Cours en ligne ouvert et massif Un article de Wikipédia, l'encyclopédie libre. Pour l’article homophone, voir Mook. Un cours en ligne ouvert et massif[1],[2] (CLOM[3]), également appelé cours en ligne ouvert à tous ou simplement cours en ligne (termes officiels recommandés par la Commission générale de terminologie[3]) ou encore cours en ligne ouvert aux masses[4] ; en anglais : massive open online course, dont le sigle MOOC est également utilisé dans les sources francophones), constitue un exemple de formation ouverte et à distance en télé-enseignement. Les participants aux cours, enseignants et élèves, sont dispersés géographiquement et communiquent uniquement par Internet. Logo MOOC (Massive Open Online Course) Schéma présentant huit concepts-clé d'un MOOC connectiviste, concernant la relation pédagogique (en beige) et le cadre techno-organisationnels et éthiques (en bleu). Éléments de définition[modifier | modifier le code] Types de MOOC : cMOOC et xMOOC[modifier | modifier le code]
Openness, the double bind, and ecologies of yearning. » EdTech@VCCS I’ve seen my share of conference keynotes, some tedious, some exhilarating, many forgettable. But I have never seen a keynote quite like the one delivered by Gardner Campbell on the morning of the first day of the OpenEd Conference. In fact, calling it a keynote is a disservice. For me, Gardner’s remarks, titled Ecologies of Yearning and the Future of Open Education, articulated the sense of vague discomfort I currently feel regarding the mainstream adoption of open learning. What we are seeing are developments in the higher education landscape that appear to meet every single one of the criteria we have set forth for open education: increased access, decreased cost, things that will allow more people than ever, on a planetary scale–1 billion individual learners at a time customize their education, fit it into their busy lives, earn a paycheck, find a path to a glorious vocational future. He answers quoting T.S. I hope you’ll take some time to watch the recording. Like this:
Des chiffres et des MOOCs The Ecologies of Yearning #opened12 (with image, tweets) · audreywatters Ecology of ideas -- Bateson Bateson's Hierarchy of Learning Zero learning: "receipt of signal." No error possible Learning 1: "change in specificity of response by correction of errors of choice within a set of alternatives." Learning 2: learning to learn; premises are self-validating (trap at this moment because of this) Learning 3: meta-contextual perspective; puts self at risk; questions become explosive; this is not just adaptation, habitation -- strategies where you can choose to adapt or not; this is where we become most human, says Bateson. Learning 4: "probably does not occur in any adult living organisms on this earth" The hierarchy is discontinuous communication can be magically modified by communication there's something about a double bind that is a prison and the way out "transcontextual syndrome" beyond access and cost not merely open education but opening the possibility for networked transcontextualism. Don't fake the double-take The global open access brothel of non-learning
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? 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.
Essay critiques the ideas of Clay Shirky and others advocating higher ed disruption Clay Shirky is a big thinker, and I read him because he’s consistently worth reading. But he’s not always right – and his thinking (and the flaws in it) is typical of the unquestioning enthusiasm of many thinkers today about technology and higher education. In his recent piece on "Napster, Udacity, and the Academy," for example, Shirky is not only guardedly optimistic about the ways that MOOCs and online education will transform higher education, but he takes for granted that they will, that there is no alternative. Just as inevitably as digital sharing turned the music industry on its head, he pronounces, so it is and will be with digital teaching. And as predictably as rain, he anticipates that "we" in academe will stick our heads in the sand, will deny the inevitable -- as the music industry did with Napster -- and will "screw this up as badly as the music people did." His views are shared by many in the "disruption" school of thought about higher education.
