Massive Open Online Courses: Setting Up (StartToMOOC, Part 1) by Inge de Waard “Any course consists of some basic features: there is a schedule, a syllabus referring to content and possibly learning actions (assignments, self-assessments…), and there is a learning space where course participants can meet and exchange ideas on the subject of the course to enhance mutual learning and experiences. A MOOC is no different, but because it is online, the course spaces are as well.” Setting up courses in the cloud is a trend in online learning. Whether you are a training company, a non-profit trainer, an experienced hobbyist, or an educational institute, at some point you will want to tap into the cloud, attract new learners from around the globe, and start learning collaboratively. In this first part of a six-part series, you will learn about MOOCs (Massive Open Online Courses), which are courses in the cloud. You will also learn how to set up the core spaces for MOOCs. What is a MOOC, or course in the cloud? What do the terms in the MOOC acronym mean?
Disruptive innovation: Open online courses are changing education forever When the first movable-type printing press began churning out books in 1439, knowledge that belonged to an elite few flowed to masses of hungry learners. This year, something similar happened. Select courses taught at places like Stanford on subjects like physics were offered for free online, meaning that a level of education once available only to Ivy League-level college students is now an option in places like Pakistan, Ghana and Tibet. These courses, called Massive Open Online Courses (or MOOCs) make education cheaper and more accessible, but some say they have potential to undermine the current profit model. "This transition to digital learning is as significant as when we first began to learn from books," said Karen Cator, director of the U.S. Office of Educational Technology. What's a MOOC? Online classes have been around for decades, providing a convenient, if rather dull, learning environment for correspondence courses and basic education. MOOC genesis MOOC credit? Higher ed in flux
MOOC pedagogy: the challenges of developing for Coursera In the summer of 2012 the team of teachers and researchers associated with the MSc in E-learning programme at the University of Edinburgh began developing a Massive Open Online Course (MOOC) for the Coursera platform. Launched only a year earlier, this for-profit company founded by Stanford professors Andrew Ng and Daphne Koller has focussed primarily on hosting computer science related courses from big name US institutions. The recently announced partnership with the University of Edinburgh presented the team with an opportunity to engage and experiment with the much-publicised MOOC format, and foreground issues related to the theory and practice of online education itself. Designing for MOOCs Devising a course to utilise the potential educational advantages of the Coursera platform proved, and is still proving, to be a complex undertaking. Firstly there is the issue of digital mimicry. Why do it? E-learning and digital cultures
meine LiebLinks (KW 31) | konzeptblog Heute stelle ich nur einen Link vor, hinter dem sich aber eine ganze Serie interessanter Beiträge verbirgt: Learning with ‘e’s My thoughts about learning technology and all things digital – das ist die Website von Steve Wheeler, der als Associate Professor of learning technology am Plymouth Institute of Education der Plymouth University arbeitet. Steve verdeutlicht (mal wieder), dass auch in Bildungstechnologie und Mediendidaktik der übliche Verweis auf Behaviorismus, Kognitivismus und Kosntruktivismus (bei manchen heute auch noch Konnektivismus) der Vielfalt menschlichen Lernens nicht gerecht wird. Wer also Lernumgebungen konzipiert und gestaltet, sollte eher die von Steve vorgeführte Vielfalt im Hinterkopf haben.
The future of MOOCs MOOCs get a bad rap. Dismissed as prescriptive, or teacher-centric, or unsocial, or something else, it’s like a badge of honour to espouse why you dislike MOOCs. Despite their pedagogical flaws, however, MOOCs provide unprecedented access to quality content for millions of learners. It’s all very well for Apple-owning, organic-buying professionals to cast aspersions, but consider the girl in Pakistan who’s too scared to set foot in a classroom. Consider the teenager in central Australia whose school has only one teacher. Consider the young woman in Indonesia who can’t afford college. Don’t all these people deserve a better education? Sure, the pedagogy may not be perfect, but the alternative is much worse. MOOC proponent George Siemens distinguishes between two types of MOOC: the xMOOC and the cMOOC. The former is the subject of such disdain. In contrast, the latter leverages the connectedness of the participants. 1. 2. 3. 4. No more lazy professors, no more specious journal articles. 5.
