SlideSpeech: Liz Masterman - ocTEL - 1 views
Open Architecture: Our Course Could be Your Life | Keep Learning - 1 views
elearnspace › What is the theory that underpins our moocs? - 0 views
MOOC Reflections « OUseful.Info, the blog… - 0 views
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course without boundaries approach of Jim Groom’s ds106, as recently aided and abetted by Alan Levine, also softens the edges of a traditionally offered course with its problem based syllabus and open assignment bank (particpants are encouraged to submit their own assignment ideas) and turns learning into something of a lifestyle choice
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the role that “content” may or not play a role in this open course thing. Certainly, where participants are encouraged to discover and share resources, or where instructors seek to construct courses around “found resources”, an approach espoused by the OU’s new postgraduate strategy, it seems to me that there is an opportunity to contribute to the wider open learning idea by producing resources that can be “found”. For resources to be available as found resources, we need the following: Somebody needs to have already created them… They need to be discoverable by whoever is doing the finding They need to be appropriately licensed (if we have to go through a painful rights clearnance and rights payment model, the cost benefits of drawing on and freely reusing those resources are severely curtailed).
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Whilst the running of a one shot MOOC may attract however many participants, the production of finer grained (and branded) resources that can be used within those courses means that a provider can repeatedly, and effortlessly, contribute to other peoples courses through course participants pulling the resources into those coure contexts. (It also strikes me that educators in one institution could sign up for a course offered by another, and then drop in links to their own applied marketing learning materials.)
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The real economics of massive online courses (essay) | Inside Higher Ed - 1 views
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We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college.
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We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.
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The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
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Massive Open Online Courses | Bill & Melinda Gates Foundation - 2 views
Coursera is not a Panacera | openuct - 0 views
Keeping MOOCs Open - Creative Commons - 1 views
How 'Open' are MOOCs? | Inside Higher Ed - 0 views
UK universities are wary of getting on board the mooc train | Education | The Guardian - 0 views
P2PU | School of Open - 1 views
mobiMOOC - MobiMOOC etiquette - 2 views
Alt-Ed: MOOCs and Open Education: Implications for Higher Education - 3 views
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"This March 2013 report by Li Yuan and Stephen Powell sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. "
MOOCs: Will Online Education Ruin the University Experience? | New Republic - 1 views
Are MOOCs for Everyone? | Shai Reshef's Blog - 1 views
OU Innovating Pedagogy 2012 - 0 views
Building Strong Online Community Through the Use of OER Cartoons and Prompts - FREE | T... - 0 views
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Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialogue about motivation, procrastination, or the complexities of technology.