| || |
STEPHEN DOWNES: HALF AN HOUR How to Participate in the MOOC - 2
| WEDNESDAY, SEPTEMBER 14, 2011
Today it's all about setting up your social web. Remember from yesterday that if you want to engage more actively in the course, the best way is to create your own contributions online. You are not required to do this, but you may well find yourself more engaged in the process if you do.
- What’s In It for Us?: Benefits to Campus Course of Running a MOOC
Summary of a presentation from Jason Mock [link] Let’s talk about the reasons institutions and people are getting involved in MOOCs We can look at brand reputation, or just keeping up, for institutions. In MOOCs, we’re prepared to be wrong. On campus, people have very definite motivations and expectations, but in MOOCs, this doesn’t apply, so we are motivated to experiment. So an experience in a MOOC can help us learn how to manage an on-campus class of, say, 350.
- Backgrounds and Behaviors of MOOC Participants and Implications for Faculty
Most of the research has been about how instructors have met the world through MOOCs, but we’re also looking at how the world meets instructors through MOOCs. link] (Jen) What characterizes these MOOC experiences is the immense diversity of students participating. It’s not completely new, we’ve seen diverse student groups before, but MOOCs are an extreme case. Lori) I want to talk about some implications for faculty, both in MOOCs and in residential classes.
- Education as Platform: The MOOC Experience and what we can do to make it better
And what we've created is called the MOOC, the Massive Open Online Course. There's been a number of MOOCs over the years. We claim - and I think it's a good claim - to have created the first MOOC, Connectivism and Connective Knowledge 2008. There has been a variety of other MOOCs. Rita Kop and I did a MOOC on critical literacies. Jim Groom has done a MOOC on digital storytelling; he's done that a few times. Anybody can enter a MOOC. MOOCs are open.
BETH KANTER Giving 2.0: The MOOC Launches Today: Sign Up for Free
| MONDAY, OCTOBER 6, 2014
The MOOC , is a Stanford University-sponsored FREE online course intended to teach givers of all ages, backgrounds, incomes and experiences to give more effectively. Students will also be provided with ongoing, post-MOOC philanthropy education content that will support continued development and execution of their philanthropic goals. Giving 2.0:
JAY CROSS Coursera’s Daphne Koller
| THURSDAY, FEBRUARY 21, 2013
MOOCs have all the hallmarks of disruptive innovation. Hangout MOOCsDaphne Koller, co-founder of Coursera, has sold me that she has some awesome approaches to making the world a better place for all of us. Her TED talk won me over for many reasons. Just watch it, just F do it. She defends mass learning the way I used to fight for eLearning. Our opponents hurl brickbats that inevitably begin with “How can you prove your stuff is any good?”
JAY CROSS The year’s top posts on Working Smarter
| THURSDAY, DECEMBER 19, 2013
Group work advice for MOOC providers. The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. MOOCs – the flipped University? . ‘MOOCs are a phenomenon, a wake-up call for Higher Education and wake-up calls, create a sense of urgency, the first step in the process of change. MOOCs: How did we get here?
NANCY WHITE Reflecting on #socialartists and #change11
| TUESDAY, NOVEMBER 8, 2011
My week facilitating #change11 , a very massive MOOC, flew by too fast for me to blink. ( https://worklearn.wordpress.com/2011/11/02/social-artists-ends-up-being-about-mooc-design-change11-socialartist/. In The Queen Has No Clothes , George wrote about feel-good commentating: This week’s MOOC #change11 has not held my interest. The beauty of a MOOC is the way you can sail into ideas, people, memes, and streams.
JANE HART How to organise a formal online social learning experience for the workplace – aka a corporate-mini-c-MOOC!
| MONDAY, MAY 20, 2013
Online social workshop at the Social Learning Centre starts Monday 27 May.
JAY CROSS A Solution to the College Crisis
| WEDNESDAY, MARCH 13, 2013
Just Jay MOOCs White PapersCorporate colleges. Higher education in the United States is broken. Costs are ouf of control. Students are dissatisfied. Graduates can’t get jobs. Says MIT’s Andy McAfee , “What’s going on is halfway between a bubble and a scandal.”. I propose we put higher ed back on track by founding Corporate Colleges.
JANE HART #LearningFlow Saturday Survey No 4
| SATURDAY, MARCH 22, 2014
Have you taken a MOOC? If so what providers have you used? Social learning
CLARK QUINN Stephen Downes #EDGEX2012 Mindmap
| MONDAY, MARCH 12, 2012
Stephen Downes reviewed MOOCs – goals, features, wins, and room for improvement – at the EDGEX conference. design meta-learning
GEORGE SIEMENS More on Massive Open Online Courses
| TUESDAY, JULY 31, 2012
I presented to the EDUCAUSE NGLC Summer Learning series today on massive open online courses (MOOCs). MOOCs EDUCAUSE from gsiemens It was one of the more active presentations I’ve been involved with in a while – the discussions were intense. I should have bailed on my slides (below) and just chatted with attendees. The recording is now available here.
GEORGE SIEMENS Call for Papers, Journal of Online Learning and Teaching
| TUESDAY, OCTOBER 16, 2012
The journal theme: massive open online courses (MOOCs). Please consider submitting if you’ve taken a MOOC, taught one, or just generally hate them Valerie Irvine, Jillianne Code, and I are editing a special issue of Merlot’s Journal of Online Learning and Teaching (.pdf). Extended abstracts of ~500 words are due Nov 15, 2012. Full papers due January 31, 2013.
