Archive for January, 2016

MOOCs at the Four Year Mark

Posted: January 25, 2016 in Moodle MOOC posts

An article with some statistics on MOOCs – http://www.goodcall.com/news/moocs-at-the-four-year-mark-04160

«17 million students signed up for a MOOC class in 2014.  In 2015, that number climbed to 35 million.  Total student users from 2011-13 combined are less than just last year’s tally.  2015 students could choose from 4,200 courses from more than 550 different schools.  While some courses are available in 16 languages, 75% of MOOCs are in English.

Big-name U.S. private universities offer MOOCs but they aren’t the classes that get the highest reviews.  Six of the top ten colleges offering at least 5 classes in America are Santa Fe Institute, Case Western Reserve, San Jose State, Yale, University of North Carolina at Chapel Hill, and Wharton School.»

A professor’s opinion on MOOCs, being a MOOC tutor – http://theconversation.com/confessions-of-a-mooc-professor-three-things-i-learned-and-two-things-i-worry-about-53330

«We have heard a lot of talk about MOOCs, or massive online open courses, over the last couple of years. On the plus side, MOOCs often draw enormous enrollments and are easy to sign up for and use; all you need, it seems, is an Internet connection and an interest to learn.

On the down side, they have significant attrition rates – about 90 percent of those enrolled never complete a course – and, according to their most alarmist critics, these courses may even threaten the jobs of college professors nationwide.»

A danish report- https://www.surf.nl/binaries/content/assets/surf/en/knowledgebase/2015/trend-report-open-and-online-education-2015.pdf

«For the fourth consecutive year, the Open Education Special Interest Group and
SURFnet have prepared a trend report outlining the latest dynamic developments
in the area of open content, open education and – as of this year – online (but not
necessarily open) education. How is open education impacting campus education?
Which new target groups are finding themselves drawn to open and online
education, what are their specific needs, and how is the higher education sector
responding to these demands? Effective online education requires valid online
testing procedures. What are the available options in this regard? Is there demand
for a nationwide infrastructure in support of open and online education, and – if
so – what form should this take? How can learning analytics be applied in online
education, and what are the relevant challenges in this regard? What are the key
points on the international open education research agenda? What are the available
platforms for online education? This trend report features a broad overview of
perspectives from various experts, in the form of articles and brief intermezzos.
The open education movement is currently supported by the Dutch national
government. The Ministry of Education, Culture and Science acknowledges the
importance of open and online learning and has formulated various ambitions for
the Strategic Agenda for Higher Education and Research 2015-2025.»

An article about a finnish MOOC on teaching teachers to code

http://teemuleinonen.fi/2015/12/21/mooc-for-teachers-why-to-bring-coding-to-school/

MOOCs and Crowdsourcing

Posted: January 4, 2016 in Moodle MOOC posts

An article by Terry Anderson and others – http://firstmonday.org/ojs/index.php/fm/article/view/6143/5170#author

«Premised upon the observation that MOOC and crowdsourcing phenomena share several important characteristics, including IT mediation, large-scale human participation, and varying levels of openness to participants, this work systematizes a comparison of MOOC and crowdsourcing phenomena along these salient dimensions. In doing so, we learn that both domains share further common traits, including similarities in IT structures, knowledge generating capabilities, presence of intermediary service providers, and techniques designed to attract and maintain participant activity. Stemming directly from this analysis, we discuss new directions for future research in both fields and draw out actionable implications for practitioners and researchers in both domains.»