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The document discusses an experiment in creating a MOOC without using a centralized platform. The MOOC, called Mechanical MOOC, leveraged existing open educational resources from various sources and connected them through email lists and forums. Over three sequences, the MOOC enrolled around 9,300 students total. A survey of one sequence found that around 7% of students completed all of the material, but completion may not be the best metric of success. The document concludes that platforms are not necessary for MOOCs and that learners can move between resources well, and communities may be more important than individual courses.
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O que algumas piadas nos ensinam sobre gestão
As três frases resumem os principais pontos do documento:
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2) Cada conto é seguido de uma conclusão breve sobre a lição.
3) Os contos e conclusões tratam de temas gerenciais e de como tomar decisões informadas.
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Plattformar för e-learning har huvudsakligen varit teknologier för att organisatoriskt kunna hantera stora studentgrupper som är skilda åt i tid och rum. Detta görs fortfarande men sådan undervisning sker inte alltid enligt den traditionella hierarkiska formen, utan iscensätts även i nya undervisningsformer. Denna presentation tar utgångspunkt i James Surowieckis begrepp "the wisdom of crowds" för att diskutera formerna för aggregering av kunskap och den dynamik som uppstår i kunskapssökande grupper. Webbplattformen Math.se komer att presenteras liksom nya initiativ inom e-learning på KTH såsom KTH Virtuellt campus.
Litteratur:
James Surowiecki "The wisdom of crowds"
http://www.randomhouse.com/features/wisdomofcrowds/
http://en.wikipedia.org/wiki/The_Wisdom_of_Crowds
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Educational Question Routing in Online Student Communities
1. The document presents an educational question routing framework for online student communities that recommends questions to users suitable to answer them based on their expertise, willingness, and workload.
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M mooc ocwc13_carson_050813_p2pu
- 1. It’s Alive! Steve Carson – scarson@mit.edu 8 May 2013
- 2. A simple theory: We don’t need another platform.
- 12. HTTLCS open text book Codecademy exercises MIT OCW videos and assignments OpenStudy for questions
- 13. Structured via e-mail list Eight week course (w 1 break week) No SME support—logistics only Communication archived on WordPress Three overlapping “sequences”
- 14. No teacher No platform No(t much) money
- 15. Provides a flexible framework for connecting projects Leverages existing resources & investments Provides learners with persistent access to resources +’s
- 16. Lives at mercy of project production schedules Student data is scattered Certification wasn’t an option (at least not yet) -’s
- 17. Seq 2: ~2,600 learners Seq 1: ~ 5,700 learners Seq 3: ~1,000 learners
- 18. E-Mails opened
- 19. Sequence 1 Survey N = 83 Assuming a 5% response rate, 1660 “engaged learners” in week eight. 25% were finished, so around 415 complete, or ~7% of total enrollment. But do we care…?
- 23. Thoughts Platforms are not necessary. Learners do just fine moving across resources. Maybe communities ought to be bigger than courses.
- 24. Thoughts Openness remains important. Learners now define success. Maybe the problem with MOOCs will be they are too cheap to produce, not too expensive.
- 25. Finally New sequence starts in June! Thanks http://mechanicalmooc.org http://mechanicalmooc.wordpress.com