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  • STEPHEN DOWNES: HALF AN HOUR  |  WEDNESDAY, SEPTEMBER 14, 2011
    How to Participate in the MOOC - 2
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  WEDNESDAY, APRIL 3, 2013
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  THURSDAY, APRIL 4, 2013
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  FRIDAY, MARCH 23, 2012
    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  |  MONDAY, OCTOBER 6, 2014
    Giving 2.0: The MOOC Launches Today: Sign Up for Free
    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  |  THURSDAY, FEBRUARY 21, 2013
    Coursera’s Daphne Koller
    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  |  THURSDAY, DECEMBER 19, 2013
    The year’s top posts on Working Smarter
    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  |  TUESDAY, NOVEMBER 8, 2011
    Reflecting on #socialartists and #change11
    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  |  MONDAY, MAY 20, 2013
    How to organise a formal online social learning experience for the workplace – aka a corporate-mini-c-MOOC!
    Online social workshop at the Social Learning Centre starts Monday 27 May.
  • JAY CROSS  |  WEDNESDAY, MARCH 13, 2013
    A Solution to the College Crisis
    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  |  SATURDAY, MARCH 22, 2014
    #LearningFlow Saturday Survey No 4
    Have you taken a MOOC? If so what providers have you used? Social learning
  • CLARK QUINN  |  MONDAY, MARCH 12, 2012
    Stephen Downes #EDGEX2012 Mindmap
    Stephen Downes reviewed MOOCs – goals, features, wins, and room for improvement – at the EDGEX conference. design meta-learning
  • GEORGE SIEMENS  |  TUESDAY, JULY 31, 2012
    More on Massive Open Online Courses
    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  |  TUESDAY, OCTOBER 16, 2012
    Call for Papers, Journal of Online Learning and Teaching
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  SATURDAY, APRIL 13, 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  |  SATURDAY, OCTOBER 17, 2015
    Best of Breed Tools for Learning 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  |  THURSDAY, MARCH 14, 2013
    Coursera needs to start acting like a platform
    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  |  TUESDAY, JULY 8, 2014
    I was wrong
    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  |  FRIDAY, SEPTEMBER 13, 2013
    Special Issue: Massive Open Online Courses
    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  |  MONDAY, JUNE 20, 2011
    eduMOOC: Online learning today…and tomorrow
    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  |  WEDNESDAY, FEBRUARY 29, 2012
    Massive open online courses as new educative practice
    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  |  TUESDAY, MAY 6, 2014
    Multiple pathways: Blending xMOOCs & cMOOCs
    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  |  MONDAY, SEPTEMBER 17, 2012
    Writing a book: xEducation
    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  |  TUESDAY, OCTOBER 7, 2014
    Innovation in open online courses
    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  |  MONDAY, JULY 4, 2011
    Researching open online courses
    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  |  MONDAY, JANUARY 22, 2018
    Books To Devour By Nilofer Merchant, Roger Martin, Jennifer Riel and Daniel Pink
    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  |  FRIDAY, NOVEMBER 15, 2013
    The Failure of Udacity
    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  |  WEDNESDAY, MARCH 6, 2013
    Instructional design: from “packaging” to “scaffolding”
    ” 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  |  WEDNESDAY, FEBRUARY 27, 2013
    Current e-learning practice
    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  |  FRIDAY, MAY 6, 2011
    Massive Open Online Courses: Interview with Howard Rheingold
    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  |  SATURDAY, JULY 5, 2014
    Something weird is happening at Coursera
    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  |  WEDNESDAY, JULY 9, 2014
    Congrats to Paul-Olivier Dehaye: MassiveTeaching
    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  |  TUESDAY, MAY 18, 2010
    Networked Learning Conference
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  WEDNESDAY, JULY 30, 2014
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  SATURDAY, MAY 2, 2015
    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  |  WEDNESDAY, APRIL 24, 2013
    The Evolution of Online Learning
    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  |  TUESDAY, SEPTEMBER 10, 2013
    Sebastian Thrun confuses me: Thoughts on Udacity’s openness project
    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  |  TUESDAY, NOVEMBER 16, 2010
    PLENK 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  |  THURSDAY, OCTOBER 17, 2013
    THE Article - Full Interview
    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?
  • STEPHEN DOWNES: HALF AN HOUR  |  WEDNESDAY, APRIL 3, 2013
    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  |  WEDNESDAY, AUGUST 2, 2017
    gRSShopper in a Box
    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  |  MONDAY, DECEMBER 22, 2014
    The OOC
    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  |  MONDAY, JANUARY 21, 2013
    Open Course: Learning Analytics and Knowledge
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  WEDNESDAY, MAY 8, 2013
    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?
  • STEPHEN DOWNES: HALF AN HOUR  |  FRIDAY, MARCH 21, 2014
    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  |  MONDAY, JUNE 18, 2012
    What Kind of FOO am I?
    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 !)