- The Great Rebranding
Responding to Michael Feldstein, who on summarizing the recent EDUCAUSE MOOC conference (see my summaries from this blog) represents MOOCs as yet another form of artifact in support of traditional instruction, diagrammed as follows: I was at the same conference of course and viewed it a bit differently. The "distributed flip", advanced as this Great New Thing, is the connectivist model of MOOCs, but with small-group in-person attached.
JANE HART Best of Breed Tools for Learning 2015
| SATURDAY, OCTOBER 17, 2015
So here it is … 1 – MOOC platforms Khan Academy (33) | Coursera (44) | iTunesU (75) […]. Following the release of the Top 100 Tools for Learning 2015, I have been working on this year’s Guidebook, and have now created a Best of Breed Tools for Learning 2015 list, where I classify the tools in 30 categories. Social learning
GEORGE SIEMENS Coursera needs to start acting like a platform
| THURSDAY, MARCH 14, 2013
Coursera is now in an enviable position among MOOC providers: they have more students than all the other providers combined (Udacity, edX, FutureLearn, peripheral players like LMS companies). At this stage, no other MOOC provider is as well positioned to take advantage of the value add from network partners.
GEORGE SIEMENS I was wrong
| TUESDAY, JULY 8, 2014
I’ve made statements late last year to the effect that “corporate MOOCs will be the big trend in 2014″ I was wrong. Recently, with CorpU and Reda Sadki , I ran an open online conference on corporate MOOCs. Aside from not having the engagement I was hoping for, I was interested in several points raised during the event: - Corporate MOOC completion rates are in the 70-80% range.
GEORGE SIEMENS Special Issue: Massive Open Online Courses
| FRIDAY, SEPTEMBER 13, 2013
Mainstream media often present massive open online courses (MOOCs) as both a reflection of the need for universities to undergo a metamorphosis and as a means of forcing a new perspective on digital teaching and learning practices (i.e., Two significant challenges around the role of MOOCs in higher education are prevalent. First, the discussion on MOOCs to-date has occurred mainly in mainstream media and trade publications.
GEORGE SIEMENS eduMOOC: Online learning today…and tomorrow
| MONDAY, JUNE 20, 2011
Wonderful to see that (massive) open online courses (MOOCs) continue to be adopted by traditional universities and educators. Dave, Stephen, and I announced our Change MOOC starting in Fall 2011. Today, The Center for Online Learning, Research, and Service at the University of Illinois Springfield announced that they are offering a MOOC starting June 27: eduMOOC: Online Learning Today…and Tomorrow (sign up is free, right-hand side of the page).
GEORGE SIEMENS Massive open online courses as new educative practice
| WEDNESDAY, FEBRUARY 29, 2012
In a recent interview by Tamar Lewin for NYTimes, I stated that while you could call Udacity, Coursera, and Codeacademy examples of MOOCs (Massive open online courses), they are largely instantiations of existing educational practices. See Jim Groom’s comments on this post …or Alan Levine’s thoughts on scaling in moocs ). Interest in open online courses – and startups see this as an opportunity to automate and scale education.
GEORGE SIEMENS Multiple pathways: Blending xMOOCs & cMOOCs
| TUESDAY, MAY 6, 2014
I’m running a MOOC on edX in fall on Data Analytics & Learning (registration will be open soon). The interest in making xMOOCs more like cMOOCs (a few silly folks have called it MOOC 2.0 – haha) seems to be growing. In particular, MOOC providers are adding “social” in the same way that vitamins are added to food, “Now, with beta-carotene”!
GEORGE SIEMENS Writing a book: xEducation
| MONDAY, SEPTEMBER 17, 2012
Bonnie Stewart, Dave Cormier, and I have signed on to write a book on MOOCs and other such trends in education. The book will be published by Johns Hopkins University Press in 2013. Unfortunately, and I recognize the irony, the book will not be open. So we’ve set up a blog as field notes for the book: xEducation. A bit more background
GEORGE SIEMENS Innovation in open online courses
| TUESDAY, OCTOBER 7, 2014
Since MOOCs gained popularity with top tier universities, significant effort has been put into finding new ways to present learning content. Videos, simulations, and graphics now contribute to formal MOOCs often costing several hundred thousand dollars to develop. In particular, we are looking to solve the following problems with MOOCs: Students often flounder in MOOCs as there is limited social contact between learners and limited timely support.
GEORGE SIEMENS Researching open online courses
| MONDAY, JULY 4, 2011
While hardly novel, we are developing a distributed online research program around upcoming (massive) open online courses (MOOCs). The following are some questions I have around MOOCs: 1. blended MOOCs)? What types of skills do educators need to teach MOOCs? What principles or models of instructional design are most effective in developing MOOCs? How do existing online learning/teaching models relate to MOOCs (i.e.
DAN PONTEFRACT Books To Devour By Nilofer Merchant, Roger Martin, Jennifer Riel and Daniel Pink
| MONDAY, JANUARY 22, 2018
The Write MOOC Stuff. You're reading fresh content from Dan Pontefract at Brave New Org: I recently spent three weeks touring the coastlines of Australia. Between the Gold Coast, Byron Bay, Manly Beach, Sorrento and Adelaide I devoured some wicked. Dan's Related Posts: My Employee Engagement Advice to a Stranger. Free Download of Chapter 1 – The Purpose Effect . Corporate Social Responsibility Is Not Your Organization’s Purpose.
