Formation Continue du Supérieur

19 janvier 2013

MOOCs francophones: ça commence!

Michel Briand, directeur adjoint en charge de la formation à Telecom Bretagne, suit de très près l’actualité des MOOCs. Il a d’ailleurs ouvert une page de wiki sur Intercoop, où il recueille patiemment et de manière très organisée les informations sur le sujet, et les MOOCs francophones en particulier. N’hésitez pas à alimenter cette page si vous avez des références supplémentaires. Quelle est l’information la plus récente sur cette page? La naissance d’un nouveau MOOC en français! Il s’agit de l’ABC de la gestion de projet, cours de 4 semaines animé par Rémi Bachelet. Rémi n’en est pas à son coup d’essai: son cours est en ligne et en accès libre depuis longtemps, et il a suivi intégralement le MOOC ITyPA avant de proposer le sien. Suite de l'article...

Michel Briand, leas-stiúrthóir i bhfeighil oiliúna ag Telecom Bretagne, a leanúint go dlúth nuacht MOOCs. Sé freisin d'oscail an leathanach vicí ar Intercoop, i gcás ina mbailíonn sí foighneach agus an-eolas eagraithe ar an ábhar, agus MOOCs na Fraince go háirithe. Níos mó...

Posté par pcassuto à 11:38 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

13 janvier 2013

Coursera Announces Details for Selling Certificates and Verifying Identities

By Jeffrey R. Young. How is a major provider of free online courses going to tell whether you are who you say you are? By how you type.
The company, Coursera, plans to announce on Wednesday the start of a pilot project to check the identities of its students and offer “verified certificates” of completion, for a fee. A key part of that validation process will involve what Coursera officials call “keystroke biometrics”—analyzing each user’s pattern and rhythm of typing to serve as a kind of fingerprint.
The company has long said that it planned to bring in revenue by charging a fee to students who complete courses and want to prove that achievement. And Coursera has long recognized that its biggest challenge would be setting up a system to check identity. Other providers of free online courses, which are often called massive open online courses, or MOOCs, have decided to work with testing centers and to require students who want certificates to travel to a physical location, show an ID, and take tests while a proctor watches to prevent cheating. Read more...

Posté par pcassuto à 12:07 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

10 janvier 2013

Universities seek copyright law reform to enable MOOCs

Law reform is required to support innovation and enable Australian universities to compete with the rest of the world in online education, say leading Australian educators.
In their submissions to the Australian Law Reform Commission’s review of copyright legislation, both Universities Australia and the University of Sydney argue the Copyright Act is holding back innovation in the tertiary education sector.
The sector is particularly concerned that current “fair dealing” provisions in the Copyright Act do not support the use of copyrighted material in the delivery of Massive Open Online Courses (MOOCs). Read more...

Posté par pcassuto à 21:59 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

4 janvier 2013

The MOOCopalypse

Computing Education Blog - Mark Guzdial. The End of the University as We Know It — One of Two Visions of a MOOC-filled World
When I talk to people about MOOCs, I realize that people are hearing two radically different stories.
The first group hears that MOOCs can replace lectures, as MOOCs as a kind of textbook. They dream of higher-quality education with blended/flipped classrooms with more interactive exchange during classtime. This group wants to keep Colleges and Universities, and make them better (here’s an example of that vision). The second group hears the story linked below: that MOOCs will replace classes, then schools. They expect (and maybe even want) the MOOCopalypse.
What’s fascinating to me is that each group generally dismisses the other’s story.
The flipped/blended classroom group expresses shock when I tell them the second story. ”Who would want to do that? That would ruin universities! Quality would decrease.”
The MOOCopalypse group doesn’t understand why you would want to do flipped/blended classrooms. ”But that doesn’t reduce costs!”
I like the first story, and the second one scares me. Consider the implications of the vision described below (which is a clear second-group story). With less in-class interaction, graduation rates will plummet — online classes have dramatically lower completion rates without face-to-face contact. With far fewer schools, there is a much smaller demand for PhD’s, so fewer people will pursue higher degrees. Our technological innovation and competitiveness will whither. Think hard about what Universities provide for you before you write them off. Read more...

Posté par pcassuto à 18:09 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

4 janvier 2013

The Rise of MOOCs

By Stephen Downes. Responses to interview questions posed by Kevin Charles Redmon, Independent Journalist and Middlebury Fellow in Environmental Journalism.
1. Are MOOCs an idea that were floating around the halls of universities for some time now, or was the first one in 2008 really a watershed moment?
Many of the ideas that go into a MOOC were around before CCK08 but that course marks the first time the format came together. In particular, we would point to David Wiley's Introduction to Open Education course, which was offered as an open wiki (later called the Wiley Wiki - see https://sites.google.com/site/themoocguide/cck08---mooc-basics ) and Alec Couros's open course ECI831 - Social Media and Open Education (see https://sites.google.com/site/themoocguide/social-media-and-open-education ). These two courses were of course influenced by other work in the field - the concept of open education, in which Wiley was a pioneer, with a license preceeding the Creative Commons licenses, the open wiki, which of course was made famous by Wikipedia, and more. What makes the MOOC offered by George Siemens and myself different was that it was a distributed course. This is what enabled the 'massive' part of 'Massive Open Online Course'. Read more...

Posté par pcassuto à 18:04 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

4 janvier 2013

What would be the implications of MOOCs on Higher Education?

