Open Online Education and the Canvas Network | Inside Higher Ed - 1 views
Sketch of a cMOOC registration system JISC CETIS MASHe - 0 views
Aggregation rumination - oldsmooc - 0 views
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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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 challenge of 'openness' in small MOOCs « Jenny Connected - 0 views
Pedagogy First! - 0 views
elearnspace › What is the theory that underpins our moocs? - 0 views
Open Architecture: Our Course Could be Your Life | Keep Learning - 1 views
What is necessary and what is contingent in MOOC design - 0 views
What is a MOOC? - YouTube - 0 views
Managing Learning Technology: How To Build MOOC's that Fail - 0 views
Is MOOC more than just a buzzword? | Higher Education Network | Guardian Professional - 0 views
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Views the MOOC hype with a slightly sceptical eye and pours some cold water on some of the more extreme speculations. "MOOCs will not inherently gut faculty positions in higher education. They do not have automation and robot grading built into their conceptual structure. They certainly offer the capacity for these things, if backed by scale and prestige and neoliberal values of efficiency and market niche domination"
Is MOOC about Community Building? | Learner Weblog - 0 views
MOOCs: neither the death of the university nor a panacea for learning - 0 views
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