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Create, Innovate & Evaluate in Higher Education
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All about Educational Innovation, new tools & trends, MOOCs in Higher Education
Curated by
Alfredo Corell
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MOOCs and online education are a technology with potentially revolutionary implications—but without a precise plan for realizing that potential.
Alfredo Corell's insight:
In 2012, Stanford president John Hennessy pronounced that the MOOC was going to be “transformative to education.” But, he added, “We don’t really understand how yet.” Two years later, the landscape remains much the same:MOOCs are a technology with potentially revolutionary implications for education, but without a precise plan for realizing that potential. One way of getting there could be for the leaders of the MOOC movement to look more closely at old methods, from when education was less massive, less open, and entirely offline. 
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En nuestra lista de cursos gratuitos para este mes, hemos compartido 10 propuestas en formación online para educadores, teniendo en cuenta diferentes niveles y necesidades.
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Volume, Issue - Date: Volume 18, Issue 2 - July 2014Author(s): Heng Luo, John A. Dutton E-Education Institute, Pennsylvania State University Anthony C. Robinson, Pennsylvania State University Jae-Young Park, Pennsylvania State University
Alfredo Corell's insight:
download pdf: http://onlinelearningconsortium.org/sites/default/files/429-2286-1-LE.pdf Abstract: Peer grading offers a scalable and sustainable way of providing assessment and feedback to a massive student population. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1,825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading, as well as its perceived effects on students’ MOOC learning experience. The empirical findings provide evidence that the aggregate of student graders can provide peer grading scores fairly consistent and highly similar to instructor grading scores. Student survey responses also indicate peer grading activities to be well received by a majority of MOOC students, who believe it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.
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I want to talk about the MOOC of one. What I mean by that is I want to talk about the development of the MOOC or the Massive Open Online Course. I'm one of the people who designed the concept originally in 2008.
Alfredo Corell's insight:
"Even the MOOCs, the Massive Open Online Courses, that have followed the MOOCs that were developed by George Siemens and myself, the courses offered by Khan Academy, Coursera, Udacity, Udemy, and the rest are all based on the idea of some body of content. Is being one being the same? That's kind of a hard question. It's not even clear what I mean when I ask that. Let's take doctors. Does being a doctor mean having exactly the same knowledge as every other doctor? No."
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Recently NPR did a story that had the general title The Online Education Revolution Drifts Off Course. And yet the article was focused solely on MOOCs (massive open online courses).
Alfredo Corell's insight:
A pessimistic view of the MOOC era. Some analysts nowadays think that MOOC revolution is over. More thoughts about MOOCs evolution:
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When students learn online, every mouse click is tracked. Harness this wealth of data and we can create the ultimate in personalised lessons.
Alfredo Corell's insight:
If this trend continues, then, students could soon be receiving the ultimate in personalised teaching, with unique lessons targeted exactly to their needs, motivations and learning style.
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And massive open online courses are vying to replace it—though not without compromises.
Alfredo Corell's insight:
This post is part of Hire Education, an ongoing series in which ReadWrite examines technological innovation in education and how it's reshaping universities that are preparing students for a transformed workforce. Why pay thousands of dollars to sit in a stuffy university lecture hall as a professor drones away in front of bored students when you could instead take some of the world's greatest courses online? For free?
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Alfredo Corell's insight:
As scores of colleges rush to offer free online classes, the mania over massive open online courses may be slowing down. Even top proponents of MOOCs are acknowledging critical questions remain unanswered, and are urging further study. Read more: http://www.insidehighered.com/news/2013/07/09/higher-ed-leaders-urge-slow-down-mooc-train#ixzz2YlMyvBY2 Inside Higher Ed
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Massive Open Online Courses, or MOOCs, have forced universities to reconsider their value in light of free high-quality education available online.
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A few years ago I participated in a fascinating online course.
Alfredo Corell's insight:
A Ten Point Reading List
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We're not payin' because this guy... ...this guy's a fuckin' mooc. But I didn't say nothin'.And we don't pay moocs. A mook? I'm a mooc?Yeah. What's a mooc? What's a mooc? I don't know. What's a mooc? You can't call me a mooc.I can't?No!
Alfredo Corell's insight:
Very funny video... but too much types of MOOCs... 8 wasn't enough the X or C-MOOC?
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Farrago was first published as the independent voice of students at the University of Melbourne in 1925. Its content is written entirely by students under the direction of the editorial team.
Alfredo Corell's insight:
Student's opinion about MOOCs
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Massive open online courses – MOOCs – offered by top universities have expanded worldwide over the last three years, gaining students globally for courses designed in the United States and elsewhere and disseminated globally on platforms like Coursera, edX and the British-based FutureLearn.
Alfredo Corell's insight:
Many conventional MOOCs are developed and designed for Western teaching and learning experiences, says Auh, the lead project designer for MOOC 2.0. “But the general consensus here [among those working on MOOC 2.0] is that MOOCs education must be a collective effort from all parts of the world.”
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Alfredo Corell's insight:
Esta es la tercera entrada de una serie que, como las anteriores, constituye una parte del capítulo 16, titulado ”Un modelo previsible”, del libro de próxima publicación Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje:
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Esta entrada es el preprint de la introducción del libro Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje.
