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Mathieu Plourde

Announcing: MOOC Research Initiative - 0 views

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    "The dramatic increase in online education, particularly Massive Open Online Courses (MOOCs), presents researchers, academics, administrators, learners, and policy makers with a range of questions as to the effectiveness of this format of MOOC and MOOC. To date, the impact of MOOCs and emerging forms of digital MOOC has been largely disseminated through press releases and university reports, with only limited peer-reviewed research publication. The proliferation of MOOCs in higher education requires a concerted and urgent research agenda. The MOOC Research Initiative (MRI) will fill this research gap by evaluating MOOCs and how they impact MOOC, MOOC, and education in general."
Mathieu Plourde

Teaching Massive Open Online Courses (Teachings) - 0 views

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    "MOOCs are characterized by their openness, enabling anyone across the world with an Internet connection to participate.  As a result, most MOOCs have thousands, sometimes tens of thousands of participants. An online course with potentially tens of thousands of students is a very different MOOC environment than face-to-face courses or even "traditional" online courses.  MOOC strategies practiced in other MOOC contexts won't necessarily translate well to this context. Indeed, the sets of choices regarding MOOC objectives, content presentation, assessment, and instructor-to-student and student-to-student interaction are still being developed in this emergent MOOC environment."
Mathieu Plourde

MOOCs, MERLOT, and Open Educational Services - 0 views

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    MOOCs are too new for there to be compelling evidence of their value, cost, and risks. The potential benefits and threats to academic quality, student outcomes, institutional integrity, and administrative processes are not yet known. However, the emerging features of MOOCs that have made them distinctive from the other types of OER are the services integrated with the content. The MOOC platforms for organizing and delivering the multimedia content, integrated with the social media tools for engaging individuals, and the assessment and analytic tools for providing feedback on MOOC and MOOC are critical services that manage the content delivery within a design for MOOC. These services available through the open enrollment of MOOCs are the additional benefits that have been recognized as valuable by some learners, teachers, and institutions.
Mathieu Plourde

How the Pioneers of the MOOC Got It Wrong - IEEE Spectrum - 0 views

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    "early MOOCs failed to incorporate active MOOC approaches or any of the other innovations in MOOC and MOOC common in other online courses. The three principal MOOC providers-Coursera, Udacity, and edX-wandered into a territory they thought was uninhabited. Yet it was a place that was already well occupied by accomplished practitioners who had thought deeply and productively over the last couple of decades about how students learn online. Like poor, baffled Columbus, MOOC makers believed they had "discovered" a new world. It's telling that in their latest offerings, these vendors have introduced a number of active-MOOC innovations."
Mathieu Plourde

Teaching Tips From a Master Teaching-Maker - 0 views

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    "The session was insightful, and several readers may find the tips shared helpful, which is the purpose of this post. Strategies shared in the session are applicable to online course design in general and are not exclusive to Canvas. I'll include the highlights of the session-an insiders look at MOOCs based on Andersen's experience supporting thirty MOOCs in her role with Canvas as Director of MOOC, and the methods she shared for creating activities that drive MOOC and sustain student interest. I have no doubt that many readers will find what Anderson has to say instructive and helpful, even more so for to those considering developing a MOOC, and/or planning to teach one in the future."
Mathieu Plourde

CIRTL Network MOOCs on Evidence-Based MOOC Practices for Future STEM Faculty - 0 views

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    "I am particularly excited by the plans we have for what we're calling "MOOC-supported MOOC communities," in which local groups of MOOC participants benefit from and contribute to the overall MOOC experience, as well as our plans to share the materials we develop for the MOOC (videos, assignments, other resources) in an open-source fashion."
Mathieu Plourde

MOOC Professors' Agency in the Face of Disruption (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

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    "Instead of being an unstoppable force disrupting the faculty profession, MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure - the resources, values, and affirmations that support faculty agency in experimenting with digital MOOC - has helped us create this context at Stanford. Our research suggests that this approach has given faculty the opportunity and autonomy to manifest their desires to share intellectual work more broadly, experiment and take pedagogical risks, express their unique MOOC philosophies in new ways, and thoughtfully engage in the MOOC phenomenon on their own terms. As a result, a great number and variety of open and digital MOOC approaches have flourished at our institution."
Mathieu Plourde

A Tale of Two MOOCs @ Coursera: Divided by Pedagogy - 0 views

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    "The two MOOCs at Coursera discussed here are representative of the clashes between the views on how people learn. And people do want to learn, are motivated; are eager to take charge of their MOOC, make connections, expand their network and construct knowledge. The Web as a classroom creates opportunities for MOOC and MOOC like never before. As the learner's needs change, so does the role of the instructor, and if he or she implements appropriate pedagogical methods for the MOOC context, both will have opportunities to expand knowledge consistent with their own MOOC goals and needs."
Mathieu Plourde

MOOC pedagogy: the challenges of developing for Coursera - 0 views

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    The recently announced partnership with the University of Edinburgh presented the team with an opportunity to engage and experiment with the much-publicised MOOC format, and foreground issues related to the theory and practice of online education itself. What follows are some of our perspectives on the planning and development of a large scale open course, what challenges the MOOC presents for delivering a worthwhile educational experience, and what questions this type of course format provokes for a team already MOOC and researching in the field of e-MOOC and technology in higher education.
Mathieu Plourde

