Group items tagged

Cos'è esattamente un cMOOC? Perché si chiama "connettivistico"? Perché è diverso dagli altri MOOC? Spiegazione molto chiara nella seconda parte dell'articolo. In inglese.

The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario.

http://pinterest.com/fabriziobartoli/moocs-and-more/ la crescente passione x i mooc mi ha spinto a creare un board apposito dove raccogliere la risorse pertinenti, chi vuole può co-editare inviando la propria e-mail x registrarsi

Grazie...intanto ho dato un'occhiata a Pinterest...se lo ritieni opportuno puoi inserire anche la mia raccolta di risorse OER. L'ho aggiunta a DIIGO proprio ora. E' solo un inizio...conto di arricchirla man mano che trovo altri strumenti...dal tuo PIN relativo all'OER intanto prelevo alcuni link...spero non ti dispiaccia...

"Caso vero: un professore universitario americano pubblica in un blog MOOC Looks: Zombies and Sober Reality, una recensione di due articoli di altri professori universitari sui corsi online di massa (Mooc). Una cosa molto classica: introduzione, citazioni con riferimenti, discussione, conclusione. Ma invece di scrivere la recensione normalmente, la sbatte in un video con musichetta di sfondo, intitolato MOOC Looks 090713. Il video contiene solo il testo fatto a fette, niente immagini: Trascrizione:"

Non è che sono contraria al multimedia, però il suo uso assurdo, inaccessibile e infruibile mi risveglia pulsioni talibanesche (o forse calvinistiche visto che sono di Ginevra dove gli uomini del Libro 500eschi non scherzavano nemmeno loro con le immagini...)

Come ti capisco!!! Apriamo il Club degli Iconoclasti? ;-)

"for cooperating with the online learning provider Coursera. (...) We regard this cooperation of the Munich universities with Coursera as a marketing operation. The two universities can present themselves globally together with top international universities. Conversely, Coursera adorns itself with their names. It seems that data protection has not been given much thought. Likewise, we miss a critical discussion of who owns the content produced and who profits from it. By the way, taking Coursera courses is still voluntary for the students. This BigBrotherAward is meant as a warning to colleges and universities not to make participation in MOOCs offered by privacy-ignoring companies a mandatory way to earn study credits. Actually it's bad enough that education increasingly becomes a commodity as publicly financed institutions of higher education distribute their offerings via commercial providers. If an appropriate European MOOC platform does not exist, then it is the the universities' duty to create such a platform. By giving a BigBrotherAward to TUM and LMU Munich, we would like to remind both universities and all other education institutions that the long-term business model of such "education providers" hinges on contracts in which the students are not the customers of the MOOC provider, they are the product being sold."

"Datenschutz beim MOOC Die Technische Universität wie die Ludwig Maximilian Universität in München gehen mit der Zeit und bieten ihren Studenten Online-Kurse an. Dabei setzen sie auf die kalifornische Online-Plattform Coursera, nach eigenen Angaben mit 140 angeschlossenen Universitäten der größte Anbieter von Massive Open Online Courses (MOOC). Coursera sorgte für Schlagzeilen, als der Schweizer Professor Paul-Olivier Dehaye von Coursera wissen wollte, über welche Datensätze Coursera von seinem Kurs und von seinen dort eingeschriebenen Studenten verfügt und was mit diesen Daten gemacht wird. Coursera weigerte sich und geriet darob in Streit mit Dehaye wie mit seiner eigenen Universität (Zürich). Auch in Deutschland gab es Aufregung um Coursera, als die Datenschützerin Marit Hansen die Datenschutzregeln von Coursera kritisierte. Schließlich werden nicht nur die Kurse, sondern auch die Studenten-Daten in den USA gespeichert und ausgewertet. In den Augen der Big Brother Jury ist dabei nicht nur das Verhalten von Coursera fragwürdig, sondern das der Universitäten, die auf Coursera setzen. Es sei schlimm genug, wenn Bildung zum Wirtschaftsgut verkomme und ein US-Anbieter womöglich zum Bestandteil des Pflichtstudiums samt Scheinwerwerb werde. "Falls es keine geeignete europäische Plattform für das Angebot von MOOC gibt, wäre es eine Sache der Unis, eine solche Plattform aufzubauen," wird die Preisvergabe an die Münchener Universitäten in der Kategorie Bildung begründet."

"March 20, 2013, 4:55 am By Steve Kolowich The State University of New York's Board of Trustees on Tuesday endorsed an ambitious vision for how SUNY might use prior-learning assessment, competency-based programs, and massive open online courses to help students finish their degrees in less time, for less money. The plan calls for "new and expanded online programs" that "include options for time-shortened degree completion." In particular, the board proposed a huge expansion the prior-learning assessment programs offered by SUNY's Empire State College. The system will also push its top faculty members to build MOOCs designed so that certain students who do well in the courses might be eligible for SUNY credit. Ultimately, the system wants to add 100,000 enrollments within three years, according to a news release."

