MOOC et GLOBAL EDUCATION [EN]

MOOC ou pas MOOC [FR] Le monde des TIC et de l’enseignement supérieur s’agite depuis quelques mois sur la question des MOOC’s, ces cours en ligne ouverts et massifs, qui sont censés être le vecteur d’une révolution numérique. On y trouve tous les ingrédients qui avaient déjà été servis pour annoncer la fin de l’université traditionnelle au début des années 2000 : les “nouveaux” étudiants qui seraient familiers du numérique, le retard des universités européennes (et françaises) par rapport aux ogres américains, le “brain drain” (pillage de cerveaux) qui se met en place au profit des grandes universités anglo-saxonnes, la source de profits incommensurable “à terme”, la fin des diplômes traditionnels, etc. Cette fois sera-t-elle la bonne ? Bien malin qui peut y répondre aujourd’hui. On peut en revanche avancer déjà deux idées pour appréhender une partie du phénomène. Les MOOC’s y changeront-ils quelque chose en la matière ? Ma collègue Laure Endrizzi a déjà noté (cf. Imprimer ce billet

Do teaching models in higher education need reinventing? – live chat | Higher Education Network | Guardian Professional Michael Barber, chief education adviser of the world's largest education firm, Pearson, has been reported saying middle-ranking UK universities could face extinction within the next 10 years if they don't find a way to "mark themselves out of the crowd". He said the traditional lecture model is outdated and remarked it was pointless for 100 universities to develop the same courses when "the best professors are making their course available for free". If it's not just universities that face extinction, but university lectures too, is it time to rethink the way academics teach in universities? How do lecturers now see their role in higher education? And what do they think is the teaching model of the future? We've already seen a major shift in the landscape with the creation of Massive Open Online Courses (MOOCs) both overseas – Coursera, Udacity and edX – and in the UK – FutureLearn – providing thousands of free online courses for anyone, anywhere, with an internet connection. Panel

[Infographie] Quand les MOOCs débarquent en France et déstabilisent l'enseignement Pierre Dubuc l’affirme, les MOOCs ne sont pas juste une mode, une analyse que semble confirmer le récent succès de sa nouvelle plateforme : OpenClassRooms (ndlr retrouver son interview ici). Au tour d’Hellomentor, ex Learning Shelter, d’éditer une infographie sur la tendance et de tenter de décrypter le phénomène. Les MOOCs semblent prendre chaque jour plus d’ampleur, avec près de 5 millions d’étudiants sur plus de 10 universités, c’est une révolution qui s’effectue au sein de l’enseignement et des modes traditionnels d’apprentissage. Parmi les constats établis par l’infographie, il semblerait que la France tente de rattraper son retard et que ses écoles commencent à prendre le train en marche (à l’instar d’HEC, Centrale Lille, etc.). Une tendance qui s’intègre aussi dans les efforts du gouvernement qui lance de son côté une plateforme de MOOC (France Université Numérique) et près de 12 millions d’euros de budget dégagé pour le domaine.

How to Build A Strong Online Classroom Community in a MOOC (A Beginning) #edcmooc | Design for Learning tag: #edcmooc MOOCs (Massive Open Online Courses) have recently exploded on the Internet. Currently participating in the “Elearning & Digital Cultures” Coursera MOOC has been both an exciting and enriching experience so far. Many of my classmates have noted that it’s difficult to connect or even find what you need. I see that. To some extent, online learners do have to take a bit of responsibility in learning how to use the tools, discovering the rules of etiquette and how to use the content creation options (Storify, Twitter, Facebook, Google +, Prezi, Storyline, etc.). Part of the fun of engaging in an online course is taking a few risks. I have a few suggestions from my initial experience in this MOOC, and as I continue to take this course over the next few weeks I’m sure I will have more: 1. 2. 3. 4. 5. 6. How about you? Go to the wall and add your own comments. Like this: Like Loading...

Learning Creative Learning Week 5: Open Learning - The Good and Bad Getting help when you are stuck is a crucial element of learning. Questions & answers represent a micro teach & learn exchange. And online Q&A communities provide new ways of reaching much larger communities of potential co-learners and mentors. Let's try how it works: * Join a Stack Exchange site that picks your interest I joined Stack Exchange, but really struggled with this site. For those who want to go deeper, we thought it might be fun to connect people who offer to teach something, with others who want to learn it. I participated in a few teaching classes offered by people.

Re-Imagining Schools: What we’re Learning from Online Education | Crowd Media: A Web Design and Social Media Marketing Agency based in Guernsey Innovative leaps in technology are constantly fed to us; as we sit comfortably with the latest efficiency that makes our lives easier, another emerges and once again completely changes our mindset. Cleverly placed in our gaze, these evolving ventures are tastefully squeezed into our daily lives, altering our course we jump aboard the digital revolution train as it steams forward, leaving those that linger to fade in the distance. Over the last decade online education has been a hot topic amongst innovators, and those whispers have gotten louder as the number of elite universities experimenting with online delivery methods rapidly grows. Free courses worldwide often experience 6 figure attendance numbers via their virtual ‘classrooms’. The game changer in this developing world of digital resources was that I had a choice, and every step I took could be purposefully applied to my working life or interests. At last, I was in control. So why is this model so popular?

