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Impact of the internet age on human culture and K-20 education policy/administration
Curated by Jim Lerman
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Introduction to Technology-Enabled Learning - MOOCs For Development

Introduction to Technology-Enabled Learning - MOOCs For Development | :: The 4th Era :: | Scoop.it
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.

Via Peter Mellow, Jim Lerman
Peter Mellow's curator insight, September 19, 2019 2:33 AM
Link thanks to @michael_sankey
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HarvardX and MITx: Four Years of Open Online Courses -- Fall 2012-Summer 2016 by Isaac Chuang, Andrew Dean Ho 

HarvardX and MITx: Four Years of Open Online Courses -- Fall 2012-Summer 2016 by Isaac Chuang, Andrew Dean Ho  | :: The 4th Era :: | Scoop.it
Abstract:     
In 2014 and 2015, a joint research team from Harvard University and MIT released summary reports describing the first two years of Harvard and MIT open online courses launched on the nonprofit learning platform, edX. These reports set expectations for the demographics and behavior of course participants and established an analytic framework for understanding the then-nascent online learning context known as the Massive Open Online Course (MOOC).
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Good brain, bad brain: basics — University of Birmingham — FutureLearn

Good brain, bad brain: basics — University of Birmingham — FutureLearn | :: The 4th Era :: | Scoop.it

THIS IS A FREE COURSE


This course is designed to be an introduction to the human brain and aims to provide basic information and explanations for the non-specialist so that you may better understand your own amazing brain. We will look at what it’s made of, how these components are organised and how they function. This information is helping neuroscientists across the globe to understand how the brain is able to do everything from stopping you falling off your bike to making you feel sad that your football team lost their game to helping you learn how your brain works!

Like all specialist areas, neuroscience uses jargon such that a word or short phrase can carry the meaning of perhaps a paragraph of description. So, the basics of the brain course is designed to introduce you to this jargon and the key biological processes underpinning brain function. This means that, if you subsequently further your studies on the brain, you will be familiar and confident with the basics.


Via Miloš BajÄŤetić, Lynnette Van Dyke
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Blackboard joins MOOC market after pandaemonium has died down ~ Corporate Learning Network

Blackboard joins MOOC market after pandaemonium has died down ~ Corporate Learning Network | :: The 4th Era :: | Scoop.it

by Jeff Cattel

 

"It's been a month since Blackboard announced plans [mid-July 2013] to offer a dedicated, purpose-built platform to house massive open online courses for any of its clients. The news sent ripples through the online education world and threatened less-established education startups, such as Udacity, Coursera and edX, all of which offer the opportunity for educators to create MOOC-type products. So far, dozens of Blackboard's more than 37,000 worldwide clients have joined on — a respectable number, but not something that will upend online education as we know it.

"But MOOC domination wasn't Blackboard's plan when entering the market. Part of the company's value proposition when it comes to adding MOOCs to its Blackboard Learn platform is an already established familiarity with the interface and platform. Professors at thousands of higher education institutions across the country already use the company's learning management system."

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MOOCs and Beyond - eLearning Papers 33 released

MOOCs and Beyond - eLearning Papers 33 released | :: The 4th Era :: | Scoop.it

"

Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008."


Via Dr. Susan Bainbridge, Donna Farren
Peter B. Sloep's curator insight, June 6, 2013 2:34 AM

I have little to add to this other than that the collection of papers provides a distinctive European perspective on MOOCs. As a consequence (?), the focus is more on the pedagogy than on the economics of higher education (@pbsloep)

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Humans and Machines. The role of people in technology-driven organisations | The Economist


Via GRIAL Univ Salamanca. Aprendoenred., Peter B. Sloep, giovanni nulli
Helena Capela's comment, April 18, 2013 6:54 AM
Very good comment.
Peter B. Sloep's comment, April 18, 2013 7:41 AM
Thanks Helena!
Maria Persson's curator insight, May 20, 2013 7:58 AM

Need more time to read with depth...reserving my right to not comment :-)

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The death of degrees? 9 alternative credentialing approaches

Badges, certificates and new methods for translating skills to credits are challenging traditional views of college degrees.
David Bramley's curator insight, February 26, 2013 4:53 PM

I don't think we are going to see the death of the degree, but credentialing could work for professional bodies looking for alternative routes to membership or recognising continuing professional development.  