"Summary of a presentation by Phillip D. Long, University of Queensland We want to see the learning design patterns change, we want to see phy6sical participation in the profession, that is, engagement with the content and the practice, in the rich spaces that we have, and let the content engagement, which can be well-designed online, be the place where content is delivered. (Eg. Pictures of classes, eg., composed of 'terraces'). Recently, we tried bringing people together en masse. We took a large space that is a sports facility and turned it into a learning environment, tables of nine, an instructor and two TAs, and engagement simply in terms of 'showing up' is stunning, 85-90 per cent attendance. Our engagement with MOOCs, and we've just started to partner with EdX, is because we are learning how to refactor how learning on campus takes place, to put the effort into learning design into the online context, moving away from these little boxes, and looking at the campus as a series of practice spaces. (SD- Stephen Downes: This is a good model - but one wonders why it would be reserved for tuition-paying students - why not move it out into the community as a whole - you'd get *much* better 'tables of nine')"

SD = Stephen Downes

May is MOOC Month (and so is June) - An Overview MOOCs - those Massive Open Online Courses that deliver learning content online - are the focus of several upcoming Techniques in Learning and Teaching posts.

6 lessons about Moocs

"A description of the five steps that will help you succeed in a MOOC. Written and Narrated by Dave Cormier Video by Neal Gillis Researchers: Dave Cormier Alexander McAuley George Siemens Bonnie Stewart Created through funding received by the University of Prince Edward Island through the Social Sciences and Humanities Research Council's "Knowledge Synthesis Grants on the Digital Economy" CC-BY 2010"

I sottotitoli si possono vedere, a scelta, in inglese, italiano, coreano, portoghese e spagnolo. E siccome il video è sotto licenza CC-BY, si potrebbe anche rifare una versione con l'audio in italiano...

"Latest MOOC News 99 Pins 54 Followers"

DOL MOOC E La Nuova PROPOSTA del Laboratorio HOC del Politecnico di Milano nell'ambito del Programma di Formazione on-line DOL Dedicato all'utilizzo delle Nuove Tecnologie Nella didattica. Il MODULO PARTE da un'analisi dello Stato Attuale Nel campo dell'editoria elettronica , approfondendo anche diversificazione hardware software Strumenti e, OFFRE UNA carrellata Sulle strategiche Programmi il Che i Diversi soggetti Interessati (docenti, dirigenti scolastici, Caso Editrici, Fornitore di Contenuti su Internet, librerie Tradizionali ed Elettroniche) Stanno Elaborando per affrontare questa Sfida. Il modulo Presentazione Infine alcuni Scenari Futuribili e propone Strategie di Diverso LIVELLO per adottare - Nella Propria della classe -.i Libri Elettronici Se Vi interessa inserite Nel modulo on line di richiesta di iscrizione il codice invito NP1221B

"In a previous post, I commented on the Massive Teaching course at Coursera and that something odd was happening. Either Coursera deleted the prof from the course or the prof was running some type of experiment. It now appears to be primarily the latter. (...) 3. Criticism ranging from a poorly designed course to poor ethics has been directed to Paul-Olivier Dehaye. Most of it is unfair. There have been some calls for U of Zurich to discipline the prof. Like others, I've criticized his deception research and his silence since the course was shut down. Several days before the media coverage, Dehaye provided the following comments on his experiment: "MOOCs can be used to enhance privacy, or really destroy it," Dehaye wrote. "I want to fight scientifically for the idea, yet teach, and I have signed contracts, which no one asks me about…. I am in a bind. Who do I tell about my project? My students? But this idea of the #FacebookExperiment is in itself dangerous, very dangerous. People react to it and express more emotions, which can be further mined." The goal of his experiment, Dehaye wrote, was to "confuse everyone, including the university, [C]oursera, the Twitter world, as many journalists as I can, and the course participants. The goal being to attract publicity…. I want to show how [C]oursera tracks you." There it is. His intent was to draw attention to Coursera policies and practices around data. Congrats, Paul-Olivier. Mission accomplished. He is doing exactly what academics should do: perturb people to states of awareness. Hundreds, likely thousands, of faculty have taught MOOCs, often having to toe the line of terms and conditions set by an organization that doesn't share the ideals, community, and egalitarianism that define universities (you can include me in that list). The MOOC Mystery was about an academic doing what we expect and need academics to do. Unfortunately it was poorly executed and not properly communicated so th

Alternative URL: http://todoele.org/todoele20/content/congrats-paul-olivier-dehaye-massiveteaching

160 bookmarks tagged mooc and an interesting post with lots of lnks and ideas http://uminntilt.wordpress.com/2013/06/03/summer-as-course-redesign-time-some-ideas-from-university-based-moocers/

With the increasing popularity of online education has come a profusion of Massively Open Online Courses (MOOCs), Open Courseware (OCW), Open Educational Resources (OER), and other general educational resources that can be accessed online.

"Ce MOOC (des cours en ligne gratuits et ouverts à tous) est conçu pour vous faire entrer dans les coulisses de la plus grande encyclopédie au monde : comprendre son fonctionnement, ses règles, découvrir sa communauté (sans hiérarchie), la manière dont la fiabilité du contenu est assurée, etc. Ces cours vous permettront également d'apprendre à contribuer vous-même à Wikipédia : modifier des articles, les illustrer, les mettre en forme, interagir avec les autres contributeurs, travailler de manière collaborative... À la fin du WikiMOOC, vous serez même amené à créer votre tout premier article sur Wikipédia."

Post in cui Stephen Downes include il nostro cMOOC fra quelli lanciati recentemente a giro per il mondo

"he courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way."