50 Education Technology Tools Every Teacher Should Know About Technology and education are pretty intertwined these days and nearly every teacher has a few favorite tech tools that make doing his or her job and connecting with students a little bit easier and more fun for all involved. Yet as with anything related to technology, new tools are hitting the market constantly and older ones rising to prominence, broadening their scope, or just adding new features that make them better matches for education, which can make it hard to keep up with the newest and most useful tools even for the most tech-savvy teachers. Here, we’ve compiled a list of some of the tech tools, including some that are becoming increasingly popular and widely used, that should be part of any teacher’s tech tool arsenal this year, whether for their own personal use or as educational aids in the classroom. Social Learning These tools use the power of social media to help students learn and teachers connect. Learning Lesson Planning and Tools Useful Tools

EdTech Trends and Predictions 2013 The edtech bubble is growing and is expected to grow even more in the year 2013. The following predictions have been made by the specialists in the edtech space: SMS Marketing Social Media MOOCs EdTech Events Predictions on the increase of SMS marketing to connect with students, as more than half of the number of students own a smartphone. Social Media can be used for online presence of any educational institution and also to let them connect with their alumni and build relations. MOOCs (Massive Open Online Courses) are likely to grow even more. Edtech Events and Conferences are seen to grow virally in different parts of the world.

Interview: Hamish MacLeod (University of Edinburgh) Group work advice for MOOC providers The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible. The “new pedagogical models” (A Silicon Valley term meaning: we didn’t read the literature and still don’t realize that these findings are two, three, or more decades old) being discovered by MOOC providers supports what most academics and experienced teachers know about learning: it’s a social, active, and participatory process. The current MOOC providers have adopted a regressive pedagogy: small scale learning chunks reminiscent of the the heady days of cognitivism and military training. Ah, the 1960′s. The large MOOCs can improve the quality of learning by creating a model for rapid creation/dissolution of groups.

The 6 Biggest Challenges Of Using Education Technology In an unplanned series of sorts, we’re showcasing a couple of posts about the 2013 NMC/EDUCAUSE Learning Initiative Horizon Report for Higher Education . We’ve already talked about the key trends in the report , but it also addressed another important topic when it comes to classroom technology – the challenges involved with implementing new technologies. The Horizon Report identified six broad challenges to implementation which span the widest range of users – while recognizing that there are many significant local barriers that present their own challenges as well. They’ve taken some of the obvious issues such as financial limitations and physical limitations (getting wifi through the thick bunker-like walls of some 1940′s buildings, for example) and looked more specifically at the nature of higher education and how that presents challenges to implementing new technology. Teachers needs to be learning how to use the technology themselves, too. Do you teach at the higher ed level?

What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs | Reflections The acronym “MOOC” has been in vogue recently, with lots of discussion about organisations like udacity, coursera and edX. The acronym stands for “Massive Open Online Course.” These organisations provide one interpretation of the MOOC model. They focus on concise, targeted video content – with short videos rather than full-length lectures to wade through – and use automated testing to check students’ understanding as they work through the content. These MOOCS have been dubbed “xMOOCs”. I’ve taken and completed a couple of xMOOCS so far. I’ve found the video lectures to be an improvement on the traditional lecture format. But, of course, the one-on-one interaction and easy back-and-forth questioning that can happen at the end of a formal lecture cannot take place in an xMOOC. Coursera recently implemented a system for crowd-sourcing peer assessment. So what is the other type of MOOC, and how is it different? The other type of MOOC is based on connectivism. Like this: Like Loading...

A break with tradition What are the value of MOOCs? Are they an opportunity or a threat, asks Carolyn Lewis Massive open online courses (MOOCs) have been around for a while, educating many people for a lot less money than more traditional methods. They provide great opportunities for life-long learning, particularly for those who face barriers to education. They generally do not lead to a formal qualification, although some institutions do offer credit by exam. But with many courses offering only automated or peer grading, the real objective is to get people to learn, something that must be applauded. Enrolment is completely open so it’s quick and easy to get started. Support comes mainly from a student’s peers, with tutors and or mentors online to answer questions. Are MOOCs successful? How can FE and HE institutions afford to design and develop MOOCs and then share them free?” What is their future in the UK? We must not lose sight of the benefits and value of what we already do well.

A Tale of Two MOOCs @ Coursera: Divided by Pedagogy The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Coursera highlight what happens when pedagogical methods fail to adapt. Divided pedagogy I wrote recently about the Fundamentals of Online: Education [FOE] the Coursera course that was suspended after its first week and is now in MOOC hibernation mode. Over thirty thousands students signed up for the course hoping to learn how to develop an online course. It was a technical malfunction when students were directed to sign-up for groups through a Google Doc that shuttered the course, along with hundreds of student complaints about lack of clear instructions, and poor lecture quality. The course was suspended on February 2, and there has been no word yet as to when it will resume :(. The Tale of the Two What made e-Learning and Digital Cultures successful and FOE not? Our current higher education system is grounded in behaviorist and cognitive theories. References