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Moocs required us to rethink how to create open and free courses that would engage large numbers of learners. Over the years, we’ve adapted our services in response to lessons we’ve learnt from our experiments, write Nikki Stuart and Lauren Johnston-Smith 
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It’s common these days to hear that free online mega-courses, called MOOCs, failed to deliver on their promise of educating the masses. But one outcom
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Curtis J. Bonk will deliver a presentation via videoconference at Tampere University of Applied Sciences, http://www.tamk.fi/. The following themes are included in presentation: Via Ana Cristina Pratas, Miloš Bajčetić
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MOOCs are usually taken by college students or adults, but the are compelling reasons they may make sense for high school students. Via Miloš Bajčetić
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... Passively watching a video doesn’t achieve the same level of rich learning, because it does not require the student to do anything but sit, watch, and hopefully absorb information. The great news is, designing active learning experiences for your MOOC is fun and won’t cost you a thing! ... http://www.scoop.it/t/easy-mooc Via Lucas Gruez, SusanBat
Jarrod Johnson's curator insight,
April 14, 2015 6:39 PM
These insights are pretty obvious when you read them and a lot of MOOCs I have completed have used at least one of these methods. 
elearning at eCampus ULg's curator insight,
April 21, 2015 3:15 AM
Some interesting ideas to serve variety in learning
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...“MOOCs challenge everyone involved – participants and staff – to use and improve their skills in digital learning – which is in itself a 21st century skill,” Professor Griffin said... Via SusanBat
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"Whilst the initial success of MOOCs has been substantial, there has been a growing desire to see the format of learning offered updated to reflect the way people study in a modern world…" Via SusanBat
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"Massive open online courses (MOOCs) are still pretty new but more and more universities, platform providers and publishers are beginning to create MOOCs to raise their profile and showcase high-quality materials. But there is a risk that reputations can take a serious hit if materials and data are being used incorrectly, or without permission." Via EDTECH@UTRGV, Cíntia Rabello, Peter Mellow
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I report on the demographics and experiences of two cohorts of students who completed an 8 week course. The cohorts include: 29,000 students who took the course via MOOC, and 100 students who took the course on campus at Georgia Tech. Of those students, the data is based on 879 respondents who completed the course online and 57 who completed the course on campus. Both groups were provided the same curricula and were assessed according to the same criteria... http://www.scoop.it/t/easy-mooc Via Lucas Gruez, Fiona Harvey, SusanBat
Fiona Harvey's curator insight,
November 24, 2013 2:09 PM
Fascinating. Great to get so much 'proper' research. It will come by in waves now.
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Coursera uses data on clicks and response to emails to see how engagement with course content changes, co-founder Andrew Ng said at an IBM event today. http://www.scoop.it/t/easy-mooc Via Lucas Gruez, SusanBat
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"... an analysis of Twitter usage surrounding a German-language MOOC that could indicate future trends in technology-enhanced learning. Our research focuses on the Twitter stream accompanying the course and ask how Twitter is used and for what purposes by the heavy twitter users, by the educators / organisers / guestspeakers in the course and if tweets from “outside” get into to the stream.."
Reference: van Treeck, T., Ebner, M. (2013) How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs. In: Twitter & Society, Weller, K., Bruns, A., Burgess, J., Mahrt, M., Puschmann, C. (eds.), Peter Lang, p. 411-424 Via SusanBat
Terry Elliott's curator insight,
November 12, 2013 10:30 AM
Figuring out how the pieces that you cobble together to create a MOOC actually work. Read this and make your own decisions about whether Twitter should be part of your MOOC sandwich.
Fiona Harvey's curator insight,
April 8, 2014 5:17 AM
Use of TWitter within MOOCS - expect more of this to come. Rather detailed and reviews two German Language MOOCs. Some ideas on how Twitter can be applied to on campus classes
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"MOOCs as a keystone concept in helping higher edudcation transition to digital networked learning" Via SusanBat
SusanBat 's curator insight,
October 27, 2013 9:29 PM
A slideshare presentation by George Siemans with references to the 'MOOC Canvas model' (Alario-Hoyos et al) and 'Design and Evaluation Framework' (Grover et al) 
MIT ODL SEI's curator insight,
November 16, 2013 8:14 AM
A good summary of key words/topics relevant to MOOC development and delivery from a number fields.
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An impressive array of MOOCs on the subject of online learning and education more broadly are either underway or about to start...
Via SusanBat
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CT asks Anant Agarwal about lifelong learning and how edX connects individuals to education whatever their career or life stage.