Endewima Zehn Thesen zur Zukunft des Wissensmanagements Studie 10 der Wissensfabrik PDF Download der Studie -> noch nicht verfügbar Rezension von Blended Solutions Rezension von Weiterbildungsblog Inhaltsverzeichnis Einleitung Je digitaler die Wirtschaft, desto umstrittener werden die Märkte. Gleichzeitig führt das Internet den Tod des Wissensmanagements herbei. Durch die Transparenz des Wissens, den digitalen Wertewandel, neue Möglichkeiten zur Zusammenarbeit sowie eine abnehmende Loyalität der Arbeitskräfte werden Arbeitsmärkte zu Innovationsmärkten. Alles Wissen ist im Netz Durch das Internet wird sämtliches Wissen digitalisiert und an zentraler Stelle zugänglich gemacht. Die Digitalisierung des Wissens wird nicht von Suchmaschinen, Verlagen und den Wissensarbeiterinnen selbst vorangetrieben. Auf den ersten Blick mögen die Spiegelbilder wertlos sein. Durch das Netz explodiert die Anzahl Wissensquellen, wobei deren Qualität immer schwieriger zu beurteilen ist. Das Wissensmanagement ist tot
The MOOC movement is not an indicator of educational evolution Somehow, recently, a lot of people have taken an interest in the broadcast of canned educational materials, and this practice — under a term that proponents and detractors have settled on, massive open online course (MOOC) — is getting a publicity surge. I know that the series of online classes offered by Stanford proved to be extraordinarily popular, leading to the foundation of Udacity and a number of other companies. But I wish people would stop getting so excited over this transitional technology. The attention drowns out two truly significant trends in progressive education: do-it-yourself labs and peer-to-peer exchanges. In the current opinion torrent, Clay Shirky treats MOOCs in a recent article, and Joseph E. Aoun, president of Northeastern University, writes (in a Boston Globe subscription-only article) that traditional colleges will have to deal with the MOOC challenge. Two more appealing trends are already big. “I believe in everything never yet said.”
Digital University soll Lehre an klassischen Unis verändern Online-Lernplattformen für Massive Open Online Courses (MOOCs) werden nicht nur neuen Zielgruppen kostenlose akademische Bildung auf Hochschulniveau ermöglichen, sie werden auch die Lehre an den Unis selbst verändern. Davon zeigt sich Hannes Klöpper, Managing Director von MOOC-Anbieter iversity überzeugt. Heute, Freitag, spricht er beim Forum Alpbach über die "Digital University". Unter einer "Digital University" wie der deutschen iversity oder den von US-Eliteunis initiierten MOOC-Plattformen wie "edX", an denen man ohne formelle oder finanzielle Hürden speziell konzipierte Online-Kurse bei den Koryphäen des jeweiligen Fachs besuchen kann, darf man sich laut Klöpper allerdings keine vollwertige Universität vorstellen. Es sei nicht das Ziel, Unis mit vollwertigen Abschlüssen online abzubilden. Plattformen sollen Qualität der Lehre steigern Vielfalt bringt neue Aspekte
Size Isn't Everything - The Chronicle Review By Cathy N. Davidson James Yang for The Chronicle Review My reading material to and from London recently for the annual open-source programming event known as Mozfest, or the Mozilla Festival, included two glossy magazines focusing on the future of education: the November 19 cover story in Forbes and the entire November issue of Wired UK, an offshoot of the American magazine. Should educators be delighted by this unexpected attention—or very, very worried? A little of both. Let's look at Wired UK first. Featured are both Negroponte 1.0, the editorial that launched Wired in 1993, and the new Negroponte 2.0. Given that such 20/20 foresight is rare, it is worth paying attention to Negroponte 2.0. He also still maintains a position he stated long ago: "Computers are not about computing, but everyday life." If you are a traditional educator, you should be scared. So what's different in 2.0? "Educational reform" is also on the lips of many college presidents and policy makers these days.
What it feels like to be the last generation to remember life before the internet - Quartz I’ve long believed that speed is the ultimate weapon in business. All else being equal, the fastest company in any market will win. Speed is a defining characteristic—if not the defining characteristic—of the leader in virtually every industry you look at. In tech, speed is seen primarily as an asset in product development. What they fail to grasp is that speed matters to the rest of the business too—not just product. I believe that speed, like exercise and eating healthy, can be habitual. Through a prolonged, proactive effort to develop these good habits, we can convert ourselves as founders, executives, and employees to be faster, more efficient company-building machines. Speed, like exercise and eating healthy, can be habitual. This is how category killers are made. So let’s break this down. Making decisions A good plan violently executed now is better than a perfect plan next week. General George Patton said that, and I definitely subscribe to it. This isn’t a vote for rash decisions.
Rethinking Higher Ed Open Online Learning - US News & World Report Karen Symms Gallagher is dean of the Rossier School of Education at the University of Southern California. With the rush of pronouncements, you'd think Higher Ed 2.0 is here, all online, all the time. Brick-and-mortar and ivy are passé. Not so fast. Much of what's touted as innovation in traditional higher education falls short for students seeking high-quality online degrees that will serve them in a tough job market. It's worth decoding what's out there and what isn't. Professors at MIT, Stanford, and Harvard and many fine academic minds have put thousands of top-notch college courses online. [Read the U.S. Logging on to these lectures is often like watching through a one-way mirror—albeit for free and, say, with 15,000 classmates. I can't help thinking that the massive open online course explosion so far is a bigger, better delivery system of The Great Courses, which my husband and I have enjoyed for years. [See the U.S. But that's not what worries me about open online courses.