GEORGE SIEMENS The Failure of Udacity
| FRIDAY, NOVEMBER 15, 2013
No one did more of a disservice to MOOCs than Thrun through his wild proclamations (“we have found the magic combination for online learning” and “in the future there will only be 10 universities”, digital learning manifestos, and so on) and self-aggrandizing. No one will do more damage to MOOCs as a concept that Thrun now that he realizes how unfounded his statements actually were. Well, there it is folks.
JANE HART Instructional design: from “packaging” to “scaffolding”
| WEDNESDAY, MARCH 6, 2013
” A good example of the difference between instructional packaging and instructional scaffolding was provided recently by Debbie Morrison in her post A tale of two of MOOCs: divided by pedagogy. In a very useful table (reproduced below) she compares the approaches taken by the (very popular, connectivist) e-Learning and Digital Cultures MOOC with the (aborted, instructivist) Fundamentals of Online Education MOOC.
STEPHEN DOWNES: HALF AN HOUR Current e-learning practice
| WEDNESDAY, FEBRUARY 27, 2013
finally I’d show a MOOC or open online course. Being me, I’d probably show change11 [link] but any MOOC would be OK. The idea here would be to show how MOOCs retain the interactivity and cohorts, but return some of the control over subject matter and format back to the student. Also the way MOOCs (or some MOOCs at least) incorporate social media such as Twitter, GGroups, blogs, etc.
GEORGE SIEMENS Massive Open Online Courses: Interview with Howard Rheingold
| FRIDAY, MAY 6, 2011
Howard contacted me for a short interview (that I stretched out to more than double the length intended by saying too many words all in a row) on my experiences with massive open online courses (MOOCs). Howard Rheingold is a highly regarded thinker/theorist on the social impact of technology (see his book Smart Mobs ).
GEORGE SIEMENS Something weird is happening at Coursera
| SATURDAY, JULY 5, 2014
MOOCs). Paul Olivier Dehaye commented on the post and described his interest in running a dual-track MOOC, blending instructivist and more collaborative. The transparency of MOOC providers is rather poor. Given heightened concerns about ethics in social media and experimentation on users, MOOC providers and faculty need to be clear on any research and analytics being conducted. Something weird is happening at Coursera.
GEORGE SIEMENS Congrats to Paul-Olivier Dehaye: MassiveTeaching
| WEDNESDAY, JULY 9, 2014
OT: Favourite comment of the day: “Moocs are demonic, and unhuman.” MOOCs were developed so quickly and with such breathless optimism that the architects didn’t pay much attention to boring stuff like foundations and plumbing. At MOOC providers, the company rules. My point here is that the governance structure that underpins university is lacking in MOOC providers. The MOOC Mystery was about an academic doing what we expect and need academics to do.
GEORGE SIEMENS Networked Learning Conference
| TUESDAY, MAY 18, 2010
Stephen is in Edmonton toward the end of June, and in addition to coercing him to present at our research seminar on networked learning, we’ll hopefully find time to arrange the details of CCK10): The Ideals and Reality of Participating in a MOOC. Blogs and Forums as Communication and Learning Tools in a MOOC. The Networked Learning Conference has now posted conference papers from the 2010 conference.
- Beyond Free ? Open Learning in a Networked World
She challenges the concept of the Massive Open Online Course by asking, "What is the problem that MOOCs appear to have solved?" Laurillard, 2014) And she answers it, "The problem MOOCs succeed in solving is to provide free university teaching for highly qualified professionals." What I want to examine in this talk, is not the problem MOOCs solve at the moment but the problem MOOCs were designed to solve. They take them to task for MOOCs.
- Research and Evidence
His part of the world is the dual environments of Athabasca University and the University of Texas at Arlington, and he is attempting to put together major research efforts around MOOCs and learning analytics. It has in recent years been engaged in a sustained attack on the very idea of the MOOC and alternative forms of learning not dependent on the traditional model of the professor, the classroom, and the academic degree. Remember, academics were studying MOOCs prior to 2011.
IRVING WLADAWSKY-BERGER The Evolution of Online Learning
| WEDNESDAY, APRIL 24, 2013
Some of these uses look like incremental extensions to the classic classroom, while others, like massive open online courses or MOOCs, are much more disruptive. Massive open online courses or MOOCs are radically different, as described in this very good 2012 TED talk by Stanford professor and Coursera co-founder Daphne Koller. MOOCs are quite new, with most being only a few years old. MOOCs will likely evolve in multiple directions.
GEORGE SIEMENS Sebastian Thrun confuses me: Thoughts on Udacity’s openness project
| TUESDAY, SEPTEMBER 10, 2013
He took a bold step early in the MOOC game when he left Stanford to start Udacity. While it’s easy from an academic’s chair to critique small aspects of MOOCs (such as lack of interactivity or lack of acknowledgement of existing literature), he is making a real difference in the lives of people. That a ‘magic formula’ is emerging for moocs/online learning. MOOCs address the gap between knowledge needs today and the lethargy of universities.
HAROLD JARCHE PLENK 2010
| TUESDAY, NOVEMBER 16, 2010
Tweet I was not able to attend any of the sessions at PLENK (Personal Learning Environments & Networked Knowledge) 2010, a Massively Open Online Course (MOOC), other than the one I facilitated on personal knowledge management. PLENK 2010 was conducted by Stephen Downes, George [Clooney] Siemens & Dave Cormier, three fellow Canadians and two who live pretty close by.
