Archive for March, 2016

Coursera move to paid MOOCs – http://thepienews.com/news/moocs-move-from-free-to-fee-as-skills-demand-grows/

«It shows growth in enrolments for courses relevant to high-paying jobs like computer programming, which now accounts for 17% of all MOOCs, up from 15% in 2013 (…) Meanwhile, courses in the humanities are declining, from 20% of overall subject distribution in 2013 to under 10% in 2015, according to the research. (…) Coursera specifically has seen growth from 160,000 learners at one university in 2011, to 35m at 570 universities and 12 providers last year.(…) “If they pay for the course, they’re much more likely to complete it.”»

FutureLearn announced a next MOOC, May 2016, about Gabriel Garcia Marquez novels – https://www.futurelearn.com/courses/gabriel-garcia-marquez-english. The novels to explore can be found in the Internet for free reading.

This course will allow you to:

  1. Reach higher appreciation of Gabriel García Marquez’ work
  2. Comprehend how his literary production evolved over time
  3. Acquire the ability to establish relationships between his literary works
  4. Learn to identify and recognize the principal traits that characterize his work

Running in English and Spanish.

A great article with a summary of disruptive technologies that may become mainstream

Revolutionary DisruptiveTechnologies To Watch Out For in 2016 Part 1

Revolutionary DisruptiveTechnologies To Watch Out For in 2016 Part 2

Towards a New Pedagogy

Posted: March 17, 2016 in Moodle MOOC posts

A long article on MOOCs and the pedagogy they are instilling – http://teachonline.ca/tools-trends/massive-open-online-courses-moocs/towards-new-pedagogy

«What we should focus on is how MOOCs are supporting new developments in teaching and learning. Their impact on pedagogy is more important, at least at this time, than their potential impact on public education systems.

MOOCs and Pedagogy

There are five ways in which MOOCs are currently having an impact on teaching and learning:

  1. Encouraging and enabling unbundling – the separation of design, development, deployment, delivery and support for learning.
  2. Changing the nature of credit granting and credentials.
  3. Supporting and accelerating the development of blended learning.
  4. Supporting the development of learning portfolios.
  5. Demonstrating the power of learning communities and peer tutoring.

MOOCs showcase the developments which online learning and other innovations have been encouraging for some time: they are not so much initiating these developments as acting as an accelerant for them.»

An article in Doug Belshaw’s blog – http://dougbelshaw.com/blog/2016/03/09/open-badges-evidence/

«The claim I/we often make about Open Badges is that, unlike LinkedIn profiles or CV’s, they’re a bunch of evidence rather than a bunch of claims. I think we mean a couple of things by that.

First, we mean that we’ve got something to show for the experience we claimed to have had. In other words, even if the badge issuer doesn’t use the (optional) ‘evidence’ metadata field, there is still some kind of social proof to back up our claims.»

Class Central

Posted: March 8, 2016 in Moodle MOOC posts

A new list of MOOCs offer – https://www.class-central.com/  – which can be personalized regarding one’s fields preference.

An alternative list to MOOC List – https://www.mooc-list.com/

I subscribe to most points highlighted in D.Clark’s article, as I’m one of those learners motivated just by the desire to learn – http://donaldclarkplanb.blogspot.pt/2016/01/10-reasons-why-2015-is-year-of-mooc.html.

  • MOOCs are not massive, demand is massive
  • MOOC learners motivated by desire to learn
  • Huge number of educators taking MOOCs
  • MOOCs are stepping stones
  • Research focusing on learner experience
  •  Jury is out on MOOC learning design
  • MOOCs offer value for real needs