29 Matching Annotations
  1. Jan 2019
    1. The year of the MOOC, the death of the MOOC

      As one of those folks still working in MOOCs, it has been fascinating to watch the ups and downs, and the twists and turns, that perceptions of this vehicle have taken. I wonder how much the narrative of "life and death" of edtech tools or strategies distorts the nature of how we use them? MOOCs are still proving to be powerful triggers and invitations for faculty at Boulder to think more mindfully and intentionally about their teaching practices. Isn't that a form of life as well?

  2. Jul 2018
  3. Feb 2018
    1. And most importantly for the account with which I am directly concerned here, it skews against exactly the sort of collective and interactive dialogic and discursive analysis on which much learning across the human sciences depends.

      Does it? Even with interactive tools like Hypothesis?

      I value the power of face to face conversation above all else, but there's no doubt in my mind that various forms of interactive technology have occasioned conversation where there never could have been and extended and deepened conversation that has taken place in person.

  4. Jan 2018
    1. competency-based education and new methods of assessment (from #5 to #16)

      Will CBL follow the pattern of MOOCs? Wait, what pattern did MOOCs follow? They are certainly not gone...

  5. Dec 2017
    1. free online learning materials disproportionately benefit the affluent and highly educated

      I'd want to be very clear about what is included in this category before I could understand the conclusion.

    2. open online courses,

      If this means MOOCs, then it's no surprise to me that they might benefit advantaged folks more.

  6. Nov 2017
    1. Alan Levine’s comment also needs to be kept for posterity:

      I so appreciate the framing of this history for the oMOOC (Original) as "courses of lectures" which seems not focused on the lectures but the discussions generated. And thanks for the mention of the ds106 assignment bank (a concept I seem to suggest in every project) but I must make a small historical credit. Grant Potter was definitely part of the foundation, but his great contribution was DS106 Radio. The person who credit for the Assignment Bank must go to is Martha Burtis who did this and more for co-creating DS106, but she's often invisible in the Shadow of Groom. I did the archeology on the Assignment Bank history: http://cogdogblog.com/2016/10/ds106-history-details/ I dream that someone would fund you to roll out the model described, maybe it's a dMOOC (Downsian) not that it would likely overtake the xMOOC Hype Train (which all its is shiny conductors have jumped off the train, i just keeps rolling through burgs like EdSurge).

    2. We (had we ever been given the opportunity) would have created the business proposition very differently.
    3. access to the top researchers in the field
    4. I think that universities (especially the 'elite' universities) have lost the plot when it comes to their value proposition (or, at least, what they tell the world their value proposition is).

      In some ways, the strongest indictment of the MOOC hype.

    1. the way of MOOCs – a few years of wild hype about revolutionary potential followed by inevitable domestication by the academy.

      That sure is one way to put it. Same expectation for #NGDLE?

  7. Jan 2017
  8. Nov 2016
    1. courses that will not generate adequate revenues on their own to cover their cost

      I think one lesson we've learned over the past four years is that the Coursera/Udacity model doesn't really work. But MOOCs come from opening up f2f courses - the value of open perhaps is not in what the course gives away, but in what it can draw in, what the larger online community adds to it, and what the class gains from connecting to that community. The connected courses model is worth considering.

    2. favorite MOOC from a liberal arts school

      ds106

    3. open online course from liberal arts schools to privilege lateral and broad thinking, community and collaboration
    4. open online learning movement comes to it fourth year of life

      Starting off with revisionist history is a problem. It is no secret that the movement goes back more than four years, and the lessons of the near past are important for this article.

  9. Oct 2016
  10. Sep 2016
    1. Coursera announces Coursera for Business, shifting toward corporate learning. Udacity has already followed the same path.

      Coursera mission statement from early 2012: "We are committed to making the best education in the world freely available to any person who seeks it." 2016: "Meh."

  11. Jul 2016
    1. MOOCs have forced Vice Chancellors to focus on teaching and learning This is probably a true if sad statement.

      My thoughts exactly. Same was true of McG’s Tony Massi saying that MOOCs got a few science teachers to rethink their teaching for the first time in decades.

  12. Jun 2016
    1. I asked about “conversation”, “dialogue”, and “community”. Her responses showed that these are, for Coursera, an afterthought. And after playing around inside the guts of the tool, it remains clear to me that these are, indeed, an afterthought. All the proof I need is that it’s about ten times easier to upload a video, and track the watching of that video, than it is to administer the discussion forum.

      I truly believe that social annotation could be the mechanism that brings authentic, engaging conversation to MOOCs. For one, annotation takes place on top of content (in all its slick delivery) rather than in a siloed discussion forum.

  13. Apr 2016
  14. Dec 2015
  15. Apr 2015
    1. 5.4 STRENGTHS AND WEAKNESSES OF MOOCS
    2. 2. Is it reasonable to compare the costs of xMOOCs to the costs of online credit courses? Are they competing for the same funds, or are they categorically different in their funding source and goals? If so, how?

      MOOCs is a community service for which, I expect, every university has a budget. It is the universities' moral obligation to serve the interested groups\communities\society with MOOCs. It is mutually beneficial - the universities get their brand, research and teaching practices distributed, while the public shares with them personal data and comments, and opinions (which are extremely costly, compare this with the cost of those massive public opinion surveys conducted prior to the election campaigns, or market research) ... Hopefully the universities and academia can add ethical rigor to the way the big massives of private data is used.

    3. MOOCs tend to attract those with already a high level of education, rather than widen access

      MOOCs widen access for those who already have some higher level education and are looking for professional and intellectual development. Thus already privileged groups are getting better access to more educational resources.

      a counterargument: MOOCs can be locally used as a well structured educational resource by local development organizations to serve the underprivileged groups; this will not become a social mobility device, but can potentially serve as a mass literacy tool (including various forms of literacy - basic elements of critical thinking; basic statistics, essential ecological literacy skills.

      locally implemented MOOCs can become a valuable alternative to one-directional broadcasts, a way to organize local developments basing on scientific knowledge and research as opposed to propaganda and superstiions

    4. approaches

      lagunita.stanford.edu/courses/StanfordOnline/O.P.E.N./CourseDesign/courseware

      "SPOC

      A SPOC represents a blended teaching approach that utilizes the power of online platforms in a more intimate, traditional course setting. In many cases, the online content is not created by the instructor teaching the face-to-face portion of the course but rather is adopted from a MOOC."

    5. it is difficult to see how publicly funded higher education institutions can develop sustainable business models for MOOCs;