Creating the Connectivist Course When George Siemens and I created the first MOOC in 2008 we were not setting out to create a MOOC. So the form was not something we designed and implemented, at least, not explicitly so. But we had very clear ideas of where we wanted to go, and I would argue that it was those clear ideas that led to the definition of the MOOC as it exists today. There were two major influences. One was the beginning of open online courses. We had both seen them in operation in the past, and had most recently been influenced by Alec Couros’s online graduate course and David Wiley’s wiki-based course. The other major influence was the emergence of massive online conferences. We set up Connectivism and Connective Knowledge 2008 (CCK08) as credit course in Manitoba’s Certificate in Adult Education (CAE), offered by the University of Manitoba. What made CCK08 different was that we both decided at the outset that it would be designed along explicitly connectivist lines, whatever those were.
index un MOOC ça ne s'improvise pas... Aujourd’hui, mercredi 6 février, c’est le « Digital Learning Day », la « journée de l’apprentissage en ligne ». Si vous n’en avez jamais entendu parler, ne vous en faites pas, et ne vous dites pas que décidément, vous êtes complètement dépassé : cette journée ne concerne que les Etats-Unis; elle a été créée par une association (un lobby, plutôt) basé à Washington, qui vise à promouvoir l’e-learning auprès des membres du gouvernement, du sénat et de la chambre des représentants. Je baigne dans l’e-learning, les Tice, et je n’avais jamais entendu parler de ce Digital Learning Day avant de lire cet article publié dans le Washington Post d’hier, intitulé « How online class about online learning failed miserably ». Autrement dit : « Comment un cours en ligne traitant de l’apprentissage en ligne a lamentablement échoué ». Eh bien, aujourd’hui ces 40 000 personnes se retrouvent dans la nature, car le cours a fermé après une semaine seulement. - Ne s’improvise pas enseignant en ligne qui veut;
The 'Course' in MOOC A discussion taking place on the OER-Forum Discussion List. Posts by other people in italics. Abel Caine wrote, "I have to intervene with the developing country perspective. Millions of smart, motivated children/students for many reasons do not complete regular school or university. Given the opportunity, these learners have a burning desire to 'complete' the course. "Well-designed and smartly-delivered" MOOCs with a valid, transferable certificate of completion (learning experience) may be 1 viable solution. Andy Lane wrote, "Yes participants whether they complete or not can gain from the experience but we also know that many can be adversely affected by the experience through a sense of failure or lack of esteem. With respect to cMOOCs, the student experience is more like joining a community than working their way through a body of content. Here's why the C in MOOC continues to stand for 'Course'. It's like watching a TV series. John's post has two major objectives. Ask anyone.
Learning and Knowledge Analytics - Analyzing what can be connected Le MOOC, mode d'emploi Le format MOOC (Massive Open Online Course) tend à prendre de l'importance dans l'offre de cours en ligne. Du moins, un nombre grandissant de cours ouverts, gratuits et en ligne sont-ils qualifiés de MOOC. Les récentes initiatives du MIT et de Stanford, que nous avons présentées dans un récent article , sont ainsi assimilées à des MOOC par Christine Cupaiuolo dans un billet publié sur le blog Spotlight . Stricto sensu , ces cours offerts gratuitement à tous ceux qui désirent les suivre relèvent effectivement de la catégorie des MOOC. Le MOOC : gratuit, en ligne, ouvert... et beaucoup plus La caractéristique essentielle d'un MOOC tient en effet au mode de construction des connaissances que ce format de cours encourage : ces savoirs et savoir-faire naissent principalement de l'interaction entre les participants au cours, entre les participants et les ressources mises à leur disposition, repérées ou produites par eux, entre les participants et les facilitateurs. Un guide pour créer un MOOC
Top Ed-Tech Trends of 2012: MOOCs Part 5 of my Top Ed-Tech Trends of 2012 series The Year of the MOOC Massive Open Online Courses. MOOCs. This was, without a doubt, the most important and talked-about trend in education technology this year. And oh man, did we talk about it. In retrospect, it’s not surprising that 2012 was dominated by MOOCs as the trend started to really pick up in late 2011 with the huge enrollment in the three computer science courses that Stanford offered for free online during the Fall semester, along with the announcement of MITx in December. Who cares what Cormier thinks and predicts? January: Googler and Stanford professor (and professor for the university’s massive AI class) Sebastian Thrun announces he’s leaving Stanford to launch Udacity, his own online learning startup. February: MITx opens for enrollment. April: Stanford professors Andrew Ng and Daphne Koller (also involved with Stanford’s fall 2011 MOOCs) officially launch their online learning startup Coursera. May: June: July: August: September:
MOOC and Mookies: The Connectivism & Connective Knowledge Online Co...