Robotutor No human teacher can keep up with thousands of students in massive open online courses. Smart software can now stand in, offering personalised guidance TENS of thousands of students across the world will log in to online classrooms this week. A large portion of them will be learning to write code in computer science courses. The scale and reach of massive open online courses (MOOCs) is growing year on year, and many argue they have the potential to vastly improve access to education. But size is also their biggest weakness: a human teacher can't guide, correct and give feedback to legions of students all working simultaneously. MOOCs Forum Overview This title is no longer available. MOOCs Forum is the only international publication dedicated exclusively to shaping the future development, design, and deployment of massive, open, online courses (MOOCs).
News Corp. Education Tablet: For The Love Of Learning? hide captionJoel Klein, former New York City schools chief, left to run News Corp.'s education division. On Thursday, Amplify announced a specially designed education tablet. Richard Drew/AP Joel Klein, former New York City schools chief, left to run News Corp.'
Massive Open Online Courses Are Multiplying at a Rapid Pace That’s what everyone is trying to figure out. Many places offer MOOCs, and more will. But Coursera, Udacity and edX are defining the form as they develop their brands. Coursera casts itself as a “hub” — Dr. Ng’s word — for learning and networking. The learning comes gratis from an impressive roster of elites offering a wide range of courses, from computer science to philosophy to medicine. Founder of Lynda.com Talks About Future of Learning Online (Video) - Kara Swisher - Media To Lynda Weinman, it’s funny that the online learning site she and her husband founded in 1995 suddenly seems like an overnight success. “Yes, only two decades in the making,” she joked at a lunch I had with her last week. But there certainly has been a big buzz around Lynda.com — named after Weinman — after the Carpinteria, Calif., company raised $103 million a month ago in its first major funding. And, last week, as part of a major expansion globally using that money, it bought Austria-based video2brain to add to its online course offerings in a range of computer and other skills, in a number of European languages.
Scientific and Medical Libraries The New York Times dubbed 2012 “The Year of the MOOC,” and it has since become one of the hottest topics in education. Time magazine said that free MOOCs open the door to the “Ivy League for the Masses.” Two of the world’s leading MOOCs, Coursera and Udacity, earned venture capital in the amounts of $22 million and $15 million, respectively. Educators, politicians, and yes, librarians, are taking note of this disruptive educational technology trend, and the future it holds for the training for our future scientists, doctors, nurses, engineers, and others entering STEM fields. I remember back my library school days, how librarians were fearing and struggling to redefine their role in “search” in the Age of Google, and now, they face another challenge, finding their role aiding professors and students in the Era of the MOOC.
Should 'real' students do an online course on the side? Universities have started giving away their content free as "massive open online courses", with the satisfyingly ridiculous acronym mooc (I challenge you to say it three times with a straight face). Eleven top UK universities recently announced they were joining the Open University to launch FutureLearn, in a bid to catch up with the elite US institutions that have led the way in teaching huge numbers online. It all sounds great for people who, for one reason or another, can't go to a traditional university. But do moocs have anything to offer students already studying at a bricks-and-mortar institution? Massive open online course 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 2006 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.