STEPHEN DOWNES: HALF AN HOUR THE Article - Full Interview
| THURSDAY, OCTOBER 17, 2013
Qs: You were part of the team that created the first Mooc to be known as a Mooc five years ago. Did you feel, at the time, that the concept with which you were experimenting would become so huge that 2012 would be christened the “year of the Mooc” by the New York Times? What are your thoughts on how Moocs have developed since 2008? How do you feel about Moocs being used to line the pockets of private businessmen? Has the word Mooc been corrupted?
- Who Are Our Students? Bridging Local and Global Learning Communities
It doesn’t mean everybody is finishing these MOOCs, but it does mean there these huge global learning communities forming, and I want to look at how these global communities are interacting with the local communities. Wrapping a MOOC’ – an experiment by Doug Fisher, where he flipped his classroom using someone else’s MOOC. It also presented a design challenge – being able to align the MOOC content with other content he was trying to teach (he authored an article on this).
STEPHEN DOWNES: HALF AN HOUR gRSShopper in a Box
| WEDNESDAY, AUGUST 2, 2017
MOOC Aggregator - I know there are some very good MOOC aggregators out there but my interest here is in the deployment of a full-functioning aggregator to serve as an input mechanism for other software. Meanwhile, the MOOC aggregator is occupying a lot of my attention. It - or a much earlier version of it - is what we used to launch our first MOOCs in 2008. On the far right is a role it has already been developed and tested in: MOOC provider.
STEPHEN DOWNES: HALF AN HOUR The OOC
| MONDAY, DECEMBER 22, 2014
I posted this : The conundrum of creating an open course in a closed site – Storyboard OOC update Gabi Witthaus , Art of e-learning , Dec 22, 2014 So this, I think, is the opposite of a MOOC: "We chose to use a platform that requires people to have accounts and sign in, in order to be able to set up and manage the groups effectively." Ironically the letter they choose to drop MOOC is not ''O'' for ''Open'' but ''M'' for ''Massive''.
GEORGE SIEMENS Open Course: Learning Analytics and Knowledge
| MONDAY, JANUARY 21, 2013
During this time, I’ve used Moodle and gRSShopper (the system Stephen Downes developed and that we’ve used for all of our joint MOOCs). Canvas Network allows universities and faculty members to run MOOCs without having to join an existing provider. For the past several years, in preparation for our Learning Analytics Conference (this year in Leuven, Belgium, registration is now open ), we’ve been running an open online course on learning analytics.
- CN1376 AcadMOOC
SHAPARD III connected 8:02 pm George Meghabghab connected 8:02 pm Janesh Sanzgiri I''m not sure if the average MOOC participant(if there is such a thing) is even aware of this distinction? 8:04 pm Stephen Downes MOOC = ''Massive Open Online Course'', cMOOC = ''connectivist MOOC'', xMOOC = ''eXtended MOOC'' 8:04 pm WILLIAM A. My question is, we have been hearing about MOOCs for a few years now -- why are they suddenly SO popular in the media?
- Like Reading a Newspaper
It has to do with MOOC completion rates, and the oft-cited criticism that MOOCs have low completion rates. My response is that this argument misunderstands the nature of MOOCs (and certainly, MOOCs as we''ve designed them in the connectivist world). But our MOOCs are not designed like that. And yet no doubt they do, probably far below the ''abyssmal'' MOOC completion rates (especially if you include real estate listings and classified ads).
ANDY MCAFEE What Kind of FOO am I?
| MONDAY, JUNE 18, 2012
My highlights included: Listening to Andrew Ng and Peter Norvig describe their MOOCs – Massive, open, online courses — to teach all comers online about artificial intelligence. MOOCs are one of the innovations that will transform / disrupt the educational system in the coming years. A little while back I put borrowed camping gear (thanks, Steve and Lee !)
- Non-Research Citations in the Siemens Research Study
MOOC Completion Rates: The Data. The MOOC model for digital practice. Retrieved from [link] Articles/MOOC_Final.pdf McGuire, R. The Year of the MOOC. The discursive construction of MOOCs as educational opportunity and educational threat. MOOC Research Initiative (MRI) - Final Report. MOOCs are really a platform.
TONY KARRER Micro-Learning Myth or Must
| MONDAY, MAY 18, 2015
Edynco, March 26, 2014 Micro-Learning’s Meteoric Rise - LearnDash, May 11, 2015 From Courses to Micro-Learning - ID Reflections, March 5, 2014 From Micro-Learning to Corporate MOOCs - ID Reflections, March 7, 2014 Micro-learning as a workplace learning strategy [Chattopadhyay] - Learning Ecosystems, April 27, 2015 Micro-Learning: Its Role in Formal, Informal and Incidental Learning - ID Reflections, August 7, 2014 eLearning Technology.
JAY CROSS Power Searching with Google
| WEDNESDAY, JULY 11, 2012
This morning someone in a web discussion told me she was in the “Google MOOC” along with thousands of others. No way this is a MOOC. Search is like driving a car. Most people think they’re in the top 10% of performers. Google just opened enrollment for an online course, Power Searching with Google. I signed up for several reasons: I’m insanely curious and search the web many times a day. Becoming a better searcher will save me time.
JAY CROSS EPIC 2020 Future of Education
| SUNDAY, AUGUST 12, 2012
GEORGE SIEMENS Negating the learner in the learning process
| SUNDAY, FEBRUARY 3, 2013
I’m lucky, my group have a facebook page, we are collaborating with another refugee group on facebook and we are going to try building pur own mooc, learning by doing (: The spark was lit and the fire still burning. MOOCs are nothing without learners. The grsshopper approach that we have used in our MOOCs (software developed by Stephen Downes) emphasizes distributed interaction and learner ownership of their contributions and their spaces of learning. MOOCs need learners.