Flipping with a MOOC-- A very new approach to MOOC for me - 1 views

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    This semester (spring, 2013), I integrated my on-campus Duke University class (which I've taught twice before using a "traditional" lecture format) with my online class (which I'd taught once before via Coursera MOOC), both bearing the title "Introduction to Genetics and Evolution." My on-campus class had 453 students, while the online one peaked at 27,000 enrolled (though MOOC enrollment figures are misleading). Needless to say, I was more than slightly nervous about this experiment messing up, given the number of students who would be affected! My initial reaction is that the integration (via "flipped classroom") was a success and thoroughly enjoyable by me (I'll have to wait to see the formal course evaluations before I know how much most of the students liked it), but I learned some lessons for future iterations.
Mathieu Plourde

Don't Call Us Rock Stars - 0 views

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    "The rock-star meme implies that teaching is all about performance. What happens on stage is still what matters, even if techno-hip educators supplant traditional sages. Talk of rock-star faculty members reinforces the static lecture model that teachings were, ironically, developed in part to destroy. The audience at a rock concert is listening, not interacting. Decades of research and a modicum of common sense confirm that students engage and learn more through active participation in the classroom. For all the talk of personalized analytics and adaptive teaching, teachings built around faculty rock stars will just transfer the lean-back experience of the lecture hall to a screen."
Mathieu Plourde

MOOC Research and Evaluation - 0 views

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    "The University of Toronto is committed to exploring new ways of teaching and sharing knowledge in the 21st Century, and its participation in the two platforms Coursera and EdX are an essential part of this. Instructors from the university have already launched very well received "Massive Open Online Courses" on subjects ranging from programming to aboriginal education, statistics to mental health and psychology. To further our understanding of these new course formats, the Office of Online teaching Strategies (OLS), together with the course instructors, have developed an extensive research program around teachings and flipped classrooms"
Mathieu Plourde

MOOCs Provide Unprecedented Insight Into How Students Learn - 0 views

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    "We are using the data from our initial offering of MOOCs to investigate the nuances of course persistence and completion, experiment with ways to measure MOOC outcomes such as peer-to-peer assessment, and discover and design new low-cost delivery models."
Mathieu Plourde

How To Teach an Online Public Course on The History and Future of Higher Education - 0 views

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    "I'm a finalist for teaching a Coursera teaching next year on "The History and Future of Higher Education."  Naturally, I am doing this because I want to improve the future of higher education and add as much innovation as possible.  I'm interested in ways that an online  course with a relatively static form could become a platform for innovation.    And I will use this hastac.org site as a testbed for analysis of the teaching and teaching as it is happening and as a place of reflection on the process and possibilities."
Mathieu Plourde

Warming Up to MOOC's - ProfHacker - The Chronicle of Higher Education - 0 views

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    In Fall 2011, Stanford announced three, free massively open online courses, or MOOCs. Two of these courses, database and machine MOOC, corresponded to spring 2012 courses that I would be MOOC at Vanderbilt University. I recognized that I could use the lecture materials from these classes to "flip" my own classes by having students view lectures before the class meeting, which then could be used for other MOOC activities.
Alexandra Reid

Academia and the MOOC - NJEDge.net - 2 views

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    n this class, we will briefly cover the history and development of MOOCs. Participants will engage in discussions about why institutions offer these courses, and the possible benefits to both schools and students. This four-week course will examine MOOCs from four perspectives: as a designer building a course, as an instructor, as a student, and as an institution offering and supporting a course. Cost: Free Dates: April 15-May 12, 2013
Mathieu Plourde

The Intrigue Of Coursera - 0 views

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    The reason is that the top universities do not offer the best teaching and teaching experiences. Instead, their faculty members are incentivized heavily to focus on research at the expense of teaching. If a professor seeking tenure at one of these institutions receives a teaching award, it is often said that that professor has just received the kiss of death for her tenure hopes. If students learn at these institutions, it's often not because the teaching is so good, but because the students are so talented that they can absorb anything thrown at them (and it's worth noting that just because a professor is entertaining, does not mean it's a good teaching experience).
Mathieu Plourde

Coursera, Rosetta Stone, Alliance Française offer Google Helpouts - 0 views

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    "Speaking of companies. Interestingly, language learning companies like Rosetta Stone, Alliance Française and Lingo Live are among the first adopters. So is learning behemoth Coursera offering a mix of free and paid tutoring sessions for its Machine learning course. Notably there is a big group of language tutoring both from companies and private tutors in the Education & Career category, showing that this is still the easiest subject to bring online. Prices range from free over $5 to up to $25 per 30 minute session. Nevertheless other popular subjects like math are also widely offered. As Google Helpouts are built upon Google Hangouts features like screen sharing and document sharing, they also enable tutors to also teach topics that need more interaction or visual support."
Mathieu Plourde

Educational Resources - 0 views

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    Massive Online Open Course (MOOC): an online course or content aiming at large-scale interactive participation and open access. Open Educational Resources (OER): freely accessible, usually openly licensed documents and media that are useful for MOOC, MOOC, educational, assessment and research purposes. ($): Requires some financial investment
Mathieu Plourde

MOOCs: Get in the Game - 0 views

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    I opened my portion by emphasizing that the current IT-driven disruption is not actually about information technology but is, rather, about pedagogy. I'll take this opportunity to state my view again: the focus of this disruption should be on teaching and teaching. However, I believe that there is value in having the IT organization take an active role in helping the institution to embrace this change, even going so far as to move onto "point" for change.
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