The challenge of 'openness' in small MOOCs « Jenny Connected - 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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Aggregation rumination - oldsmooc - 0 views
Are MOOCs for Everyone? | Shai Reshef's Blog - 1 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. "
OU Innovating Pedagogy 2012 - 0 views
Essentials of Digital Literacy - 0 views
Rhizomatic Learning - Why we teach? - 0 views
Are your students ready to study in an online or blended learning environment? | LTiA I... - 1 views
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This proved to be quite difficult as the problems experienced by students studying totally online are different to those who are having face-to-face as well as online experiences
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These quizzes attempt to personalise the resource to a particular student’s needs rather than requiring them to spend time locating resources within the website as a whole
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It is hoped that future developments will include: Collaboration with departments/faculties to provide links to additional resources that have been
Training and the Needs of Adult Learners - 1 views
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Adults want to know why they need to learn something before undertaking learning
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The Learners' Self-Concept
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Facilitators should create environments where
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Using the web for learning and teaching - a new understanding | Higher Education Networ... - 3 views
SlideSpeech: Liz Masterman - ocTEL - 1 views
Jisc e-Learning project blogs (521) - 1 views
Digital Literacies with Dr Doug Belshaw - 0 views
The Partnership for 21st Century Skills - 0 views
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Working with Bicameral & Bipartisan Effort to Prepare Students for 21st Century Economy Washington, D.C.- February 12, 2013 - The Partnership for 21st Century Skills (P21), the leading organization advocating for 21st century readiness for every student, applauds U.S. Representatives Tom Petri (R-WI), Dave Loebsack (D-IA), and U.S.
Educational Technology Organizations - 0 views
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