Una docena de MOOC o cursos online gratuitos para completar tu formación Todo parace indicar que 2013 será el año del despegue definitivo dentro del ámbito de la formación online, de los MOOC (cursos online abiertos masivos). Ya os hablé de estos cursos basados en contenidos online, principalmente de educación superior, que se imparten en varias plataformas gratuitas de e-learning y formación online, como Coursera. Desde que comenzase este fenómeno con el primer curso MOOC de la Universidad de Stanford sobre inteligencia artificial, en el que se matricularon 160.000 alumnos de 190 países, estos cursos se han convertido en un recurso muy interesante para completar nuestra formación. A nivel tecnológico, las plataformas que albergan estos MOOC siguen desarrollándose y aún no han alcanzado la madurez. A continuación os dejo con unos cuántos MOOC gratuitos sobre materias innovadoras, impartidos por algunas de las mejores universidades españolas y norteamericanas, utilizando plataformas de formación online. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
VISIOCONFERENCES MASTER AIGEME 12 13 | Les lundis du M@ster Coursera forced to call off a MOOC amid complaints about the course Maybe it was inevitable that one of the new massive open online courses would crash. After all, MOOCs are being launched with considerable speed, not to mention hype. But MOOC advocates might have preferred the collapse of a course other than the one that was suspended this weekend, one week into instruction: "Fundamentals of Online Education: Planning and Application." Technology and design problems are largely to blame for the course's problems. Among the comments on blogs and Twitter: "Wowzers, 40,000 students signed up for #foemooc considering google spreadsheets limit of 50 simultaneous editors ... not a good choice!" Those comments weren't coming from random undergraduates. The course instructor -- Fatimah Wirth -- sent an e-mail to the 41,000 students over the weekend saying in its entirety: "We want all students to have the highest quality learning experience. Wirth did not respond to an e-mail message seeking details about what happened.
We don’t need no educator : The role of the teacher in today’s online education [All Presentations] We don’t need no educator : The role of the teacher in today’s online education February 15, 2013 Keynote presentation delivered to Utdanningskonferansen 2013, Bergen, Norway. This presentation, delivered in Bergen, Norway, describes the changing nature of online learning with the introduction of massive open online courses, and in that context describes and explains the changing roles of the educator. [Slides] [Audio] [Conference Link] A Quick Guide To The History Of MOOCs This Is How Students Use School Websites 8.45K Views 0 Likes It's important to have a proper appearance online. So why are there so many unhelpful school websites out there? This infographic shares what students want. Why TED Talks Have Become So Popular 5.67K Views 0 Likes TED talks are useful and free ways to bring high-level thinking and through-provoking ideas into the classroom and your home.
La formation en ligne est là pour rester et croître, spécialement en éducation post-secondaire. Sir John Daniels prédit une transformation importante des universités. Dans ce vidéo de 7 minutes, Sir John Daniels démontre que l’industrialisation de l’éducation, avec les avantages indéniables coté qualité et économie d’échelle, fait en sorte que le secteur privé est en train de s’accaparer l’éducation en ligne à moins que le secteur public cesse de privilégier le modèle artisanal et commence à travailler en équipe et avec des spécialisations de fonctions et le souci du «client». Si on ajoute de plus l’utilisation des ressources ouvertes, où il est possible de produire et de profiter de ressources de qualité gratuitement, on s’aperçoit que des changements profonds se préparent en éducation post-secondaire. Ainsi plutôt que de réexpliquer le principe la roue, on utilise le matériel déjà produit et s’attaque à un nouveau pan de connaissance qui s’ajoutera à la masse de contenus de qualité. Sir John Daniels speaking on three developments in online learning Niveau : Universitaire
Stanford, Harvard Scholars Dissect Big Data GOOD DATA, BAD DATA: After blended learning, Big Data, and MOOCs, another edtech term is gaining steam in 2013: learning analytics. The phrase (which refers to finding meaningful data patterns that inform effective learning) is presumably where the Big Data movement in education is placing all bets. The only problem is mining data for meaningful patterns is a bit difficult when there's no strong definition of effective learning. Just ask Stanford GSE Professor Roy Pea. In this recent keynote address delivered at the Educause Learning Initiative, Pea cautions that learning sciences are "largely missing" from MOOCs and expose "a great chasm" in their design. Across the country at Harvard's Berkman Center for Internet and Society, Reynol Junco is equally unforgiving. His call for more learning sciences is a bit more nuanced than Pea's. Still any type of data can be difficult to handle in the context of school environments.
Horizon Report > 2013 Higher Education Edition Login or Create New Account Member Spotlights RIT Launches Nation’s First Minor in Free and Open Source Software and Free Culture Partner News HP LIFE e-Learning Raffle: Win an Amazon Gift Card! iTUNES U Ideas that Matter and More High Quality, Free EdTech Content Sparking innovation, learning and creativity. > Publications > NMC on iTunes U > Creative Commons NMC Horizon Report > 2013 Higher Education Edition The NMC Horizon Report > 2013 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. The tenth edition describes annual findings from the NMC Horizon Project, a decade-long research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Tags: 2013 135638 reads Sparking innovation, learning and creativity. Identifying the impact of emerging technologies. News Events Members Projects Connections Publications Horizon About
Synthesising MOOC completion rates | MoocMoocher Via a combination of thinking about ‘what makes a successful MOOC?’, and looking for a topic for my final project on the Infographics MOOC, I decided to try to pull together the various statistics floating around online about MOOC completion rates. I’m trying to see if any differences emerge on the basis of platform or the assessment methods used. My draft graph synthesising everything I’ve found so far can be found here: Clicking on any of the data points will pull up a bubble with more information about that course, and a link back to the data source. (note: the interactive version of the chart uses javascript. This is off to quite an interesting start, but I need help sourcing more data and categorising courses according to their assessments. Courses which I have completion rates for, but need more information about how they were assessed, include: 3.091x Introduction to solid state chemistry at EdX, which ended approximately 2013-01 – Used MCQs