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From
www
Microsoft offers free online courses and MOOCs in a variety of subjects. Browse upcoming classes and enroll now. Via SusanBat
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So after a couple of years since MOOCs become a recognized eLearning strategy (and for the sake of our readers, I’ll suppose you know what generally defines a MOOC), where do they stand? Still the possible future of education? Still a developing concept? Or perhaps a failed experiment? Via Miloš Bajčetić
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"Everyday, thousands of students around the world perch themselves in front of computer screens in homes, libraries, coffee shops, and Internet cafes to take a ma..." Via SusanBat
Christa Meenan's curator insight,
April 23, 2015 9:14 AM
While highlighting the obvious benefits of MOOCs for self-motivated individuals, this aricle does a nice job of also explaining the importance of face-to-face interaction with the instructor for many students to succeed. Blending MOOCs with other forms of delivery may be a way for MOOCs to move forward with lower dropout rates.
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Massive Open Online Courses, or MOOCs, took the world by storm in 2012. After years of experimentation at the fringes of higher education, prestigious universities from around the world progressively surged… Via SusanBat
SusanBat 's curator insight,
August 28, 2014 8:06 PM
"...But one reason institutions like Stanford University and Edinburgh University embraced MOOCs was that they provided a wonderful opportunity to learn about online learning. These institutions recognised that MOOCs were a vehicle for educational research, particularly through the use of learning analytics..."
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"As digital learning environments, MOOCs are ideal for incorporating game elements. In fact, many MOOCs already have some kind of gamification, such as digital badges, which are becoming preferred alternative credentials in both the education and training spheres. Gamification in MOOCs can take a variety of forms, from merely introducing a progress bar into courses (these now come standard in many learning management systems) to full-scale gamified training programs, with competitions, levels, content unlocking, rewards, and more…" Via SusanBat
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Massive Open Online Courses (MOOCs) collect valuable data on student learning behavior; essentially complete records of al student interactions in a self-contained learning environment, with the benefit of large sample sizes. […] • […] 76% of all participants were browsers who collectively accounted for only 8% of time spent in the course, whereas, the 7% certificate-earning participants averaged 100 hours each and collectively accounted for 60% of total time. • Students spent the most time per week interacting with lecture videos and homework, followed by discussion forums and online laboratories; Via Peter B. Sloep, Peter Mellow
Peter B. Sloep's curator insight,
April 21, 2014 3:46 PM
The article analyses the behaviour of some 150,000 registrants for the inaugural edX course — 6.002x: Circuits and Electronics, which was offered in the spring of 2012. The analysis is based on the log files for the course, constituting an exemplary case of the application of learning analytics in action (although the authors don’t use that term at all). It consists of two parts. First, the authors take the data of all registrants into account, later to focus on those relatively few (about 10,000) who managed to earn a course certificate.
Overall, this is an interesting and useful study. I have two minor qualms with it. First, the analysis focuses on those registrants who passed the exam and earned a certificate. Although the 10,000 students who managed to do this is a sizable number, it pales with the 150,000 who registred in the first place. Second, and as far as I am concerned more importantly, no attempts is made to frame the discussion in the context of a particular learning theory. However, these qualms do not detract from the value of this study, it deserves to be widely read, particularly by people who are engaged in learning analytics (who might miss it as that term is not used). @pbsloep (see for a more extensive discussion of the article my blog post at http://pbsloep.blogspot.nl/2014/04/who-does-what-in-massive-open-online.html)
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The popularity of Massive Open Online Courses (MOOCs) has attracted considerable attention from academic institutions providing the courses, potential students and researchers. The enthusiasm for all the possibilities of this type of online education has, however, been tempered by issues such as of the quality of education provided, the support needed by vast numbers of students and the high drop-out rate. The Educational Data Mining community has an important role to play in the debate about the advantages and disadvantages of MOOCs, as well as in proposing intelligent solutions for addressing various educational aspects. There are many challenges of knowledge discovery in MOOCs, including the vast volume of data and the diversity of users. These challenges, however, bring opportunities to develop new data mining techniques or adapt established knowledge discovery approaches to the requirements of analysing MOOCs data. Via Peter B. Sloep
Peter B. Sloep's curator insight,
February 19, 2014 9:26 AM
Last week I reported on the EMOOCs conference, in which a significant part was reserved for reporting on various experiences with and research results on MOOCs. This July a workshop will be held focussing on data mining in MOOCs. If MOOCs are as massive as their name suggests - which of course is not always the case in actual fact - then data mining should be particularly profitable. It should give us insights in how MOOCs fare but also on how to generate the raw material on which recommenders may operate. The call for papers is still open until April 14th, so everybody who has a data mining & MOOCs axe to grind, pay attention! @pbsloep
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Ebba Ossiannilsson's curator insight,
December 1, 2013 1:08 PM
George Siemens introduces a new MOOC Framework
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By embracing the open-source software Open edX, the university hopes to create its own reputation as a MOOC provider. Via Mark Smithers
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"The aim of this scoreboard is to highlight the huge potential that European institutions have in the world of MOOCs and to help visualize this potential by compiling the existing European-provided MOOCs and open courses available on different open websites" Via SusanBat
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Massive Open Online Courses are attracting millions of students, but providers and platforms are struggling with holding their attention to completion. Via Mark Smithers
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