GEORGE SIEMENS Stanford Learning Analytics Summer Institute
| THURSDAY, DECEMBER 6, 2012
MOOCs have been rather selfish, absorbing all of the attention in the edtech space in 2012. It has been all MOOC all the time. In the background, many initiatives have continued to advance including entrepreneurship in education, participatory pedagogies, the maker movement, and learning analytics. Through SoLAR , we have been active in setting up a journal in learning analytics, hosting regional events , starting a distributed research lab , and our annual conference.
HAROLD JARCHE The post-job economy
| SUNDAY, FEBRUARY 24, 2013
Inge De Waard discusses this in MOOCs change education, but jobs decline in a knowledge era : The simple truth is that not all of us get jobs even when graduating from universities, and if MOOCs add to that particular degree market (universities), we are stuck, for indeed if even the ones that graduate now are not always finding jobs, with the declining job market in mind, most of the new wave of graduates will get stuck as well.
- #OEB14 - Open Educational Resources 2.0
CUNY project - they had 23% completion rate - so they set up blocks of time; analyzed issues of costs; added counseling to support study habits and organizational methods - student success costs money - but every $4K spent on students saved $250K in society (Henry Levin study) - MOOCs have forced a new conversation - not that xMMOcs etc have solved any problems - it''s about those lecture halls - lecturing is ineffective, but it''s the dominant mode - eg.
GEORGE SIEMENS Instructure: we know. we learn.
| THURSDAY, JUNE 14, 2012
After their presentation, I mentioned that I was considering using Instructure for a MOOC in fall – future of education (starting Oct 8, sponsored by Gates Foundation and, now, Desire2Learn) – but wanted to know if they could do some customizing to incorporate Stephen Downes’ grsshopper model. ” I tried communicating what specifically we needed for MOOCs during our call based on our previous MOOCs.
HAROLD JARCHE All models are wrong
| FRIDAY, APRIL 19, 2013
The real reason for MOOCs – via @ShaunCoffey. In fact, though the MOOCs clearly have a potential to grow immensely, these figures are strikingly similar to what was achieved during the last wave of e-learning euphoria in the early 2000s. Friday’s Finds: “Remember that all models are wrong; the practical question is how wrong do they have to be to not be useful.” ” – George Box [1919-2013] passed away today – @fhuszar.
GEORGE SIEMENS Lots of free learnin’ going on
| WEDNESDAY, JANUARY 11, 2012
Ongoing from 2011: Change MOOC. 2012 is shaping up to be a good year for open online learning experiences (Sanford is actively promoting open courses , David Wiley is running an openness in education course , Alec Couros will likely be doing his EC&I831 again, etc.). I’m involved in several open online learning projects this year: 1. Learning Analytics Open Course ( sign up here ) – Starts January 23.
GEORGE SIEMENS What we’re doing here folks is research
| THURSDAY, DECEMBER 23, 2010
What’s happening with open courses (MOOCs)? While our work with MOOCs is not as clean cut as “research and “apply (they are tightly related and inform each other), it is too early to ask questions of impact and logistics. When I’ve presented on open online courses in the past, often one of the first questions that an audience member asks is some form of “how does this make sense financially.
- LCT Poll
I have a quick Twitter poll - I'm considering offering a MOOC in logic and critical thinking starting in September. informal yet rigorous First question - would you be interested in this, looking at about 12-13 weeks Second question - I cannot offer certification (badge only) - would schools accredit work done in the course if they did their own marking? Third question - would you pay to have assignments marked & commented by me? How much?
NINE SHIFT A Minor Turn In the War Against Boys
| MONDAY, NOVEMBER 28, 2016
And Udacity, the big MOOC failure, is now turning to training people for computer science work, an occupation that usually attracts far more males than females. . Turns out businesses need boys in the skilled workforce after all. Society still wants to keep them out of college, so the most needed jobs in engineering, math, and science will remain vastly unfilled.
GEORGE SIEMENS Indigo MBA
| WEDNESDAY, SEPTEMBER 22, 2010
Or, better yet, maybe we should offer a MOOC Masters – a two year program exploring the relevant and critical issues in educational technology. I received this link via a listserv today The Indigo MBA : “This is a self-directed course of reading for people interested in building their knowledge of business concepts and interacting with like-minded peers. How does the program work?
HAROLD JARCHE Sharing lessons
| FRIDAY, JUNE 8, 2012
35% of their revenue comes from products created within last 5 years” @LeeJCarey – “Don’t be an instigator, don’t interrupt, don’t be disruptive, don’t talk back, don’t rock the boat; now get out there and lead” elearnspace: What is the theory that underpins our moocs? The Coursera/EDx MOOCs adopt a traditional view of knowledge and learning. Here are some of the observations and insights that were shared via Twitter this past week.
HAROLD JARCHE “Serendipity is too important to be left to chance”
| FRIDAY, MARCH 9, 2012
through the lens of the Cynefin framework - by @davecormier [MOOCs (massively open online courses) may be more suitable for workplace learning than academia] -. MOOCs as a structure – and rhizomatic learning as an approach – privilege a certain kind of learning and learner. The MOOC offers an ecosystem in which a person can become familiar with a particular domain. Tweet Here are some of the insights and observations that were shared via Twitter this past week.
