The solar floating schools appeared a few years ago on account of monsoon floods and isolation of populations, but they have expanded and there are now about 100, a great achievement!

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A study by researchers from the University of Cantabria – http://www.irrodl.org/index.php/irrodl/article/view/2964/4374

Abstract

This study has been carried out within the context of the ECO European Project (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous, and Open Learning) which is being financed by the European Union over four years (2014-17). It analyses the pedagogic architecture of MOOC on pedagogic/educational subjects in Spanish over one academic year (September 2015-June 2016). The analysis focuses on five major dimensions from a qualitative perspective: subjects and the promoting institution, methodology, resources, type of videos, and evaluation. The results demonstrate the hegemony of subjects linked to the Society of Knowledge, such as the widespread use of traditional methodology based on video lessons (the “talking head” model). Communication tools are clearly underused and evaluation based on the use of questionnaires is dominant. The findings show the need for further research into MOOC based on a pedagogic approach such as the one adopted here.

Learning as Artifact Creation

Posted: September 21, 2017 in Moodle MOOC posts

An article in George Siemens blog on the creative affordances of Internet and the possibility of anyone creating and sharing digital artifacts nowadays. I would go further and think of Maker movement and all the physical connection to the virtual world possibilities – http://www.elearnspace.org/blog/2017/09/14/learning-as-artifact-creation/

«A stunning period web innovation occurred between 2000-2005: delicious, myspace, many blog platforms, flickr, wikis, etc. The gates were opened and everyone was a content creator and everything was subject to user creation. Everything was a possible social artifact. Take and share a picture. Post your thoughts on a blog. Tag and share valuable resources. The web had its velveteen rabbit moment and became real to people who had previously been unable to easy share their creative artifacts. Eventually we were blessed with the ugly stepchildren of this movement (Twitter, Facebook) that enabled flow of creative artifacts but in themselves where not primarily generative technologies. »

An interview with Barbara Oakley, a professor of engineering at Oakland University, who spends a lot of time these days thinking about how people learn. And she may have taught more students than anyone else on the planet, as one of the instructors of one of the most popular online courses ever, which has had two million registered students. The title of the course is Learning How to Learn.

https://www.edsurge.com/news/2017-07-25-what-if-moocs-revolutionize-education-after-all

Um artigo de investigação sobre um grupo de 12 participantes num MOOC – https://www.researchgate.net/publication/317608455_Adult_MOOC_Learners_as_Self-Directed_Perceptions_of_Motivation_Success_and_Completion

Abstract

Despite the increased attention given to MOOCs over the last four  years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors’ and masters’ degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners’  motivations  for  enrolling in  the  MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the  MOOC.  Reasons  for  enrollment  varied  from  personal  enjoyment  to  professional development, and  differing definitions emerged regarding completion or success  in a MOOC. Implications of  this study  include a proposed conceptual  framework  of adult  learner MOOC motivations  and goals,  which may  inform the  intentional instructional  design  of MOOCs  to  better meet adults’  self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.

 

Toward Personal Learning

Posted: July 18, 2017 in Moodle MOOC posts

A new ebook by Stephen Downes «Toward Personal Learning – Reclaiming a role for humanity in a world of commercialism and automation» – http://www.downes.ca/files/books/Toward%20Personal%20Learning%20v09.pdf

«As before, it’s a collection of blog posts, published articles, transcripts from talks, some interviews (I’m saving most of those for a separate volume, one day), diagrams and images, and photos. Why personal learning? Each age sets its own priorities, and personal learning I think captures what is important today. The first is the idea of autonomy in a connected world. We are reaching the end-game in the century-long struggle between individualism and collectivism. I reject both, and essentially for the same reason: they reject the humanity of individuals. A second is the idea that we need to reorganize knowledge in such a way as to better prepare people for a complex and changing world. And the third is the tension between commercial good and social good, especially with respect to open learning and open content, but also with respect to society and values generally.»

 

Friends in MOOCs

Posted: July 17, 2017 in Moodle MOOC posts

The first MOOC I have participated in was Instructional Ideas and Technologies for Online Success, University of Indiana,  by Prof. Curt Bonk, which, at the time (mid 2012), impressed me very positively. Since then I have participated in over 40 MOOCs, promoted by different Universities in  various platforms.

Prof. Bonk conducted a recent survey on the issue of friendship through MOOCs, but only presents a graph on friends made by instructors.

http://travelinedman.blogspot.pt/2017/07/making-friends-in-moocs-it-is-no-fluke.html

From my experience I can’t say that I made any personal friend, though I have received one or two emails from other peers and the exchanges in course forum may be very friendly.

An interview with the chief executive of edX Anant Agarwal about the future of MOOCs in this platform – http://www.chronicle.com/article/After-the-Hype-Do-MOOC/240155

«And right from when we started edX, we believe that, as we are transforming education and working with our university partners, it was very important to us that we created a nonprofit organization. A lot of decisions that we make would have been very different, had we been a for-profit that is VC-funded.

…So we expect to get to sustainability by about 2020. And, you know, that will have been about nine years or thereabouts to become self-sustaining. But even after that, our goal as a mission-focused nonprofit, it will be not to maximize profits but rather maximize the impact and the good that we can do to the world. »

A new digital era

Posted: May 27, 2017 in Moodle MOOC posts

A new digital era – reflections on a MOOC – https://angelarees.wordpress.com/2017/04/24/a-new-digital-era/ 

Ubiquitous, mobile supercomputing. Artificially-intelligent robots. Self-driving cars. Neuro-technological brain enhancements. Genetic editing. The evidence of dramatic change is all around us and it’s happening at exponential speed.

I feel the same regret watching how MOOCs are turning on to business and replicating the traditional assessment models to issue certificates.

https://www.edsurge.com/news/2017-04-20-moocs-started-out-completely-free-where-are-they-now

«As MOOC providers focussed on finding a business model, they started putting certain aspects of the experience behind a paywall, hoping to get more people to pay. MOOCs went from free to free to audit (nevermind that the concept of auditing a class is completely foreign in most parts of the world).

Free certificates were the first items to be shifted from free to pay. Then the graded assignments were put behind paywall. Now all the major MOOC providers have (or will soon have) some courses that are completely paid (even the videos).

This shift to a freemium model, with more and more chances to up-sell, seems to be working for the providers, with the top three players earning more than $100 million combined last year.

Each provider has a different model, and that can be really confusing to students. So here’s a summary of what free means for the four biggest MOOC players.»