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First humanities MOOC professors road-test Coursera's peer grading model | Inside Higher Ed

First humanities MOOC professors road-test Coursera's peer grading model | Inside Higher Ed | :: The 4th Era :: | Scoop.it

By Steve Kolowich

 

"And here is where the philosophy of MOOCs collides with the idea of certifiable achievement in a literature course: “If we’re going to keep this completely open,” says Rabkin, “then no credential can have a well-understood meaning.”

 

"Daphne Koller, one of the co-founders of Coursera, says that the peer-grading experiment is still very much a work-in-progress. "We will undoubtedly learn a lot from the experiences of our instructors as they encounter this phenomenon, and then have a better sense of where exactly the tensions lie and how one might deal with them," she says. "We also have some ideas of our own that we'll throw in the mix and evaluate as we plan the next phase of this experiment."

 

Read more: http://www.insidehighered.com/news/2012/08/30/first-humanities-mooc-professors-road-test-courseras-peer-grading-model#ixzz25mxUkjnV
Inside Higher Ed

 


Via Dr. Susan Bainbridge
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Rescooped by Jim Lerman from Into the Driver's Seat
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Research: Video Production and Engagement: Guidelines for the Talking Heads

Recently Juho Kim, a Ph.D. student at MIT, Rob Rubin, the VP of Engineering at edX, and Philip J. Guo from the University of Rochester  How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos at the ACM Conference on Learning at Scale (L@S).

Carlos Fosca's curator insight, September 10, 2016 6:47 PM

Interesantes resultados y recomendaciones que surgen de un estudio realizado a partir del análisis de la data recogida de la observación de 6.9 millones de sesiones de videos por parte de estudiantes de cuatro cursos edX y de entrevistas con equipos de producción de dichos videos. Se midió el nivel de interés (engagement) que estos videos provocaron en los estudiantes de manera indirecta a través del tiempo en que estos permanecían observando el video. Aún cuando esta no es ni siquiera una buena medida para comprender el impacto de estos contenidos multimedia en el aprendizaje de los alumnos, el estudio brinda algunas interesantes luces sobre como deben producirse estos videos para fines educativos y conseguir al menos que los estudiantes no se aburran rápidamente con ellos.

Roberto Aníbal Arce's curator insight, October 12, 2016 9:52 PM
Para nuestros cursantes de ediciĂłn de video
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MOOCs: What we have learned, emerging themes and what next

MOOCs: What we have learned, emerging themes and what next | :: The 4th Era :: | Scoop.it
Senate House, University of London.  Tuesday 28 January 2014. This one-day event took a critical look at how online and open access learning has evolved during the past year, with particular consid...

Via Dr. Susan Bainbridge
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The Future Of Storytelling (Free MOOC) ~ iversity

The Future Of Storytelling (Free MOOC) ~ iversity | :: The 4th Era :: | Scoop.it

"Together with a whole network of media researchers, creators and students we will:
- learn storytelling basics such as antagonist/protagonist relationships, narrative/narrated time, ...
- have a look at exciting current media projects
- analyze how they are designed and executed based on aforementioned basics
- and discuss how (and if) new online tools and formats change the way stories are told and perceived.

The 8-chapter course starts on October 25th, 2013 and ends on December 20th, 2013.

