Data Mining with Weka, a 5 week MOOC, starting on September 9th 2013, is now open for enrolment: http://weka.waikato.ac.nz, promoted by the University of Waikato in New Zealand.
Archive for August, 2013
A directory of MOOCs run by AboutEdu – http://www.moocs.co/
«Regardless of your personal opinion on the value of these Massive Open Online Courses, the current reality for many low income, and underserved student populations in the US, and globally is that these free open courses from some of the world’s leading experts is a partial win of the “Educational Access Lottery”. »
Tags: dîsability, incapacidade, MOOC
Inicia-se a 9 de Setembro um MOOC sobre Deficiência/Incapacidade promovido pela Univ. de Northern Illinois
Inscrições em – http://www.niutoday.info/2013/08/19/registration-open-for-niu-disability-mooc/
An interesting article about open content, MOOCs and respective promoters – http://mobile.informationweek.com/80269/show/f8bbedb7380fac521eef6e988105d328/?
“It’s very important for people to realize the ‘open’ in MOOCs is open enrollment – it’s nothing about the content at all. It just means anybody can take that course. Most MOOCs use proprietary content. They use proprietary textbooks or proprietary lecture notes. There’s nothing mandated about open access.”
An article that reports a personal experience in a MOOC
It compares the advantages of learning in campus and in face-to-face interaction with teachers, but recognizes:
«For millions around the world who lack access to quality teaching, the MOOC-backers are right: This is a revolution.»
A post by Michael Feldstein in his e-Literate blog listing courseware providers.
A research study by Education technology company Instructure Inc. and research firm Qualtrics about MOOC participants motivation draws the conclusion that the main motivator for enrollment among 35% of MOOC participants is personal or professional development and the fact that MOOCs are free.
MOOC participants are highly educated and they are not typical college kids, many of them older people have already earned advanced degrees.
Self-assessment and self-remediation is the title of a post of Dave Cormier in his blog – http://davecormier.com/edblog/2013/08/04/self-assessment-and-self-remediation/
It’s a reflection on how to help learners fill their lieracy and knowledge gaps and cites another work of the 80’s that presents some good ideas «Independent Learning in HE» that includes a chapter by Janet Gale on self-assessment and self-remediation.
Assessment issues are sensitive since traditional summative testing seems to prevail in the education system.
The Digital Journal Hybrid Pedagogy published an article « MOOCagogy: Assessment, Networked», by Morris&Stommel http://www.hybridpedagogy.com/Journal/files/MOOCagogy.html – defending that «MOOCs are anthropological opportunities, not instructional ones» and analyzes the two editions of a particular MOOC «MOOC MOOC» run in 2012 and again in 2013, the first with 600 registrants and the second woth 1.000 registrants.
«MOOC MOOC took the approach of a wildly open pedagogy, asking participants to provide their own content to a great extent, and offering only a skeletal structure for discussion and collaboration.»
A SCOOP.IT was produced under MOOC MOOC to gather a sample of the participants’ contributions – http://www.scoop.it/t/moocmooc
or this post regarding analytics applied to MOOC MOOC:
First look at analysing threaded Twitter discussions from large archives using NodeXL #moocmooc, using an application called NodeLX with diverse visualizations, such as this one:
(visualization of 6,500 #moocmooc tweets into grouped conversations)
Another video produced for MOOC MOOC about the chaotic perspective of learning – Learning is Messy