Latest Study: A full-time school librarian makes a critical difference in boosting stud... - 3 views
Evaluating a MOOC - 4 views
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Stephen Downes was asked (along with Dave Cormier and George Siemens): "How might it be possible to show that cMOOCs are effective for learning, in the sense of providing evidence that institutions might accept so as to support opening up more courses to outside participants (a la ds106, Alec Couros' EC&I 831, etc.)? Or, more generally, providing evidence that participation in and facilitating cMOOCs is worthy of support by institutions... What I'm looking for are criteria one might use to say that a cMOOC is successful. What should participants be getting out of cMOOCs?"
Supporting Critical Thinking in eLearning by Bill Brandon : Learning Solutions Magazine - 2 views
Three Kinds of MOOCs - 0 views
When is a MOOC not a MOOC? - 1 views
Learning From MOOCs - 1 views
Twitter and Canadian Educators | Canadian Education Association (CEA) - 2 views
The Year of the MOOC - 2 views
Stop polarising the MOOCs debate - University World News - 3 views
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And thus – for MOOC lovers and MOOCs haters alike – an important rhetorical point we should all be emphasising, in every conversation: in the complex, changing world in which we live, advanced learning is necessary. Not a luxury. It deserves the public support of other necessities. Advanced education is far too important to price out of the market for all but the global 1%.
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If the question is, "is higher education worth it?" we know from the massive enrolment in online courses that the answer is a resounding "yes". It is also significant that world history courses are enrolling as many students as Python's open source software. People want higher learning.
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The academic conversation on MOOCs is starting to polarise in exactly the talking-past-one-another way that so many complex conversations evolve: with very smart points on either side, but not a lot of recognition that the validity of certain key points on one side does not undermine the validity of certain key points on the other. I regret this flattening of online learning into a simple binary of 'politically and financially motivated greed' on the one hand and 'an opportunity to find out more about learning' on the other. Some of both in different situations can be true.
Managing Learning Technology: How To Build MOOC's that Fail - 4 views
A MOOC Delusion: Why Visions to Educate the World Are Absurd - 0 views
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...scholars of international education have always warned against "a one-way transfer of educational materials from the rich north to the poor south will amount to a wave of 'intellectual neo-colonialism.'" But, again, because the MOOC movement is dominated by providers eyeing the world "market" for education, whatever they proclaim to be their motive, their attempts to make MOOCs "accessible" to international learners goes to show that they are either ignorant or unwilling to acknowledge geopolitical dynamics that shape learning experience on a global scale.
MOOCs and Social Learning Networks - 1 views
The Taming of the MOOC--With ePortfolio Evidence -- Campus Technology - 3 views
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The Taming of the MOOC--With ePortfolio Evidence
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I find it interesting how they only talk about ePortfolios as you having to "sign up" for them. Students in my course will have options to use Wordpress, Google Sites, etc. because these need to be public, but Evernote works as well. You don't have to use an expensive product to have an ePortfolio.