11 mai 2013

MOOCs and disruptive innovation: Implications for higher education

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/MOOCsDisruptiveSustainingInnovation.pngAuthors: Li Yuan, Stephen Powell. The opportunity that Massive Online Open Courses (MOOCs) offer for cost effective massification of learning has generated significant interest from governments, higher education institutions (HEI) and commercial organisations. A growing number of HEI have been involved in experimenting with MOOCs for the purposes of expanding access, marketing and branding, as well as the potential of developing new revenue streams. The motivation for some MOOC providers is a philanthropic one and for others a business proposition. However, in both cases, there is the challenge of finding a viable business model that allows for sustainability of MOOC provision.
This paper will use the theory of disruptive innovation (Bower and Christensen, 1995) to examine MOOCs development and how their approach could be used to help institutions explore innovative approaches for teaching and learning and to develop new business models in order to gain competitive advantages in the education market. MOOCs provide institutions with a vehicle to think creatively and innovatively to explore new business models and flexible learning paths in HE provision. However, there is a need to rethink current higher education structures and policies and working practices that obstruct innovation. This includes funding arrangements and the ability to disaggregate teaching from  assessment and accreditation for differential pricing and pursuit of marketing activities.
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Posté par pcassuto à 16:01 - - Permalien [#]

The Next Game Changer: The Historical Antecedents of the MOOC Movement in Education

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/Loyola%20University%20Chicago.jpgAuthor: David T. Boven. Though the history of massive open online courses is very short, scholars can gain insights by looking at similar movements in the past. This paper examines several historical moments in education to develop an understanding of MOOCs and their future.
Specifically, this paper explores two  developments that resemble the discourse surrounding MOOCs—the emergence of studia particulare and generale in medieval Europe and the monitorial educational systems of the early nineteenth century. It also looks at several other educational innovations that have been seen as disruptive to the status quo of education. These include land-grant institutions in the United States in addition to the University Without Walls and open education movements of the 1960s and 1970s. These previous movements are very instructive as proponents of MOOC educational systems develop strategies for promoting MOOCs and giving them lasting resonance in the digital age.
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Posté par pcassuto à 15:58 - - Permalien [#]

MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/DesignPrinciples.pngAuthors: Lourdes Guàrdia, Marcelo Maina, Albert Sangrà. The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario.
A new understanding of knowledge production and learning challenges the core of learning design, demanding innovative and appropriate approaches to teaching and learning. We present a set of learning design principles drawn from the learner’s perspective. They focus on empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and finally using a variety of media and ICTs to create and publish learning resources and outputs.
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Posté par pcassuto à 15:55 - - Permalien [#]

MOOCs are More Social than You Believe

http://www.elearningeuropa.info/sites/default/files/elearning_papers.pngAuthors: Jan Blom, Himanshu Verma, Nan Li, Afroditi Skevi, Pierre Dillenbourg. We report about two ongoing studies, which challenge the individualistic model of MOOC based learning. MOOC usage is embedded in the context of collocated study groups.
The ability to pause a lecture and discuss its contents with peers creates learning opportunities. Learning by explaining has been proved effective through many empirical studies. We investigate the best way to configure these study groups with different tools.
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Posté par pcassuto à 15:52 - - Permalien [#]

Realising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Media

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/Purser%20-%20Downes%202012%20mooc_design.pngAuthors: Emily Purser, Angela Towndrow, Ary Aranguiz. We report on peer-to-peer learning online, describing the role of cooperative, student managed groupings in successful learn-by-MOOC experiences.
We found that to expand learners’ potential in digital culture, it helps to by-pass traditional notions and tools of online learning support, and embrace networked social media.
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Posté par pcassuto à 15:49 - - Permalien [#]

Learning from Open Design: Running a Learning Design MOOC

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/OLDSMOOC.jpgAuthor: Patrick McAndrew. Massively Open Online Courses (MOOCs) give an opportunity for providing access to subjects of mass interest but also allow more niche subjects (Beavon, Commas- Quinn, de los Arcos & Hauck, 2013) to reach a larger audience than the more usual context of small-scale post-graduate courses.
The OLDS-MOOC (Open Learning Design Studio-MOOC) is an example of such a course. Developed with funding from Jisc, in January 2013 a collaborative team from several universities presented a nine-week online course. The subject matter is learning design as an organised approach to online learning. This report considers the way in which the course was structured around as a project-based “pMOOC” in its approach to learning design, while also including.
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Posté par pcassuto à 15:47 - - Permalien [#]

Quad-blogging: Its Potential to Transform Peer-to-Peer Learning in a MOOC

Posté par pcassuto à 15:44 - - Permalien [#]

Game Based Learning MOOC. Promoting Entrepreneurship Education

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/GameBasedLearningMOOC.jpgPromoting entrepreneurship could help society overcome the crisis. At the same time, MOOCs could allow a large number of participants to enrol in entrepreneurship education.
This case study introduces the Introduction to Entrepreneurship MOOC, which takes advantage of Game Based Learning for developing entrepreneurship through an active based methodology in a MOOC open to anyone, anywhere.
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Posté par pcassuto à 15:42 - - Permalien [#]

The AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/FoundationsofScienceMOOC.pngTraditionally, developing courses in higher education involves a single individual working to build materials that will be implemented by that individual. More rarely, groups work together to build course.
Interdisciplinary collaboration by teams of developers is often seen during online course creation, where teams generally consist of content experts, technologists, and instructional designers, and each takes on and persists in a single role. We propose a different model for team development of online MOOCs, one in which team members take on diverse roles. This approach was implemented in development of a Foundations of Science course, with 28 core team members, consisting of staff and graduate students. The engagement of experts in areas outside their immediate area of expertise allowed developers to take on the role of the novice, ensuring a MOOC that was approachable to learners of diverse abilities.
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Posté par pcassuto à 15:40 - - Permalien [#]

IAC-ETeL 2013 in Prague

http://www.elearningeuropa.info/sites/default/files/elearning_papers.png17 October 2013 - 18 October 2013. International Academic Conference on Education, Teaching and E-learning in Prague 2013 is an important international gathering of scholars, educators and PhD students. IAC-ETeL 2013 will take place in conference facilities located in Prague, the touristic, business and historic center of Czech Republic.
All accepted papers will be published in the "Proceedings of IAC-ETeL 2013", ISBN 978-80-905442-1-5 and indexed in: Google books, NKC - National Library of the CR and EBSCO.
Venue: Park Inn Prague, conference hotel in Prague, Svobodova 1, Czech Republic.

Posté par pcassuto à 15:36 - - Permalien [#]