Des chiffres et des MOOCs The 11 Most Popular Open Online Courses 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. The 7 Critical Services All Libraries Should Offer 8.78K Views 0 Likes Libraries are changing. 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. And many students are angry that a course about online education -- let alone one offered by the Georgia Institute of Technology -- wouldn't have figured out the tech issues in advance, or been able to respond quickly once they became evident. Many of the problems related to the course's use of Google Docs to sign up for group discussions. Among the comments on blogs and Twitter: "Wowzers, 40,000 students signed up for considering google spreadsheets limit of 50 simultaneous editors ... not a good choice!"
What Makes a MOOC Massive? Responding to a LinkedIn Discussion. When people ask me what makes a MOOC 'massive' I respond in terms of the *capacity* of the MOOC rather than any absolute numbers. In particular, my focus is on the development of a network structure, as opposed to a group structure, to manage the course. In a network structure there isn't any central focus, for example, a central discussion. Different people discuss different topics in different places (Twitter, Google Groups, Facebook, whatever) as they wish. Additionally, my understanding is that for the course to be a *course* it has to be more than just a broadcast. So what is essential to a course being a *massive* open online course, therefore, is that it is not based in a particular environment, isn't characterized by its use of a single platform, but rather by the capacity of the technology supporting the course to enable and engage conversations and activities across multiple platforms. Why Dunbar's number?
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. Des ressources éducatives libres sont souvent utilisées. Le qualificatif « massif » quant à lui, est lié au grand nombre de participants: dans le monde anglophone, il peut arriver que plus de 100 000 personnes soient réunies pour un cours[5]. Logo MOOC (Massive Open Online Course) Éléments de définition[modifier | modifier le code]
Free education: Learning new lessons TOP-QUALITY teaching, stringent admissions criteria and impressive qualifications allow the world’s best universities to charge mega-fees: over $50,000 for a year of undergraduate study at Harvard. Less exalted providers have boomed too, with a similar model that sells seminars, lectures, exams and a “salad days” social life in a single bundle. Now online provision is transforming higher education, giving the best universities a chance to widen their catch, opening new opportunities for the agile, and threatening doom for the laggard and mediocre. The roots are decades old. Britain’s Open University started teaching via radio and television in 1971; the for-profit University of Phoenix has been teaching online since 1989; MIT and others have been posting lectures on the internet for a decade. In April two of Mr Thrun’s ex-colleagues, Andrew Ng and Daphne Koller, launched a rival, Coursera, with $16m in venture capital. Republic of Letters The trend stretches far beyond America.
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.
To MOOC or Not to MOOC - WorldWise MOOCs have become a media obsession. Why? In part because they are the continuation of a story that has been around since at least the 1990s and the first days of magazines like Wired and Fast Company. At that time, information technology was depicted as part of a revolution: Marxist rhetoric had been appropriated by capitalism. I’d like to think that since then we’ve learned something. After all, universities have produced a substantial body of research that argues that information technology is not an epochal economy-changing technology. These sources must induce at least some suspicion about the wider claims concerning MOOCs, or massive open online courses. Why this obsession with MOOCs? Second, because it taps into a vein of middle-class anger over tuition costs. Third, because in a time of austerity, nations are searching for ways of reducing higher-education spending, and MOOCs can look like a silver bullet, making it all so much easier to cut and still feel good about it.
The Crisis in Higher Education A hundred years ago, higher education seemed on the verge of a technological revolution. The spread of a powerful new communication network—the modern postal system—had made it possible for universities to distribute their lessons beyond the bounds of their campuses. Anyone with a mailbox could enroll in a class. The hopes for this early form of distance learning went well beyond broader access. We’ve been hearing strikingly similar claims today. The excitement over MOOCs comes at a time of growing dissatisfaction with the state of college education. But not everyone is enthusiastic. Is it different this time? Rise of the MOOCs “I had no clue what I was doing,” Sebastian Thrun says with a chuckle, as he recalls his decision last year to offer Stanford’s Introduction to Artificial Intelligence course free online. The experience changed Thrun’s life. Udacity is just one of several companies looking to capitalize on the burgeoning enthusiasm for MOOCs. Professor Robot Big Data on Campus