an idiot for not having a foundational knowledge, or 2) this is a concept not fully understood but thrown out there in a way that sounds erudite but lacks foundation. I think it’s a mix of both. I realize my first introduction to this topic was in a Leadership course during my doctoral work. Like this: Like Loading...

Très chers MOOCs... 15, 50, 100 000 dollars ? Combien coûte un MOOC académique, exactement ? "Exactement" est peut-être un bien grand mot. Mais peut-on avoir une idée du prix des cours en ligne offerts gratuitement à des dizaines de milliers d'étudiants par les universités ? Après un premier temps d'enthousiasme et de discours messianiques affirmant que la terre promise de l'accès universel et gratuit à l'enseignement supérieur était à portée de main, les universités commencent à faire leurs comptes, et les plus connues des plateformes de MOOC aussi. Des centaines d'heures de travail qu'il faudra bien rémunérer Intéressons-nous d'abord aux universités : combien leur coûte la réalisation d'un MOOC ? Bien sûr, que le coût de ce temps doit être pris en compte ! Une centaine d'heures de préparation : les différentes estimations se rejoignent sur cette stimation du temps à consacrer par l'enseignant à la préparation d'un MOOC académique. Après le temps de la conception, vient le temps de l'animation. Références :

Call for Contributions Final extension submission deadlines: Papers: 17th of February 2014 Projects – Workshops: 24th of February 2014 Contributions (papers and projects) to the conference should focus on one or more of the following areas: We are seeking scientific paper submissions, as well as proposals for interactive workshop sessions such as learning café sessions, debate formats, thematic table workshops, etc. Attendance at the conference is subject to a conference fee (rates will be published soon) and requires registration through the conference website, as places are limited. We welcome submissions of three different kinds. 1. 2. 3. Project presentations are short contributions of on-going initiatives and European projects. Overview of the important dates:

theater MOOCs: The cutting announcement of the wrong revolution | betrokken wetenschap A litany of recent complaints shows that something is wrong with higher education: Cost are rising with 10% every year (US), content has lost track with the explosive development of new knowledge, alumni’s competences do not match with the requirements of the labour market, teachers deliver lectures in the same way as their predecessors did for centuries, revenues for society are unclear. 40% of all students are leaving without a grade. Universities are inside looking, fixed at ratings, complacent and self-confident and consequently do not consider any reason for change. According to Christensen[1], universities are on the eve of disruptive innovation. Disruptive innovation is the fast acceptance by the public of affordable new products and services, which were disregarded by established companies and are mostly offered by new entrants. Less than one year ago, the first MOOCs (massive online open course) were launched. However, this is the wrong revolution. Learning processes

"Travailler en français", le premier MOOC de FLE Récemment, nous posions la question suivante : pourquoi y a t-il si peu de MOOCs pour apprendre les langues ? Les réponses apportées dans l'article restent pertinentes, mais pour combien de temps ? Car voilà qu'apparaissent les premières initiatives dûment annoncées comme "MOOCs pour apprendre une langue étrangère". L'une d'elles nous concerne directement : le premier MOOC de FLE (français langue étrangère) commencera le 15 janvier 2014. "Travailler en français" se présente comme un MOOC qui "a pour objectif de vous aider à acquérir des connaissances et des savoir-faire en français pour rechercher un emploi en France ou dans un pays francophone". Il est accessible aux apprenants de niveau B1 selon le cadre européen commun de référence pour les langues, soit la majorité des personnes ayant étudié le français comme langue étrangère lors de leurs études secondaires. Le MOOC se déroulera sur 5 semaines, jusqu'au 26 février 2014. Vous avez envie de participer à cette aventure ?

Inside Higher Ed: No Right Answers | News 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. Michigan professor Gautam Kaul is teaching the Introduction to Finance Mooc on Coursera. In a July 2 email to students, Kaul said students wanted to know correct answers to assignments but he would not oblige their requests. He called the students’ request for correct answers “reasonable” but “very difficult to accommodate”. “If this were a one-time class, we would have considered posting answers,” he wrote in an email that was provided to Inside Higher Ed by a critic of Moocs. Professor Kaul did not respond to a July 3 email seeking comment.