JAY CROSS 2012?s Top articles on Working Smarter
| FRIDAY, DECEMBER 28, 2012
MOOCs are really a platform. We can officially declare massive open online courses (MOOCs) as the higher education buzzword for 2012. MOOCs are a platform. version française ) In recent years I have been working on two major concepts:first, the connectivist theory of online learning, which views learning as anetwork process; and second, the massive open online course, or MOOC, which isan instantiation of that process. 2b2k] MOOCs as networks .
CLARK QUINN Scaling
| MONDAY, MARCH 26, 2012
Not surprisingly, the MOOC models that Siemens et al use, as well as the Stanford model, are of interest, seeing as how they are designed to be open to large numbers of learners. Downes reviewed the potential problems of their model of MOOCs in his presentation including the issues I had raised. I would think that you could select some elite facilitators, and start a viral MOOC on discussion facilitation (noting the problem that such a topic needs a topic).
JAY CROSS Best of Working Smarter Daily this year
| SATURDAY, AUGUST 24, 2013
Group work advice for MOOC providers. The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. Neoliberalism and MOOCs: Amplifying nonsense GEORGE SIEMENS | MONDAY, JULY 8, 2013. The future of academic certification: universities, MOOCs, aggregators, and peer reputation ROSS DAWSON | MONDAY, FEBRUARY 4, 2013.
The difference between the communities and the MOOCs is that the former are persistent while the latter are occasional. Thus, the two play different roles: the communities embed knowledge and standardize practice, while the MOOCs disrupt existing patterns of thinking and introduce people to new connections and new ideas. And the research on our MOOCs (and even some xMOOCs) shows that this happens in MOOCs as well, and that these self-organizations have a learning focus.
NINE SHIFT New Phase in College Transformation Began Last Month
| TUESDAY, FEBRUARY 26, 2013
MOOCs, for-profits such as Coursera and Khan Academy, Mozilla badges, and corporate assessment are all fads that will be tested in this phase, Draves predicted. Big news early in 2013 is that the transformation of higher education moved into a new phase in early 2013. I reported this at our third annual Nine Shift: Higher Education in the 21st century strategic planning seminar for senior administrators in colleges.
JANE HART Pick of the Month: July 2012
| WEDNESDAY, AUGUST 1, 2012
The concept of MOOCs got a lot of coverage this month, and particularly the announcement by Coursera that they had signed up a number of universities to their MOOC-platform. ” Steve Krause, on 22 July, in Even MORE MOOC MOOC MOOC! July was chock full of great articles and blog posts so here are just some of the articles that I bookmarked – together with a snippet from each which showed you why they caught my eye.
- Connective Knowledge and Open Resources
The practical implementation of connectivism is the massive open online course, or MOOC. George and I developed the first MOOC in 2008, called ‘Connectivism and Connective Knowledge’. The key aspect of the CCK08 MOOC was that it was distributed – that it, it was not based on a centralized core of content, and it was not located on a single website. Can you summarize the major elements of MOOCs? I should add, it’s not MOOCs specifically that create this capacity.
JAY CROSS Disruptive Educational Research Conference in India
| FRIDAY, FEBRUARY 10, 2012
MOOCs, OER University, Stanford AI. Next month at this time, I’ll be boarding a plane for Delhi. In the sixties I dreamed of visiting India but never made it. Finally fulfilling the dream has me totally jazzed. I’ll be taking part in EdgeX , an event that covers two important themes for education – Learning X.O (the
GEORGE SIEMENS Request: Partners and Pilot
| WEDNESDAY, FEBRUARY 13, 2013
MOOCs mirror large lectures. more granular than a course) and targets learning that occurs anywhere (university, work, personal learning, MOOCs, etc). Kuhn emphasized how most activity in science is evolutionary, operating within an existing framework. At a few rare points, anomalies arise that can no longer be addressed by existing frameworks and entirely new conceptions of a field arise. This model of change is relevant in education today.
- Using an Open Source Platform to Meet Online Learning Goals
He wanted to host a MOOC at university of Western Australia. When he emailed Coursera to host a MOOC, he was rebuffed. Question: what’s the difference between an LMS and a MOOC platform? Response: (Jane) there’s a ton of overlaps – but there are things in LMSs that MOOCs lack, like sign-up for discussion, sign-up for field-trips, etc. LMSs don’t have sort of support for videos and auto-grading that MOOC platforms do.
ANDY MCAFEE Let’s Stop Kidding Ourselves and Start Innovating in Education
| WEDNESDAY, OCTOBER 23, 2013
It’s past time to start trying experimenting with new approaches, from flipped classrooms and mastery learning to MOOCs , doing solid research to understand what works, then scaling up these better answers. A new study is out from the OECD about worker skills in many countries, and it ain’t pretty for the US. It examined literacy, numeracy, and problem solving skills among adults.
STEPHEN DOWNES: HALF AN HOUR Two Comments on 'Open'
| WEDNESDAY, SEPTEMBER 18, 2013
I have planned and run all my MOOCs openly since 2008. The marketing was so influential that they were actually given credit for inventing the form, though we know that both MOOCs and OEREu were around before Coursera. No doubt board members on OERu "founding partners" have wondered why they weren''t "involved in a MOOC''. It will probably create funding pressures for OERu, as "founding members" look elsewhere to join the MOOC bandwagon.
JAY CROSS What’s hot in Working Smarter in October
| THURSDAY, OCTOBER 31, 2013
Open presentations on MOOCs and MOOC Research Initiative . Daily presentations starting Oct 21 on MOOCs, OERs, open access, libraries, and more. The greatest MOOC conference in the history of MOOCs GEORGE SIEMENS | WEDNESDAY, OCTOBER 2, 2013. HAROLD JARCHE. OCTOBER 29, 2013. PKM in 34 pieces. Much of my work on PKM has been inspired by others. have put these pieces together into a framework that I think makes sense and may be of some use.