Here is a provocative post on moocs and other ed tech bubbles. My first response below:
I would like to write a detailed response, but by now a few questions and comments first. 1. Would technology undermine formal education? 2. Could learner pick and choose their education? 3. When none of the peers is an expert, is there too much risk of misconceptions and bad habits becoming established within the cohort? 4. Who are the experts? How are these experts identified and recognised? Are we looking for experts as “teachers” or “facilitators”, or machine based AI generated experts? 5. Are experts available for “free” in mooc or would they only “teach” when paid? 6. Why would professors want to teach in MOOCs? What are their motivations? Are they assuming the role of a teacher, or a learner among the networks? ...
To me, the xMOOCs are still organization driven and well developed online courses, which seem to be significantly different from the adhoc organization driven and adhoc (COP, mentoring) and the cMOOCs which are learner driven and adhoc (social networks, forums, wikis, blogs). The cMOOCs are leveraging the affordance of emerging technology and tools, together with the social networks to achieve learning (both formal and informal learning). This seems to be a race between technology affordance and professors and the associated pedagogy employed in the conversation and engagement of learners in the MOOCs. Read more...

Posté par pcassuto à 17:01 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

4 janvier 2013

If you want to make it with Moocs, you must stand out from the crowd

By Chris Parr. Edinburgh's chief information officer offers advice for Futurelearn platform. Chris Parr reports.
The UK's first massive open online course platform will succeed only if it can fend off competition from established US providers and challengers based closer to home, an expert has claimed.
Jeff Haywood, vice-principal for knowledge management and chief information officer at the University of Edinburgh - the first UK institution to offer Moocs on one of the big US platforms, Coursera - believes that the success of Futurelearn, The Open University's Mooc platform, will depend on its ability to stand out from a growing crowd.
"Moocs work only if you can get massive publicity - if you don't have the publicity, you don't have a Mooc," he said. "It is a barrier that anyone hoping to launch a Mooc has to overcome." Read more...

Posté par pcassuto à 01:46 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

4 janvier 2013

MOOCS, Online Learning, and the Wrong Conversation

By Joshua Kim. The fact that MOOCS and online courses have sparked new conversations on your campus about teaching and learning is a terrific development. We should be grateful whenever attention is paid to teaching.
The problem is that neither MOOCS or online courses are, in themselves, a strategy to meet the challenges we all face in higher ed. MOOCS and online courses are a means, not an end, and should be understood as such.
The real conversation that you should be having on campus is about your institutions' goals around teaching and learning.
Simply grafting a MOOC or an online program or online course on to the existing structure of course development and delivery will prove to be an inadequate an ineffective response to the changing higher ed market. Read more...

Posté par pcassuto à 01:24 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

2 janvier 2013

10 Hottest Ed-Tech Stories of 2012

By Jeffrey R. Young. Articles about how free online courses, or MOOCs, could disrupt higher education dominated the headlines last year here at the Wired Campus blog, and they were the most popular with readers as well. Several articles about e-textbooks also topped our list of most-read articles of 2012, highlighting what has been a time of change, and anxiety, for colleges and universities...
Here are the 10 top Wired Campus stories:
1. Stanford Professor Gives Up Teaching Position, Hopes to Reach 500,000 Students at Online Start-Up
2. Could Many Universities Follow Borders Bookstores Into Oblivion?
3. Minnesota Gives Coursera the Boot, Citing a Decades-Old Law
4. Khan Academy Founder Proposes a New Type of College
5. Elsevier Publishing Boycott Gathers Steam Among Academics
6. Coursera Announces Big Expansion, Adding 17 Universities
7. 3 Major Publishers Sue Open-Education Textbook Start-Up
8. Students Find E-Textbooks ‘Clumsy’ and Don’t Use Their Interactive Features
9. Now E-Textbooks Can Report Back on Students’ Reading Habits
10. Udacity Cancels Free Online Math Course, Citing Low Quality. Read more...

Posté par pcassuto à 22:28 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote

2 janvier 2013

Des cours massivement multi-apprenants

Par Christine Vaufrey B. On connaît les jeux massivement multijoueurs, qui voient des milliers de joueurs interagir autour de tâches complexes, se lier en guildes, se combattre et tenter de réaliser les quêtes qui les feront progresser en puissance et en connaissance.
On connaît moins en revanche les cours en ligne massivement multi-apprenants, qui voient se retrouver des centaines d'apprenants sur les réseaux sociaux, sur une plateforme de conférence où se déroulent les webinaires et sur le site du cours, pour échanger et laisser croître la connaissance sur un sujet donné, qu'ils apprennent à maîtriser par le biais de l'expérience. Ces cours s'appellent MOOC (Massive open online course) en anglais, c'est à dire dans la langue de leurs créateurs. CCK11, page d'accueil du cours Connectivism and Connective Knowledge. Teaching a Connectivism MOOC, TIOD10. Billet du blogue Online sapiens, fournissant de nombreuses informations sur la manière de gérer un MOOC et d'en tirer le meilleur. Voir l'article entier...

Faoi Christine B Vaufrey. ar a dtugtar cluichí massively il-imreora, a bhfuil na mílte imreoirí ag idirghníomhú timpeall tascanna casta, guilds ceangal, troid agus iarracht a dhéanamh quests a chur chun cinn an chumhacht agus an t-eolas. Níos mó...

Posté par pcassuto à 11:59 - Commentaires […] - Permalien [#]

Partager cet article

Vous aimez ?

0 vote