Alfredo Corell's insight:
Adelanto de una nueva aportación del Prof. Miguel Zapata-Ros
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Reflexion sobre los MOOC del formidable Jordi Adell. Jornadas JUTE 2014 - 15 y 16 de mayo en Toledo
Alfredo Corell's insight:
El otro día leí no se dónde [véase Addenda 1] que, si los MOOC son la repuesta, ¿cuál es la pregunta? Supongo que dependerá mucho que quién se hace dicha pregunta. Yo tengo la mía, naturalmente. Pero es un poco larga. De hecho, me costó casi dos horas explicarla en las JUTE 2014 (Jornadas Universitarias de Tecnología Educativa) celebradas en Toledo el 15 y 16 de mayo. Aquí está la presentación que utilicé, por si le sirve a alguien. slideshare: https://www.slideshare.net/epdrntr/el-aprendizaje-en-los-mooc
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Alfredo Corell's insight:
European MOOCs are those provided by European institutions, regardless of the platform that hosts them. Each and every MOOC provider was contacted individually to get the most comprehensive and up-to-date information available. Many of the MOOCs accounted for in the scoreboard are also listed in the MOOCs aggregator on this website. Efforts are underway to make the aggregator even more comprehensive and include every MOOC from the scoreboard.
The world of MOOCs is dynamic and growing, and Open Education Europa aims to be the leading online resource for open education innovation. Anyone with additional sources or updates is welcome to contribute to the MOOC scoreboard by contacting us.
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Alfredo Corell's insight:
Laurie Pickard blog and courses: http://www.nopaymba.com/ She is learning a lot (from her experiences in her blog), but she is not getting accreditation of her completion.
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The most MOOCs vere provided by universities in Spain...
Alfredo Corell's insight:
The most MOOCs were provided by universities in Spain – 79 – followed by 66 in the UK. “We don’t know what’s going on in Eastern Europe,” Gaebel said. There seemed to be no MOOCs offered by any university in that region at present.
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From 10-11 April 2014, University of Pennsylvania, Philadelphia, USA will host an International Conference on MOOCs, with a programme designed to stimulate crit
Alfredo Corell's insight:
Focus
Among the questions that the Conference will address are: What are the obstacles that prevent access and use among disadvantaged populations at the ‘bottom of the pyramid’, especially in developing countries? What issues need to be articulated, and what resources outside of MOOCs may be needed to enable access to education for all? Simply put: How can MOOCs be harnessed as a tool for development?
Preliminar Programme: http://www.icde.org/?module=Files;action=File.getFile;ID=2982
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Newsnight's David Grossman looks at the impact of Moocs, online courses aimed at large-scale interactive participation and open access via the web.
Alfredo Corell's insight:
Yes... on the BBC news: http://www.bbc.co.uk/news/education-23069542
The MOOCRESEARCH page: http://www.moocresearch.com/
The Japanesse SCHOO, another actor on the MOOC arena: http://thenextweb.com/asia/2013/07/02/japans-schoo-lands-1-5m-to-broaden-its-online-learning-service-as-it-targets-1m-users/
Some thoughts about the higher education before and after MOOCs: http://thenextweb.com/asia/2013/07/02/japans-schoo-lands-1-5m-to-broaden-its-online-learning-service-as-it-targets-1m-users/
Crowd-Researching through a MOOC: http://blog.brownplt.org/2013/06/18/moocs-for-research.html
Efectiveness of MOOC questioned: http://www.mulinblog.com/2013/06/27/case-study-low-participation-rate-raises-question-about-effectiveness-of-massive-open-online-course-mooc/
Coursera materials no that "open" as in a MOOC should be: http://theconversation.com/coursera-under-fire-in-moocs-licensing-row-15534
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Part 1. The obligatory history lesson: It happened to the record industry first.
Alfredo Corell's insight:
Will MOOC Technology Break the Education Cartel?: https://edutechdebate.org/massive-open-online-courses/will-mooc-technology-break-the-education-cartel/ US Platforms questioned: http://www.timeshighereducation.co.uk/news/us-mooc-platforms-openness-questioned/2002938.article?buffer_share=97e5e How MOOCs are changing nature education: http://news.psu.edu/story/272748/2013/04/11/ist-doctoral-student-looks-how-moocs-are-changing-nature-education Digital Resilience in Higher Education: http://www.eurodl.org/?article=559 MOOCs for Educators: http://gettingsmart.com/2013/04/innovative-mooc-spearheads-the-digital-learning-transition-for-leaders/ Expanding global landscape of MOOC platforms: http://www.insidehighered.com/blogs/globalhighered/expanding-global-landscape-mooc-platforms#.UXu4kfekmds.twitter MOOCs of Hazards: http://www.newrepublic.com/article/112731/moocs-will-online-education-ruin-university-experience# Rejecting EdX MOOCs: http://www.thecrimson.com/article/2013/4/26/amherst-rejects-edx-moocs/
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Alfredo Corell's insight:
Phil Hill has modified the proposed description of patterns for students engaged in MOOCs. He also has introduced some graphics to visually represent these patterns.
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"When campus president Wallace Loh walked into Juan Uriagereka's office last August, he got right to the point. “We need courses for this thing — yesterday!” Uriagereka, associate provost for faculty affairs at the University of Maryland in College Park, knew exactly what his boss meant. Campus administrators around the world had been buzzing for months about massive open online courses, or MOOCs: Internet-based teaching programmes designed to handle thousands of students simultaneously, in part using the tactics of social-networking websites." Via EDTECH@UTRGV
Alfredo Corell's insight:
more thoughts about MOOCs
Jeff VanArnhem's curator insight,
March 16, 2013 8:57 AM
Will the impact of MOOCs make their way to the high school? |
Desde el día 23 de marzo, durante una semana lectiva y otra de vacaciones, ha estado abierto el espacio del curso para que participantes y TA (Teaching Assistants) se ejerciten y se familiaricen con el entorno de la plataforma Open education. Para que se presenten, hagan comentarios y en general visiten las distintas páginas, affordances y recursos que constituyen el espacio del curso en la plataforma