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"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

"Hi, I'm Paul-Olivier Dehaye, professor of mathematics at the University of Zürich.This course is called Massive Teaching.It's a course about MOOCs. MOOCs in themselves are quite controversial,especially as far as pedagogy is concerned.In this course in the next three weeks, I want to give you some background about MOOCs but also widen this debate to include technology and business aspects of MOOCs. ..."

From the "Instructor Log" section of Teaching goes massive: new skills required by Paul-Olivier Dehaye See https://etherpad.mozilla.org/pr8ZtLXODg and http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/

"By Carl Straumsheim March 6, 2015 1 Comment Massive open online course provider Coursera this week drew the ire of some translators on Twitter after claiming "that the quality of the Coursera's Global Volunteer Translator Community... is better than a professional translator." The roughly 5,600 volunteer members of the community help translate lecture video subtitles. After a number of critical tweets, including from Coursera critic Paul-Olivier Dehaye, the MOOC provider deleted the tweet. Coursera later apologized in its Global Translator Community newsletter. Dehaye chronicled the exchanged on Storify."

"Overview - This course is offered by University of Zurich with Prof Paul-Olivier Dehaye and his students. This lesson plan is created by Dilrukshi Gamage (www.sdgamage.weebly.com) a MOOC student from this class due to few reasons. 1. Course started with giving some ideas, but now it appears no more ideas facilitated 2. Forums are closed and we have no clue of what to do 3. Students who take this course or any of coursera for the first time will be wondering and might lose the context of learning. 4. This lesson plan will guide us to collaboratively find solution to be in synchronized and learn from the time we invest in this. Introduction - The course named Teaching goes massive : new skills needed. It is our responsibility to find out what are the skills we need when we are teaching to a massive class.. or any class. Prof.Paul mentioned some experiments which we can do and previous forums already started and gone very well until suddenly closed everything. So let us drive this MOOC , learn to learn ourselves how to be organized and learn from each other. Anyone can suggest things but not like as forums it has to be much more effective. This document will contain how to participate and what can you do in contributing to expand your learning. Don't worry this will not stop suddenly as we the students are in charge. First step lets set some objectives so we can see did we achieve when we finish this course. Objectives - After you complete this course 1. You will learn how to learn yourselves to work without a real teacher or a lecturer. 2. You will learn to make communications and build a network where you can share and learn throughout your interest. 3. You will learn to work on inclusive projects in the same course ( by inclusive what I mean was anyone can work in one project or more) 4. You will gain knowledge on what skills you need and how to handle it when teaching is massive Where to contact - Please use the links provided in collaborating

vedi anche http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ di George Siemens per un ottimo riassunto e altri link utili

e https://etherpad.mozilla.org/pr8ZtLXODg , il Pad dove Dehaye spiega il contesto della sua decisione. Se qualcuno ne ricancella il contenuto, usate la storia delle revisioni: funziona come PiratePad

"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."

"MOOC.Well, what's that? The word MOOC is an acronym. I should at least say once what it stands for: Massive Online Open Course. That was the easy part, just to give you those words. Now to give a definition, that's going to be very challenging.For every one of those words, I think it's fair to say that there is a generally accepted understanding of what the word means, but then there is a substantial number of people who challenge that understanding, who try to push it further....

"From Week 1 Lecture Videos of "Teaching goes massive: new skills required" by Paul-Olivier Dehaye See https://etherpad.mozilla.org/pr8ZtLXODg and http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/"

... This course only spans three weeks.The structure will be quite simple.In the first week, I'll take a mostly positive tone about MOOCs, describe the promise that many people see in them, including me. In the second week, I'll take a closer look at the technology and survey the copyright aspects. In the third week, I'll discuss the business aspects and maybe a bit of science fiction. In fact I'll prepare some material for the third week, but I'll be ready to add muchmore to it than that, mostly in response to questions that will intermittently pop up in the forums.It's quite a tight schedule, so it might be that atthe last minute, I settle for more text then I originally intended. In any case, this is just the first run of the course.As soon as possible, I hope to rerun it, this time with a bit more material, that I can reintegrate, to offer a slightly longer course.

From Week 1 Lecture Videos of "Teaching goes massive: new skills required" by Paul-Olivier Dehaye See https://etherpad.mozilla.org/pr8ZtLXODg and http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/

Hi, I would like to discuss with everyone what is going on in this course. "I know that I know nothing" "Learn, unlearn and relearn" ("The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. " ― Alvin Toffler) "Idea - project - data" This whole summary comes after YEARS of unconscious planning of a big research plan. And months of planning of this course and an associated research proposal.

Hi, I would like to discuss with everyone what is going on in this course. "I know that I know nothing" "Learn, unlearn and relearn" ("The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. " ― Alvin Toffler) "Idea - project - data" This whole summary comes after YEARS of unconscious planning of a big research plan. And months of planning of this course and an associated research proposal.

"The Good, the Bad and the Ugly By Florian [Schmidt] On October 8, 2013 The Good, the Bad and the Ugly: Why Crowdsourcing Needs Ethics Abstract This position paper for the workshop CrowdWork 2013 discusses some of the ethical implications of crowdsourcing in general and of contest-based crowd design in particular, especially in regard to the question of fair payment. The paper establishes four different categories of crowdsourcing with separate ethical challenges and argues for the crowd work industry to develop a code of ethics from within, in order to counter the exploitation and abuse that it often enables."

"Making Coursera accountable towards its volunteers, its "learners" and its partners byPaul-Olivier Dehayeil y a 2 années1,028 Views Favicon for https://storify.com Embed "