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Interesting blog post on a business MOOC out of Case Western Reserve in Entrepreneur, Jane Porter, April 25, 2014. Received $69,000 grant to design and deliver it.

Unusually good assessment IMO by Jane Hart of how modern learning differs from traditional training practices, 4/28/2014. She identifies six key features: autonomy small and short continuous on demand social anywhere, anytime, on any device Are these features then the new standards for learning concierges, learning coaches, learning stewards and facilitators? As well as for the learners themselves?

Fascinating interview between Adam Grant, tenured professor at the Wharton School and Carla O'Dell on how to facilitate sharing knowledge in KM communities, April 25, 2014. Explains how to control giving too much counsel/mentoring/assistance and expecting others to pay it forward instead of always asking for help.

First article in two part series between Adam Grant, Wharton professor, and Carla O'Dell, CEO of AQPC, April 18, 2014 on how CoPs and corporations should support and reward give and take behaviors by employees. Also wonder how gender plays into this dilemma...when we see the majority of discussants in CPsquare are women (because they are the majority of CPsquare members? And why might that be true?), what does that signal for whether they are givers or takers?

interesting interview with Philipp Schmidt, now at MIT, on co-creating, peer to peer support. Schmidt founded P2PUniversity.

Howard Rheingold interviews George Siemens on MOOCs, May 2011, 21 minutes long video Youtube based, Week 1, September 12, 2011 EXCERPTS that intrigue me: At 2.12 into interview: "We encouraged people to create their own spaces. Our assumption was that educational institutions need to stop providing spaces for learners to interact, and allow learners to bring their spaces with them which means they have an archive. So people were setting up spaces in Second Life. We had the course syllabus translated into 5 languages, we had 2,300 people signed up to join. We let people do basically what they wanted." At 3:22 -"We wrap the social elements around the content. That's how traditional education is done. Here is your text, here is your readings, now talk about it. Our assumption was partly that we wanted the social interactions to actually produce the content which doesn't mean that we wanted to run through open meadows learning randomly. We still started off each week with readings, literature that we wanted them to engage in, videos, we wanted to keep everything open. We did have a closed journal but those were optional." 4:11 "The content isn't what you are supposed to master at the starting point. The content we provide you with at the start is the catalyst to converse, to form connections with other learners in the course, with other academics around the world, to use the content as a conduit for connections. Because once the course ends, the learning experience typically in a university setting typically stops. It's done. And even if you are really passionate about it, the university severs those connections on your behalf. But with the internet, those connections exist well past the course." But if your colleagues are blogging ... or are active on the internet, it's easy to stay connected. 6:05 HR question: In regard to Moodle are you using a Discussion Board or chat board, what parts of Moodle are you using? 6:12 "We are continuing to experime

Introductory video by George Siemens, Change MOOC 2011-2012--Week 1, September 12, 2011

Orientation video by Dave Cormier, Change MOOC 2011, Week 1, September 12, 2011

Very interesting transcript of interviews with two Wharton professors on impact of MOOCs on their MBA programs. "So, in the last year, when I've taught product design, I've posed to myself the challenge: What can we do in the classroom that can only be done when 60 people are together sharing the same time and location? I have them watch the video offline, and then when we get together, we do a simulation or an exercise or presentations or group work - things that can only be done in that location when we're all together." Excerpt on completion rate: Knowledge@Wharton: Despite the evident advantages, one of the challenges that all MOOCs face is that the completion rate typically tends to be pretty low. I wonder both as teachers and as researchers, what you have learned through your experience that might be relevant to business schools? Ulrich: The completion rate statistic is a red herring. People like to trot it out, but it doesn't seem terribly relevant to me. If you think about what the barrier is to registering for a MOOC, it's literally one click in a Coursera environment. So many people enroll to check it out, to watch a few videos, to see what it's all about. Sponsored Content: My MOOC requires hundreds of hours of effort to complete a substantial design project. Very, very few people are willing to put in hundreds of hours, but many people are interested in learning a little bit about customer needs or aesthetics in design or prototyping, so they watch a few videos. We think pretty carefully in MOOCs about three categories of learners. Those who are just browsing; those who want to view the material but won't do the work; and then those who will do all of the work. So as I say, that narrow completion statistic is not meaningful in terms of evaluating the success of the MOOCs.

Very interesting assessment of downward appeal of MOOCs and their lack of sustainability, February 5, 2015, Steve Kolowich, The Chronicle of HE

Very interesting articles on how MOOCs and people completing them are building respect for their accomplishment with employers. Also an interesting point by Thrun on '"there are a huge number of willing and eager lifelong learners that are underserved" by higher education.'

Excellent comparison of xMOOC and cMOOC and justification of cMOOC by who else, the cMOOC creator himself, Stephen Downes, February 11, 2015. Highly recommend it.

essay by George Siemens, 1/31/14, on why MOOCs and the discussion/dialogue they promote are good for higher learning overall.