University Brands: The Importance of MOOCs Whether we accept it or not, all of us are in the business of information these days. From the coffee shop to the fashion boutique to the largest of multinational brands, it cannot have escaped many people’s attention that both prominence and profile are the fundamental marketing objectives of our time. And, as the points of contact between the organisation and the consumer continue to proliferate horizontally, rather than hierarchically, it is the shared experience and the common interest which will always dominate the marketplace of this newly levelled playing field. But how does our current information revolution relate to the spheres of higher education and to the brand identities that many institutions have carefully cultivated for themselves over the years? Will distance learning across the web ultimately prove itself to be an evolutionary leap in how we approach the sharing of knowledge and our understanding of how it is taught?
Problems with MOOC research May 29, 2014 by jennymackness Like Frances Bell and Roy Williams, I too have listened to Stephen Downes’ recent presentation to a German audience in Tubingen, Germany. Thanks to Matthias Melcher for sharing the link. Digital Research Methodologies Redux May 26, 2014: Keynote presentation delivered to E-Teaching.org, Tübingen, Germany What is the difference between a MOOC and the e-learning courses of the last years? In the last “ZML-Leseclub” Gudrun, Erika and I had a vivid discussion about MOOCs. As preparation of our meeting we have studied some articles of issue 33 of the eLearning Papers “MOOCs and beyond”. After a short overview of the articles of issue 33 we focussed on the article of Gùardia et al “MOOC Design Principles.
Course: BadgeMOOC: Badges: New Currency for Professional Credentials Courses, credits, certificates, credentials -- will badges be added to this list as professionally valued ''currency''? A badge is a symbol or indicator of an accomplishment, skill, competency or interest. Badges provide evidence of learning that happens in and beyond the classroom. Badges give prospective employers, professional groups, community groups, schools, collaborators and other learners a more complete picture of knowledge, skills and abilities. MOOCs: emerging research - Distance Education - Volume 35, Issue 2 Few phenomena in recent memory have rocked the boat of higher education generally, and the field of distance education in particular, more than the advent of massive open online courses (MOOCs). Supporters of these online courses, which are aimed at unlimited participation and open access via the Web, hail it as a true, disruptive innovation (Christensen, 20136. Christensen, C. (2013).
Launching Blackboard Collaborate Start Session Optionally, you can pre-configure your computer and test your audio using one of our Configuration Rooms prior to your session. Please visit our "First time Users" section in the Support Portal to view configuration rooms for Blackboard Collaborate web conferencing. Note: When joining a Blackboard Collaborate web conferencing session for the first time you will see a Security Dialog. Survey releveals the training potential of MOOCs for web skills Methodology The present online survey was carried out with the aim of providing insights and data to help strengthen and enhance the use of MOOCs for web talent across Europe. The objective of the survey was to identify the web skills which are most in demand and evaluate whether or not these are being covered by the current MOOC supply.
Open Educational Resource university is launched Free, credit-bearing online learning has become accessible for students worldwide. The Open Educational Resource university, or OERu – a project of the UNESCO-Commonwealth of Learning OER Chair network – was unveiled on 1 November, promising to “revolutionise tertiary learning”. The new initiative would appear to be the open educational resource movement’s answer to MOOCs, massive open online courses, offering somewhat more structured, credit-bearing learning in partnership with a university network and including mOOCs, or micro-open online courses.
Passive MOOC Students Don’t Retain New Knowledge, Study Finds – Wired Campus Students in massive open online courses are apt to take a passive approach to learning, avoiding collaboration with others, seeking only passing grades, and therefore not retaining new knowledge, a new study has found. Researchers at Glasgow Caledonian University surveyed about 400 students who were taking the Harvard Medical School’s “Fundamentals of Clinical Trials,” a MOOC intended for health professionals and offered through the U.S.-based platform edX. The researchers found that most students entered the course hoping to gain skills to boost their careers.