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Ted O'Neill

Why Some Colleges Are Saying No to MOOCs, at Least for Now - Technology - The Chronicle... - 0 views

chronicle.com/...138863

MOOC higher education institutional concerns business model faculty concerns

shared by Ted O'Neill on 06 May 13 - No Cached
  • Offering MOOCs through edX is hardly free. There are options available to institutions that want to build their own courses on the edX platform at no charge, but for partners who want help developing their courses, edX charges a base rate of $250,000 per course, then $50,000 for each additional time that course is offered; edX also takes a cut of any revenue the course generates.
    • Ted O'Neill
      Ted O'Neill on 06 May 13
       
      I wonder how many, if any, of the edX moocs have generated enough income to cover the setup fees? Seriously doubt it.
  • In the debate at Amherst, which boasts a $1.64-billion endowment, money was no object, and the faculty committee devoted to weighing the pros and cons of joining edX did not seem worried about MOOCs as a distraction to teaching and service.
  • On a larger scale, MOOCs might create a "new and different kind of competition" that could jeopardize more-vulnerable colleges, if not Amherst itself; they could "enable the centralization of American higher education" and "create the conditions for the obsolescence of the B.A. degree."
Ted O'Neill

AAUP Sees MOOCs as Spawning New Threats to Professors' Intellectual Property - Faculty ... - 0 views

chronicle.com/...139743

MOOC intellectual property chronicle university crisis

shared by Ted O'Neill on 14 Jun 13 - No Cached
  • "There is no need for the university to own the online course you create," Mr. Nelson said, because a contract giving a college the right to use the course should suffice. In claiming ownership of a course, Mr. Nelson said, a higher-education institution asserts the right to update or revise the course as it sees fit, threatening the academic freedom of the course's creator.
    • Ted O'Neill
      Ted O'Neill on 14 Jun 13
       
      Watch out for best selection of CC license here. No derivs recommended.
  • "Being a professor will no longer be a professional career or a professional identity," and faculty members will instead essentially find themselves working in "a service industry,"
  • It also plans to publish a book, with boilerplate language for contracts and faculty handbooks, titled Recommended Principles to Guide University-Industry Relationships
  • ...1 more annotation...
  • In explaining his concern, Mr. Nelson said colleges previously often sought to assert control over patents but generally left faculty members' ownership of their courses and other writings alone. With the emergence of MOOCs, however, colleges have begun asserting ownership of the courses their faculty members develop, raising the question of what is keeping such institutions from claiming ownership of other scholarly products covered by copyright, such as books.
Ted O'Neill

Why Isn't the Digital Humanities Community Building Great MOOCs? :: Agile Learning - 0 views

derekbruff.org/?p=2579

MOOC xMOOC K-12 open data digital humanities open data

shared by Ted O'Neill on 06 May 13 - No Cached
  • Here’s what Siva Vaidhyanathan, professor and chair of media studies at the University of Virginia, said about this concern last summer: “For the more pedestrian MOOCs, the simple podium lecture captured and released, the difference between a real college course and a MOOC is like the difference between playing golf and watching golf. Both can be exciting and enjoyable. Both can be boring and frustrating. But they are not the same thing.”
  • Mills Kelly, whose new book Teaching History in the Digital Age looks fantastic, is such a skeptic, writing the following in a thoughtful blog post last summer about teaching online: “We should be thinking carefully about how teaching and learning in the digital realm is different. Then, and only then, should we start creating new approaches to teaching and learning. BlackBoard and its ilk won’t help us. MOOCs won’t help us either.”
  • Vanderbilt’s first two MOOCs came online last month, each with about 20,000 active student participants, it’s become clear to me that MOOCs have great potential for expanding the educational missions of colleges and universities. These students aren’t paying tuition and they aren’t earning credit, but they are interested in learning
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  • Back in 2011 the New York Public Library (NYPL) launched What’s on the Menu?, in which members of the public were invited to transcribe the thousands of restaurant menus in the NYPL’s digital collection.
  • The NYPL decided to crowdsource the menu transcription, allowing anyone with a Web browser to view and transcribe menus. As of this writing, all 16,812 of the available menus have been transcribed!
  • Imagine a MOOC built on such a crowdsourced transcription project, with tens of thousands of people around the world not only contributing transcriptions, but also moving together through a course in which they learn about the history of food and culture.
  • See http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/ The original MOOCs were very much a digital humanities triumph. Institutions have since co-opted the name but not the actual practices. It is important to distinguish between the connectivist MOOC or cMOOC and the institutional brand xMOOC. Probably the easiest illustration of the difference is that in an xMOOC you watch a video, in a cMOOC you create a video.
  • I think we need to begin with the understanding that MOOCs (DH-focused or otherwise) are not replacements for existing f2f and online courses.
  • My goal with my upcoming MOOC, “Human Evolution: Past and Future”, is to build in exactly the kind of collaborative, participatory research you suggest. In our case, we will have students collect some measurement data, and probably some data on the foods they eat for a given day. In a class of 200, no big deal — in a global class of maybe 10,000 respondents, that’s big data in anthropology.
  • Also, using MOOCs as outreach to K12 teachers makes a ton of sense, whether it’s just the teachers participating in the MOOC or both teachers and students. Being proactive about this–not just hoping some teachers somewhere use your MOOC–is very smart.
Ted O'Neill

Helping Faculty Members Use Technology Is Top Concern in Computing Survey - Technology ... - 0 views

chronicle.com/...142377

MOOC business model institutional concerns chronicle

shared by Ted O'Neill on 17 Oct 13 - No Cached
    • Ted O'Neill
      Ted O'Neill on 17 Oct 13
       
      University professional staff don't see money coming in.
  • Those surveyed were none too keen, however, on massive open online courses­—and they were particularly wary of the idea that MOOCs would prove to be good sources of revenue for their colleges. While a little more than half of those surveyed agreed that MOOCs were an effective model for online education, only 29 percent said they were a reliable way to gain new revenue.
Ted O'Neill

What do Librarians Need to Know About MOOCs? - 0 views

www.dlib.org/...03wright.html

MOOC xMOOC higher education institutional concerns revisionist history

shared by Ted O'Neill on 06 May 13 - No Cached
  • Ted O'Neill on 06 May 13
     
    Typical example of an article with a scholarly tone/approach but total lack of research. No recognition of anything before or other than xMOOCs
Ted O'Neill

http://agb.org/sites/agb.org/files/report_2013_MOOCs.pdf - 0 views

agb.org/...report_2013_MOOCs.pdf

MOOC institutional concerns business model

shared by Ted O'Neill on 06 May 13 - No Cached
  • Ted O'Neill on 06 May 13
     
    This paper is based upon a presentation given to the board of directors of the Association of Governing Boards  of Universities and Colleges. Mr. Voss is the vice president and CIO at the University of Maryland's flagship campus  in College Park and also a member of the EDUCAUSE board of directors, serving as vice chair for 2013. AGB White Paper
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