2013, l'année des Moocs en français ? Les Moocs étaient des grains de sable, ils sont en train de se transformer en rochers. Pas une enceinte universitaire dans laquelle on n'évoque ces cours en ligne massifs et ouverts, qui attirent des millions de participants sur les plateformes américaines. À première vue, il semblerait que ce mouvement soit en capacité d'emporter tout l'enseignement supérieur mondial dans une avalanche dont sortiront bien peu de survivants.Mais, à y regarder de plus près, on voit que les choses ne sont pas aussi catastrophiques qu'elles en ont l'air pour les prestataires d'enseignement supérieur francophones et européens. Plusieurs Moocs en français attendent vos inscriptions La communication se fait mezza voce, mais celui qui tend l'oreille comprendra bien vite que plusieurs projets de Moocs en français sont en voie de finalisation. Analyse Numérique pour les Ingénieurs, cours délivré par l'EPFL (école polytechnique fédérale de Lausanne, Suisse) sur Coursera, 7 semaines, démarrage le 18 février;
» Napster, Udacity, and the Academy Clay Shirky Fifteen years ago, a research group called The Fraunhofer Institute announced a new digital format for compressing movie files. This wasn’t a terribly momentous invention, but it did have one interesting side effect: Fraunhofer also had to figure out how to compress the soundtrack. The result was the Motion Picture Experts Group Format 1, Audio Layer III, a format you know and love, though only by its acronym, MP3. The recording industry concluded this new audio format would be no threat, because quality mattered most. If Napster had only been about free access, control of legal distribution of music would then have returned the record labels. How did the recording industry win the battle but lose the war? The story the recording industry used to tell us went something like this: “Hey kids, Alanis Morisette just recorded three kickin’ songs! The people in the music industry weren’t stupid, of course. We have several advantages over the recording industry, of course. But you know what?
Ne confondons pas MOOC et MOC MOOC est un terme à la mode. Du coup tout le monde à tendance à vouloir l’utiliser pour quelque chose en ligne qui s’approche de la formation. Du coup, il peut être nécessaire de revenir sur une définition simple. Un MOOC (Massive Open Online Course) c’est : Un cours. Ce qui est nouveau dans les MOOC, c’est donc l’accès à tous, les interactions rendues possibles par une diversité du public, le fait de pouvoir tirer parti de l’abondance des ressources disponibles et des outils participatifs du web. Les MOOCs connectivistes (comme ITyPA) permettent de tirer pleinement de l’architecture distribuée du Web. Certains organismes commencent à parler de cours ouvert à un nombre important de participants, mais sans que l’accès soit ouvert à tout internaute. Certains argueront sans doute qu’il s’agit du O de la FOAD (Formation Ouverte à Distance), l’ouverture adressant ici le choix du participant concernant les éléments sur lesquels il veut apprendre. Il n’empêche. Crédit photos : Like this:
Why Things Matter 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. There’s a popular metaphor for this early stage of innovation: we look back to the time when film-makers made the first moving pictures with professional performers by setting up cameras before stages in theaters. Two more appealing trends are already big.
The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course | Kop Special Issue - Connectivism: Design and Delivery of Social Networked Learning Rita Kop National Research Council of Canada Abstract Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. Keywords: Connectivism; networked learning; learner autonomy; presence; critical literacies Introduction Something fundamental has changed with the latest developments of the Web: The ease of communication and the possibilities of using aggregators to bundle and filter communications and information have meant that the context of learning has changed dramatically. In e-learning, two major traditions have been prevalent: one where connections are made with people and the other where they are made with resources (Weller, 2007). Connectivism Challenges to Connectivist Learning Self-directed learning.
Research publications on Massive Open Online Courses and Personal Learning Environments People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs. We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Its analysis has kept us and some fellow researchers busy over the past year. Fournier, H., Kop, R., and Durand, G. (2014), Challenges to research in Massive Open Online Courses, Merlot Journal of Online Learning and Teaching, Vol. 10, No.1, March 2014 Fournier, H., and Kop, R. (2014) De nouvelles dimensions à l’auto-apprentisage dans un environment d’apprentisage en réseau, Association canadienne pour l’étude de l’éducation des adultes Kop, R., Fournier, H., and Durand, G. (2014, In Press), Challenges to research in Massive Open Online Courses, Journal of Online Learning and Teaching
Mettre en ligne des cours, ils s’en mordront les doigts ? Publié sur le blog : Veille et analyse TICE Le développement médiatisé de la mise en ligne des cours, en particulier dans le monde universitaire, (cf. Les universités d’élite s’ouvrent au web, de Tamar Lewin dans le supplément du NY Times livré avec le Figaro en date du vendredi 30 Novembre) est un phénomène qui mérite d’être examiné sous plusieurs angles. Dans ce même article est évoquée la notion de MOOC ( Massive Online Open Courseware). Ce type de dispositif semble à « la mode » comme le confirment la présentation de M Dillenbourg lors du dernier séminaire de l’IFE sur les sciences de l’Apprendre ou encore sur le MOOC Itypa ( Plus largement on entend, particulièrement depuis l’été dernier, monter un flot d’informations et d’interrogations sur l’enseignement inversé, le « flip teaching » ( ou encore sur flipping classroom ( ) A suivre et à débattre