  • STEPHEN DOWNES: HALF AN HOUR  |  THURSDAY, APRIL 30, 2015
    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  |  MONDAY, MAY 18, 2015
    Micro-Learning Myth or Must
    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  |  WEDNESDAY, JULY 11, 2012
    Power Searching with Google
    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  |  SUNDAY, AUGUST 12, 2012
    EPIC 2020 Future of Education
  • GEORGE SIEMENS  |  SUNDAY, FEBRUARY 3, 2013
    Negating the learner in the learning process
    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  |  THURSDAY, DECEMBER 6, 2012
    Stanford Learning Analytics Summer Institute
    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  |  SUNDAY, FEBRUARY 24, 2013
    The post-job economy
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  FRIDAY, DECEMBER 5, 2014
    #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  |  THURSDAY, JUNE 14, 2012
    Instructure: we know. we learn.
    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  |  FRIDAY, APRIL 19, 2013
    All models are wrong
    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  |  WEDNESDAY, JANUARY 11, 2012
    Lots of free learnin’ going on
    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  |  THURSDAY, DECEMBER 23, 2010
    What we’re doing here folks is research
    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&#.
  • STEPHEN DOWNES: HALF AN HOUR  |  FRIDAY, APRIL 20, 2012
    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  |  MONDAY, NOVEMBER 28, 2016
    A Minor Turn In the War Against Boys
    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  |  WEDNESDAY, SEPTEMBER 22, 2010
    Indigo MBA
    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  |  FRIDAY, JUNE 8, 2012
    Sharing lessons
    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  |  FRIDAY, MARCH 9, 2012
    “Serendipity is too important to be left to chance”
    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  |  FRIDAY, DECEMBER 28, 2012
    2012?s Top articles on Working Smarter
    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  |  MONDAY, MARCH 26, 2012
    Scaling
    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  |  SATURDAY, AUGUST 24, 2013
    Best of Working Smarter Daily this year
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  MONDAY, OCTOBER 6, 2014
    MOOCthink
    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  |  TUESDAY, FEBRUARY 26, 2013
    New Phase in College Transformation Began Last Month
    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  |  WEDNESDAY, AUGUST 1, 2012
    Pick of the Month: July 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.
  • STEPHEN DOWNES: HALF AN HOUR  |  SUNDAY, OCTOBER 20, 2013
    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  |  FRIDAY, FEBRUARY 10, 2012
    Disruptive Educational Research Conference in India
    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  |  WEDNESDAY, FEBRUARY 13, 2013
    Request: Partners and Pilot
    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.
  • STEPHEN DOWNES: HALF AN HOUR  |  WEDNESDAY, APRIL 3, 2013
    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  |  WEDNESDAY, OCTOBER 23, 2013
    Let’s Stop Kidding Ourselves and Start Innovating in Education
    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  |  WEDNESDAY, SEPTEMBER 18, 2013
    Two Comments on 'Open'
    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  |  THURSDAY, OCTOBER 31, 2013
    What’s hot in Working Smarter in October
    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  |  THURSDAY, NOVEMBER 5, 2015
    What Else can Work at Scale? and Techniques from Social Media
    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  |  THURSDAY, OCTOBER 3, 2013
    Open Symposium: Policy and Strategy for Learning Analytics Deployment
    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  |  WEDNESDAY, OCTOBER 23, 2013
    A Few Words on ePortfolios
    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  |  TUESDAY, NOVEMBER 18, 2014
    Digital Learning Research Network (dLRN)
    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  |  SATURDAY, JUNE 15, 2013
    [2b2k][eim] My Stuttgart syllabus
    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  |  THURSDAY, MARCH 28, 2013
    [annotation][2b2k] Phil Desenne on Harvard annotation tools
    ” 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  |  THURSDAY, JUNE 27, 2013
    Join us: Stanford Learning Analytics Summer Institute
    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  |  THURSDAY, MAY 6, 2010
    The Importance of Elgg in the Future of Learning
    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  |  WEDNESDAY, SEPTEMBER 17, 2014
    Steve Wheeler - September 17, Riyadh - Notes
    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  |  THURSDAY, MAY 9, 2013
    The new enclosure movement
    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  |  MONDAY, JANUARY 28, 2013
    The latest in changing higher education
    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  |  WEDNESDAY, NOVEMBER 16, 2011
    Educational Change is a Team Sport
    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  |  FRIDAY, JULY 6, 2012
    Open Letter to Canadian Universities
    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  |  THURSDAY, SEPTEMBER 14, 2017
    Learning as Artifact Creation
    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  |  SUNDAY, MAY 3, 2015
    The Linearity of Stephen Downes. Or a tale of two Stephens
    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  |  THURSDAY, MAY 1, 2014
    Top posts on Working Smarter for April 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.
  • STEPHEN DOWNES: HALF AN HOUR  |  FRIDAY, APRIL 5, 2013
    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  |  FRIDAY, MARCH 30, 2012
    Working Smarter, March 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  |  WEDNESDAY, SEPTEMBER 22, 2010
    PLE: connectivist or constructivist
    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  |  WEDNESDAY, APRIL 6, 2016
    The rise of global remote work will impact health, education, and far more
    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  |  SUNDAY, FEBRUARY 22, 2015
    Ten Key Takeaways from Tony Bates
    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  |  WEDNESDAY, AUGUST 17, 2016
    Meaningful and meta
    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  |  MONDAY, MARCH 11, 2013
    Barrier to scale?
    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  |  TUESDAY, JUNE 21, 2016
    Digital Learning Research Network Conference 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.
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