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
Essential Khan Academy Courses 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.
: Webinars & Events 2021 Webinar Series As 2021 dawns on us, eMWRE is coming back with a new series of webinars! Following up on the 2020 edition (see below for more info on them), and the great response that came from the community, we are content to launch our new series. Each webinar will also include time to engage with the expert panel during a Q&A session. Remote sensing, Internet of Things and Citizen Science for use in Water Resources Engineering and Water Management Dates: 18/2| 23/2 | 25/2 | 2/3 | 4/3 | 9/3 | 11/3 | 16/3/2021 Download the Webinar Flyer In this webinar series, a number of webinars will be organised, focusing on different aspects of how we can use remote sensing, internet of things and citizen science to support water resources engineering and water management. Other 2021 Events Mapathon & Tutorial on OpenStreetMap for GIS analysis in Water Resources Engineering Dates: 1/2/2021 - 7/2/2021 The course duration is from February 1st to February 7th, 2021. Training Session on SWAT+ Yes!
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
's upcoming web-based activities | UNITAR Prosperity This is a 5-week online course in Russian implemented jointly with the Food and Agriculture Organization of the United Nations (FAO) Dates:11 May 2020 - 12 June 2020 Fee:Free Target countries: Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan Registration: Entrepreneurship and Leadership Inspiring Agents of Change: Social Entrepreneurship Training and Knowledge Platform for WomenHarnessing Digital Technologies to Address Inequalities in Fragile African States This is a multi-phased blended training programme funded by the Japanese government that aims to develop women entrepreneurs from the Horn of Africa. Dates:May 2020 – March 2021 Target countries: Ethiopia, Kenya, Somalia, and Sudan For more information:Please contact michael.adalla@unitar.org Building Bridges: Entrepreneurship and Project Planning for South Sudan Target country: South Sudan Target country: Iraq
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