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Patrice Prusko

The Real Value of Online Education - Brandon Alcorn, Gayle Christensen, and Ezekiel J. ... - 1 views

www.theatlantic.com/...375561

MOOC Research engagement completion

shared by Patrice Prusko on 04 Sep 14 - No Cached
  • But focusing on the tiny fraction of students who complete a MOOC is misguided. The more important number is the 60 percent engagement rate. Students may not finish a MOOC with a certificate of accomplishment, but the courses nonetheless meet the educational goals of millions. 
  • Patrice Prusko on 04 Sep 14
     
    "But focusing on the tiny fraction of students who complete a MOOC is misguided. The more important number is the 60 percent engagement rate. Students may not finish a MOOC with a certificate of accomplishment, but the courses nonetheless meet the educational goals of millions. "
Patrice Prusko

http://www.rpajournal.com/dev/wp-content/uploads/2013/05/SF2.pdf - 0 views

www.rpajournal.com/...SF2.pdf

edX MIT MOOC research participation completion

shared by Patrice Prusko on 24 Sep 13 - No Cached
  • Patrice Prusko on 24 Sep 13
     
    Studying Learning in the Worldwide Classroom Research into edX's First MOOC
Patrice Prusko

All Hail MOOCs! Just Don't Ask if They Actually Work | TIME.com - 0 views

nation.time.com/...dont-ask-if-they-actually-work

MOOC participation completion

shared by Patrice Prusko on 24 Sep 13 - No Cached
  • Patrice Prusko on 24 Sep 13
     
    "Seventy-five percent said the main reason they signed up for a MOOC was that it didn't cost them anything, while 29 percent of those who dropped out said they got too busy to continue, and 20 percent said they lost interest."
Patrice Prusko

Independent Educational Portfolios - Accredible - Degree of Freedom - 0 views

degreeoffreedom.org/cational-portfolios-accredible

MOOC course design e-portfolio evidence assessment

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • including them in my Accredible portfolio provides additional (and non-typical) evidence demonstrating that I have taken and understood material in a course enough to reflect on what I’ve learned. 
  • So each of my slates includes material designed to demonstrate that I’ve completed a class successfully from start to finish.
  • With regard to structure and arrangement, a portfolio must fulfill a goal and tell a story – ideally in a consistent manner so that readers will know where to find things as they move from course to course
  • ...1 more annotation...
  • a portfolio should primarily focus on a student’s own work with generic course information just used to demonstrate the depth and robustness of a class.
Patrice Prusko

Udacity: Creating A More Engaging MOOC - Education - Online Learning - 0 views

www.informationweek.com/...240159056

course design engagement completion

shared by Patrice Prusko on 08 Oct 13 - No Cached
  • interesting problems for students to solve,
  • keep students engaged, and they rarely present more than five minutes of video lecture before offering a quiz or programming exercise.
  • "It's a very different medium from sitting in a traditional lecture hall."
  • ...4 more annotations...
  • cryptography
  • students who are challenged to define a function that will produce a given output given a specified input, and they can each come up with their own solutions, which may be substantially different. As long as they all give their function the same name, the course software can still grade their work by passing it a series pre-defined test cases.
  • computer science is learning how to use new tools
  • that taught you by doing
Patrice Prusko

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

www.cjlt.ca/...177

course design community

shared by Patrice Prusko on 14 Oct 13 - Cached
  • the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
  • distinct pathways through the material, providing a clear route to those students
  • material that works well in a traditional environment does not necessarily work in the online environment
  • ...35 more annotations...
  • retooled, converted or redesigned
  • PowerPoint™ slides, course notes and handouts usually need to be adapted
  • entire onsite version videotaped
  • Even if they have been successful in class, lengthy lectures don’t tend to work online.
  • much shorter clips were created, using brief excerpts of important points along with the addition of visual material
  • faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises
  • unique strengths and dynamics of the web in mind
  • content alone is not sufficient to result in or to guarantee excellence
  • Online instruction involves much more than posting a series of readings or a standard curriculum to a website
  • online instruction needs to purposefully and strategically engage learners in activities and interaction
  • content was not simply deposited for review. Rather, students were actively involved in it and thereby mastered it.
  • providing content with creating a learning environment or delivering a course?”
  • Quality learning experiences occur in online education when strategies are designed specifically to engage the learner
  • less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in
  • increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problem
  • chosen according to how they help meet the learning objectives
  • quick turnaround time
  • frequent and engaged
  • goals and objectives that are clearly stated
  • all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives
  • The learning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal
    • Patrice Prusko
      Patrice Prusko on 14 Oct 13
       
      This is a key point. Learning outcomes need to be developed first.
  • a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”
  • Creating a sense of community is one of the main objectives in any class
  • It is through sustained communication that participants construct meaning
  • a deeper rather than a surface approach to learning is encouraged
  • Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.
  • hey need connection, contact and a sense of realness and immediacy
  • Teachers need to work to develop community
  • collaborative learning activities
  • enhanced communication
  • small group activities
  • Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is
  • brief guides and tutorials
  • Brief personal email messages
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