Archive for June, 2013

eLearningPapers published an interesting article on the constraints of developing countries access to Internet and to MOOCs.

«‘Access’ to digital technologies in parts of developing countries (for example, other than the capital and metropolitan areas) are still insufficient to support online learning (Liyanagunawardena, 2012). Together with the lack of international language and computer literacy, online learning even in its simplest form becomes a challenge to a large proportion of developing countries’ population (Liyanagunawardena, 2012). The use of multiple learning spaces, overload of information and cultural sensitivity are some other aspects of MOOCs that poses great challenges to learners from developing countries. Even though there is a rhetoric that MOOCs will offer opportunity to and be embraced by learners from developing countries’ who currently lack direct access to learning opportunities, especially at higher levels, in reality it may well be serving only the ‘privileged’ in developing countries who already have ‘access’ to digital technologies and international language learning (Liyanagunawardena, Adams, Rassool, & Williams, 2011). There is insufficient data on MOOC participants’ demographics to tease out the level of participation from rural areas of developing countries. Future data collections from MOOC participants could support further investigations of developing countries participation in MOOCs to understand the uptake of MOOCs in developing countries illuminating our understanding.
So, while some, even a significant number, of individuals in developing countries may benefit substantially from the appearance and success of MOOCs, there is significant doubt that in their current form they will provide a significant platform for expanding the higher education needs of developing countries to match the expansion of opportunities in the developed world over the last few decades.»


Posted: June 6, 2013 in Moodle MOOC posts

Um artigo da Athabasca University com uma proposta de MOOC para apoio a doutorandos, com o objetivo de:

«forming and setting up project teams, connecting with others, providing project management support, proposal writing assistance, presenting and sharing results, helping with the process of writing reports and papers for publication, and so on. Before long, what we were designing began to look a little like a research program.»

Uma reflexão interessante sobre as vanatgens e alguns constrangimentos que se poderão colocar à partilha de informação dos trabalhos de doutoramento por parte dos participantes-doutorandos.

Um artigo interessante sobre o posicionamento de grandes empresas americanas ligadas à Educação face à utilização dos cursos online do ensino superior (e MOOCs) à escala intercontinental

«Pearson’s recent international acquisitions include Tutorvista, an Indian online education group, and the learning system arm of Sistema Educacional Brasileiro (SEB) of Brazil. These all extend the massive content, assessment, service, and system capacity that Pearson has developed for online learning at all levels.»
«In the past few months, more than $110 million has flowed to start-ups like Coursera, The Minerva Project, and StraighterLine. In 2011, individuals and US venture capital firms invested nearly $430 million in such companies.»
«New money is flowing to adaptive assessment technologies – assessment linked to course materials which adjusts what the student learns by their assessed competencies – and to methods of assessing informal and self-directed learning. New organizations will emerge in the next two to three years that broker and aggregate credits for students and arrange transfer.»
«What may be developing in front our very eyes is a future in which a great many learning activities are free or low cost to students, thus lowering the cost of post-secondary education. Assessment centres for accreditation are where corporations see their profits.»
«Don’t expect to see private universities and colleges growing and expanding in Ontario. They don’t need to. Students will chose their courses and programs from around the world, based on estimates of quality and price. Growth will come in the form of flexible assessment and transferable credits. That is the real bonus and challenge of these developments.»