It will offer weekly video material, lessons, interviews and tasks on the following topics (not necessarily in this order):
- storytelling basics
- serial formats (on the TV, web and beyond)
- storytelling in role-playing games
- interactive storytelling in video games
- transmedia storytelling
- alternate-reality gaming
- augmented reality and location-based storytelling
- the role of tools, interfaces and information architectures in current storytelling.

Our first Storytelling-MOOC will focus on fictional formats.


"Our goal is to inspire and help understand. To broaden our horizon of what is and might be possible and what has already been attempted, and what has succeeded or even failed - and why.
In several little tasks you'll analyze and practice storytelling on your own and in teams."

Jim Lerman's curator insight, September 15, 2013 8:17 PM

This MOOC will be led by a team based at the University of Potsdam, Germany

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MOOCs by the numbers: How do EdX, Coursera and Udacity stack up?

MOOCs by the numbers: How do EdX, Coursera and Udacity stack up? | :: The 4th Era :: | Scoop.it

by Daniel Shumski

 

"They're not the only players in the MOOC market, but whether because of high-profile founders, big funding or broad reach, they're the three biggest. So how do EdX, Coursera and Udacity stack up against each other? 

 

"None of the companies is public, so hard numbers can be difficult to come by. But here’s a snapshot of each, including a short summary of each player and where each stands by the numbers in terms of funding and course enrollment, along with key partnerships and big news (good and bad) this year. "

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Half an Hour: Assessment in MOOCs

Half an Hour: Assessment in MOOCs | :: The 4th Era :: | Scoop.it

First of all, the MOOCs I have worked on have not focused on assessment - they have been courses, yes, with a small number (20 or so) taking them for credit, but the vast majority of participants auditing. So the question of marking term papers never came up. And like you, I would not contemplate multiple-choice exams in humanities and literature courses.

If you really need assessment, a few solutions have been proposed and, to a limited extend, tried out:


Via Kim Flintoff, Jenny Pesina
Jan Zanetis's curator insight, May 5, 2013 1:32 AM

You don't hear much about this side of MOOC's

Jean Jacoby's curator insight, May 5, 2013 4:46 PM

Excellent overview with useful links to exemplars.

Amparo Toral's curator insight, May 6, 2013 3:37 AM

A must read on assessment in MOOC, with very useful links and reflections.

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Coursera begins to make money | Inside Higher Ed

Coursera begins to make money | Inside Higher Ed | :: The 4th Era :: | Scoop.it

By Ry Rivard

 

"Coursera, the increasingly popular provider of free online courses, is beginning to make money.

 

"The Silicon Valley-based company brought in $220,000 in the first quarter after it started charging for verified completion certificates, its co-founders said. The company also receives revenue from an Amazon.com affiliates program if users buy books suggested by professors.

 

“It’s the beginning of revenue,” said a Coursera co-founder, Daphne Koller.

The company has 3.2 million registered users, an increase of nearly 700,000 from mid-February. The company was founded in fall 2011 by Koller and her colleague at Stanford University, Andrew Ng. "



Read more: http://www.insidehighered.com/news/2013/04/08/coursera-begins-make-money#ixzz2RypJh4ZX ;
Inside Higher Ed


Via Jacqui Kelly, giovanni nulli
Jacqui Kelly's curator insight, April 8, 2013 9:39 PM

Is this the start of a successful business model? 

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Minnesota Gives Coursera the Boot, Citing a Decades-Old Law - The Chronicle of Higher Education

Minnesota Gives Coursera the Boot, Citing a Decades-Old Law  - The Chronicle of Higher Education | :: The 4th Era :: | Scoop.it

Notice for Minnesota Users:

Coursera has been informed by the Minnesota Office of Higher Education that under Minnesota Statutes (136A.61 to 136A.71), a university cannot offer online courses to Minnesota residents unless the university has received authorization from the State of Minnesota to do so. If you are a resident of Minnesota, you agree that either (1) you will not take courses on Coursera, or (2) for each class that you take, the majority of work you do for the class will be done from outside the State of Minnesota.

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