STEPHEN DOWNES: HALF AN HOUR What Else can Work at Scale? and Techniques from Social Media
| THURSDAY, NOVEMBER 5, 2015
I have argued that the design for MOOCs should take more from games than from social media (though there are some pretty strong overlaps), including in a talk just last week 3. The second type of game was a success, and should be used as a model for MOOCs (and indeed, were a part of the model George and I used when we developed cMOOCs). But it is to say that a model based on social networks alone will be insufficient to inform the design of successful MOOCs.
GEORGE SIEMENS Open Symposium: Policy and Strategy for Learning Analytics Deployment
| THURSDAY, OCTOBER 3, 2013
Over the last four years, the Society for Learning Analytics Research (SoLAR) has hosted conferences, workshops, MOOCs, summer institutes, launched a journal, and organized regional events on analytics. We ( SoLAR ) are organizing an online symposium on Policy and Strategy for Learning Analytics Deployment. We have a great group of presenters next week. If you are interested, you can join the course here: https://learn.canvas.net/enroll/T3YMLF.
STEPHEN DOWNES: HALF AN HOUR A Few Words on ePortfolios
| WEDNESDAY, OCTOBER 23, 2013
In recent years discussion of ePortfolios has been eclipsed by the excitement around massive open online courses (MOOCs). In the MOOCs we have offered over the years, such as Connectivism and Connective Knowledge (CCK08), we approached this issue by encouraging students to use their own blogs or websites.
GEORGE SIEMENS Digital Learning Research Network (dLRN)
| TUESDAY, NOVEMBER 18, 2014
The past several years of activity in MOOCs and online learning have pushed thinking about teaching and learning (and also hype and nonsense!). An important opportunity now exists to evaluate how existing universities are rethinking on-campus and in classroom learning based on MOOCs. Specifically, what are the lessons that campuses are learning based on MOOC experimentation? Higher education is digitizing.
DAVID WEINBERGER [2b2k][eim] My Stuttgart syllabus
| SATURDAY, JUNE 15, 2013
Oddly, many of the characteristics of miserable classes are also characteristics of MOOCs. How much of this is caused by the fact that MOOCs are construed as courses in the traditional sense? #4 I’ve just finished leading two days of workshops at University of Stuttgart as part of my fellowship at the Internazionales Zentrum für Kultur- und Technikforschung. (No, No, I taught in English.) This was for me a wonderful experience.
DAVID WEINBERGER [annotation][2b2k] Phil Desenne on Harvard annotation tools
| THURSDAY, MARCH 28, 2013
” What are the implications for the “MOOC Generation”? MOOC students are out finding information anywhere they can. Phil Desenne begins with a brief history of annotation tools at Harvard. There are a lot, for annotating from everything to texts to scrolls to music scores to video. Most of them are collaborative tools. The collaborative tool has gone from Adobe AIR to Harvard iSites, to open source HTML 5. “It’s been a wonderful experience.”
GEORGE SIEMENS Join us: Stanford Learning Analytics Summer Institute
| THURSDAY, JUNE 27, 2013
While MOOCs are sucking all of the oxygen out of the educational technology conversation, significant trends are developing under the radar. One of the most significant trends is around learning analytics. Next week, we ( SoLAR , IEDMS and others) are organizing a Learning Analytics Summer Institute (LASI). A call for attendance was held earlier this year and the event was/is (massively) oversubscribed. We were only able to accept 100 attendees due to space and cost constraints.
GEORGE SIEMENS The Importance of Elgg in the Future of Learning
| THURSDAY, MAY 6, 2010
And I’d love to run the next MOOC in Elgg. When I survey the landscape of educational tools, I come to the following conclusion: Elgg is the most important tool, currently available, in shaping the future of learning. Disclaimer: I was on an advisory board for Elgg when it first started, though the board never really did much, but I mention it now so it looks like I might be cool). Why Elgg?
STEPHEN DOWNES: HALF AN HOUR Steve Wheeler - September 17, Riyadh - Notes
| WEDNESDAY, SEPTEMBER 17, 2014
PLE diagram) MOOC. I want to introduce ''embedded MOOC''. Traditional classes - MOOCs are founded and recommended. aka ''wrapped MOOC'' - SD). The Mayflower Steps. When we talk about the future, we step out into the unknown. Macy''s, in New York. Immigrants couldn''t imagine so many people, buildings so large. They wondered what the machine was in the wall that changed people. It was like magic. We look at technology and we glorify it.
HAROLD JARCHE The new enclosure movement
| THURSDAY, MAY 9, 2013
What was a promise for free-range, connected, open-ended learning online, MOOCs are becoming something else altogether. ENCLOSURE : In English social and economic history, enclosure or inclosure is the process which ends traditional rights such as mowing meadows for hay, or grazing livestock on common land formerly held in the open field system. Once enclosed, these uses of the land become restricted to the owner, and it ceases to be land for commons. Wikipedia.
NINE SHIFT The latest in changing higher education
| MONDAY, JANUARY 28, 2013
This post is from our new 10 page White Paper, "MOOCs and Other Fads." Higher education has entered a new phase in being transformed. Three people within a week sent me an article about the latest idea for changing higher education. Three is a trend.
