edX explores demographics of most persistent MOOC students | Inside Higher Ed - 0 views
Coursera | CrunchBase Profile - 0 views
Udemy | CrunchBase Profile - 0 views
Udacity | CrunchBase Profile - 0 views
Top Schools Move to Offer Free Courses Online - WSJ.com - 0 views
Half an Hour: The 'Course' in MOOC - 0 views
Elsevier partners with edX to provide free versions of textbooks to MOOC students | Ins... - 0 views
20 questions (and answers) about MOOCs » Dave's Educational Blog - 0 views
MOOC's and the McDonaldization of Global Higher Education - WorldWise - The Chronicle o... - 0 views
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we don’t believe that MOOC’s were established with global engagement in mind. These entities are mostly about access.
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issues of standardization vs. diversification.
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MOOC’s do little to foster engagement or cross-cultural understanding, and in most cases don’t offer students a credential. By promoting centralized knowledge production, MOOC’s limit the spillover effects that can help build the academic infrastructure of developing nations.
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Ed-Tech: The market exists; cross-platform compatibility is lacking - 0 views
elearnspace › MOOCs are really a platform - 0 views
Essay on what MOOCs are missing to truly transform higher education | Inside Higher Ed - 0 views
The Cutting Edge News - 0 views
MOOCs From Elite Colleges Transform Online Higher Education - 0 views
Networks, the rate of profit and institutionalising MOOCs | Richard Hall's Space - 0 views
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MOOCs, regardless of underlying ideology, are essentially a platform. Numerous opportunities exist for the development of an ecosystem for specialized functionality in the same way that Facebook, iTunes, and Twitter created an ecosystem for app innovation
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while MOOCs and the open education movement generally may not achieve everything – the democratisation of education, or the freeing of the world’s knowledge – they can achieve something. They can open up good teaching and interesting curricula to new groups of learners; they can help draw students into higher education who might otherwise not have ventured there; they can engage unprecedented numbers; and they can be a vehicle to continue to push at our collective notions of what constitutes the educational project.
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