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Explore an innovative approach to teaching and learning using educational technologies to improve online learning opportunities with this online course from the University of Southern Queensland.
When Massive Open Online Courses (MOOCs) were first introduced about a decade ago, many higher education professionals viewed this new arrival as
Pandemic closes school. Students go home. Remote classes falter. Child is disengaged. Parent builds edtech.
So goes the origin story of many education startups born this year, like ClassEDU, which raised $16 million to put some oomph in Zoom classrooms. It was started by one of the co-founders of Blackboard, now a household name in education technology.
Now, a couple with similar industry cred has a similar vision—along with plenty of funding.
“We want to build from the ground up an inclusive learning system for students and faculty, one that can recreate engaging, live learning experiences online,” says Dan Avida.
Avida is the husband of Coursera co-founder Daphne Koller, and one of the first board members of the company that helped put the spotlight on massive online open courses, or MOOCs. The couple is no longer with Coursera, which is now valued at $2.5 billion. But they are not done with higher education yet.
Through their new startup, Engageli, they want to replicate the social feeling of being in a classroom, layered with live data about student engagement, on a browser-based tool that they hope to sell to colleges and universities.
When MIT and Harvard University started edX nearly a decade ago, it was touted as a nonprofit alternative to for-profit online course providers. Today
Offered by UNSW Sydney (The University of New South Wales). Are you an educator? Have you ever wanted to understand more about how to design ... Enroll for free.
The intermediate-level Blended Learning Practice massive open online course (MOOC) is an introduction to blending technology and distance education teaching strategies with traditional, in-person classroom activities. This free, 4-week course provided by the Commonwealth of Learning in partnership with Athabasca University is open to teachers and other educational professionals considering implementing blended learning practice into their own classrooms or programs.
The fall semester of 2020 is like nothing we have seen before in higher education. Most colleges and universities in the United States are conductin
Explore the emerging, exciting field of Digital Learning and find out how to transform your professional practice with this online course from Deakin Uni.
MOOCs have established themselves as a significant feature in the educational landscape. Some effective practices and sustainable models are now...
Technology-mediated versions of both education and treatment for mental health have seen much of their potential undercut by the large numbers of part
How can you migrate a live, in-person class to an online setting quickly, without needing to redesign the class? If you have time to redesign the clas
This thesis investigates the low levels of student engagement after registering to study for a massive open online course. To do this, it adopts a mixed methods approach (Gray, 2013) by analysing two large-scale surveys (120,842 and 1,800 responses respectively) and interviewing 12 learners. This was possible because access was given to 76 presentations of 19 MOOCs produced by The Open University on the FutureLearn platform. The aim of this thesis was to answer two research questions. Why do learners engage in massive open online courses (MOOCs), and what elements of the design of MOOCS encourage learner engagement?
The analysis of 120,842 survey responses illustrated that learners across all the MOOCs investigated in this study were very focussed on personal interest, regardless of subject. Courses with subject material which focussed upon the future use of technology and educational technology were embarked upon for professional purposes secondary to personal interest. Learners interviewed who had not completed the MOOCs did not see themselves as disengaged but as having achieved their study goals.
Learning designs of 19 MOOCs with learner activity and dashboard data from 800,038 enrolments and 425,792 learners were analysed with respect to the second research question. The activity data from 425,792 learners demonstrated they were more likely to engage with comments and to like comments on steps such as articles and videos than on discussion steps. Findings from the performance dashboard data (for example enrolment numbers) and learner activity data, coupled with learning designs, were analysed. From this, high-engagement steps (‘Super Steps’) were identified and isolated for analysis. This study discovered that learners preferred to engage with steps that the learning design framework classified as communicative or assimilative. Learners were more likely to engage with steps that posed questions within their titles, a previously unconsidered element within learning design.
Teachers who want to learn more about teaching with technology will find this Massive Open Online Course (MOOC), Introduction to Technology-Enabled Learning (TEL), informative and engaging. Using up-to-date learning design and simple, accessible technology, the course runs on an easy-to-use learning platform available via the Internet. The course is designed for teachers who want to build on their knowledge and practice in teaching and learning with technology. It will run over five weeks and requires approximately three to five hours of time each week. Designed to accommodate teachers’ busy schedules, the course offers flexibility with options for learning the content. You will learn from readings, videos, discussions with other participants and instructors, meaningful exercises, quizzes and short assignments. Certification is available for those who wish to complete all required exercises and quizzes.
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Discover tools and techniques to plan, film, and edit high-quality videos for online learning with this online course from the University of Edinburgh.
Enrollment in online courses surged during the pandemic. An expert on online learning behaviors shares what to do before, during and after taking a course in order to reap the most benefits.
Discover the tools to help you successfully create an engaging online learning course to show off your subject matter expertise from University of Edinburgh.
Offered by University System of Georgia. This course introduces teachers and interested adults to K12 blended and online learning. ... Enroll for free.
Explore the emerging, exciting field of Digital Learning and find out how to transform your professional practice with this online course from Deakin Uni.
A free course covering key introductory learning and teaching concepts and strategies for those in their first few years of university teaching.
Get to grips with the skills you need to teach blended and online learning across all subject areas on this comprehensive course from the UCL Institute of Education.
As technology becomes ever more pervasive in teaching and learning environments, teachers in diverse contexts face many challenges as well as opportunities. This five week Massive Open Online Course (MOOC) is designed to help teachers build their knowledge and skillset in teaching and learning with technology. Instructors Dr. Martha Cleveland-Innes and Dr. Nathaniel Ostashewski are excited to connect with teachers around the world in this free, flexible, and accessible course.
The fall semester of 2020 is like nothing we have seen before in higher education. Most colleges and universities in the United States are conductin
As most universities digitise all their teaching, they are finding it very difficult to deliver education online. Gorgi Krlev offers three challenges to conventional wisdom
Explore research-informed, effective practices for online teaching and learning in postsecondary institutions.
From the very start of digital education, the big question has always been: “How can students learn effectively, if they’re not face-to-face with thei
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