NANCY WHITE Educational Change is a Team Sport
| WEDNESDAY, NOVEMBER 16, 2011
Great stuff from Ellen Wagner that resonate with some of the conversations we’ve been having across the #change11 MOOC on Technology, Change and Education. Take a peek: Education transformation really is a team sport. Old ideas don’t just fade away. Old ideas can be stubborn and relentless. Systemic change calls for many contributors. There are many variables to address, much practice and dedication required to develop expert skills.
GEORGE SIEMENS Open Letter to Canadian Universities
| FRIDAY, JULY 6, 2012
Add cloud computing, mobile devices, open educational resources, increased profile of universities in developing regions of the world, global competition for international students, edtech startups, greater VC interest in the education sector, reduced federal and provincial funding, changes in the federal research mandate toward commercialization, online learning, and massive open online courses (MOOCs) and we have a climate that is ripe for massive change.
GEORGE SIEMENS Learning as Artifact Creation
| THURSDAY, SEPTEMBER 14, 2017
Remember when MOOCs were going to transform higher education? This article and work with Stephen Downes formed subsequent development of MOOCs and learning analytics. There is a MOOC for that. Digitization is deceptive in that the deep impact isn’t readily observable. Or when personalized learning was going to do away with instructors? Going back about a century ago, audio, then video, was also going to disrupt education.
GEORGE SIEMENS The Linearity of Stephen Downes. Or a tale of two Stephens
| SUNDAY, MAY 3, 2015
It has in recent years been engaged in a sustained attack on the very idea of the MOOC and alternative forms of learning not dependent on the traditional model of the professor, the classroom, and the academic degree. For one this, we – Siemens and myself and others who were involved in the development of the MOOC – made no such statements. In the years between 2008, when the MOOC was created, and 2011, when the first MOOC emerged from a major U.S.
JAY CROSS Top posts on Working Smarter for April 2014
| THURSDAY, MAY 1, 2014
He’s a MOOC veteran, who delivers Stanford’s ‘Introduction to Mathematical Thinking’ on Coursera. MOOCs, Flipped Classrooms – the last gasp of old corporate training? Notes from: MOOCs for Development STEPHEN DOWNES: HALF AN HOUR | THURSDAY, APRIL 10, 2014. MOOCs for Development – Day 2 STEPHEN DOWNES: HALF AN HOUR | FRIDAY, APRIL 11, 2014. STEPHEN DOWNES: HALF AN HOUR. APRIL 21, 2014. Connectivism as Learning Theory.
- Advice to OcTEL
Context: email to David Jennings, on the occasion of the start of the OcTEL MOOC , in which participants have been flooded with introductory emails from the course mailing list. feel free to remove this once you’ve received the message. -- Stephen Hiya David, In all the MOOCs I''ve done I''ve never had an open one-to-many channel, precisely because if you have 1000 people using it, it becomes unmanageable.
JAY CROSS Working Smarter, March 2012
| FRIDAY, MARCH 30, 2012
What a MOOC Does – #Change11 - Stephen Downes: Half an Hour , March 1, 2012. MOOCs for the win! - George Siemens , March 5, 2012. Education as Platform: The MOOC Experience and what we can do to make it better - Stephen Downes: Half an Hour , March 23, 2012. March 1, 2012 to March 30, 2012.
GEORGE SIEMENS PLE: connectivist or constructivist
| WEDNESDAY, SEPTEMBER 22, 2010
Viplav Baxi tosses out a few provocative questions , including: “If for a moment we were to ignore Connectivism as a theory, but recognize the MOOC and the PLE as technological platforms, could they be assumed as a logical manifestation of social constructivist practices in the digital age?
ROSS DAWSON The rise of global remote work will impact health, education, and far more
| WEDNESDAY, APRIL 6, 2016
MOOCs (massive open online courses) have been around for some time with a fair degree of competition. Today’s Australian Financial Review featured a section Transformation Agenda, including an article based on an interview with me, Health and education sectors the next to feel online disruption.
STEPHEN DOWNES: HALF AN HOUR Ten Key Takeaways from Tony Bates
| SUNDAY, FEBRUARY 22, 2015
MOOCs are essentially a dead end with regard to providing learners who do not have adequate access to education with high quality qualifications. The main value of MOOCs is in providing opportunities for non-formal education and supporting communities of practice. It is interesting to me because this was never the intent of the MOOCs I produced, and with some few exceptions , is not the intent of MOOC producers today.
CLARK QUINN Meaningful and meta
| WEDNESDAY, AUGUST 17, 2016
Over the weekend, one of my colleagues posted a rant about MOOCs and critical thinking. There’re several things we need, and MOOCs as they typically are constituted, aren’t going to deliver. And we can largely use MOOC technologies (though we need to have sufficient mentors around, which has been a challenge with the ‘Massive’ part). And, largely, I think he was right.
CLARK QUINN Barrier to scale?
| MONDAY, MARCH 11, 2013
We were discussing MOOCs (naturally, isn’t everyone?), So, while there are real values to be developed from MOOCs, like developing perhaps some foundation knowledge and skills, ultimately a valuable education will have to incorporate some mechanism to handle meaningful activities to develop the desirable deep understanding. I was part of a meeting about online learning for an institution, and something became clear to me.
GEORGE SIEMENS Digital Learning Research Network Conference 2016
| TUESDAY, JUNE 21, 2016
Supporting Team-Based Learning in MOOCs. As part of the Digital Learning Research Network, we held our first conference at Stanford last year. The conference focused on making sense of higher education. The discussions and prsentations addressed many of the critical challenges faced by learners, educators, administrators, and others. The schedule and archive are available here.