Массовые открытые онлайн-курсы в контексте высшего образования
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Презентация к докладу на XIII Сибирском форуме образования (принимал участие в работе круглого стола, 28 марта 2014, ТГУ)
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Types of mooc
There are two main types of MOOCs: xMOOCs and cMOOCs. xMOOCs follow a more behaviorist approach using video presentations and automated testing to check student understanding. They focus on concise video content and getting students to apply knowledge. cMOOCs are based on connectivist learning theory and emphasize connected, collaborative learning through discussion forums and peer interaction to discuss ideas and questions.
My mooc slides
MOOC stands for Massive Open Online Course. MOOCs are free online courses designed for large numbers of participants and open access via the internet. They provide interactive user content like videos and readings to build an online learning community. While MOOCs increase access to education, they can lack direct feedback which some students need. Additionally, without self-discipline, students may struggle to complete MOOC courses. MOOCs are intended for university-level learners rather than primary or secondary students.
Mooc
MOOC stands for Massive Open Online Course. The document discusses the definition of a MOOC, the types which include connectivist and instructivist approaches, and the historical background including the first MOOC in 2008. MOOC course categories can range from subjects like chemistry to humanities to technology. Course lengths vary from 1 week to 52 weeks, with estimated student effort being 1-20 hours per week. The author's main field of interest in MOOCs is project management basics.
Moocs
This document provides an overview of MOOCs (Massive Open Online Courses). It defines a MOOC as an online course with unlimited participation and open access via the web. The history of MOOCs began with George Siemens' theory of connectivism in the early 2000s. There are two main types of MOOCs - cMOOCs (connectivist MOOCs) which are based on connecting learners through social media, and xMOOCs which are sponsored by universities and focus more on video lectures. The document also lists some fields of interest for potential MOOC topics such as human reproduction, genetics, and environmental studies.
Moocs
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs as a form of distance education conducted primarily online. The document then traces the history and origins of MOOCs in 2008. It outlines two types of MOOCs: cMOOCs, based on connectivism and collaboration; and xMOOCs, based on formal course structures from platforms like Coursera and edX. The document also covers advantages like wide accessibility and interaction, and disadvantages like the ease of dropping out. It concludes by noting the growth of MOOCs in subject areas and partnerships between universities and companies.
MOOC
The document discusses Massive Open Online Courses (MOOCs). It provides a brief history of MOOCs, explaining their evolution from open education movements and early MOOC courses like CCK08. It defines MOOCs as free online courses designed for large numbers of students that may provide academic credits, certification or further study opportunities. The document outlines different types of MOOCs, including cMOOCs which emphasize social constructivism and xMOOCs which are based on interactive media and assessments. It also discusses the author's interest in an emergency management MOOC to prepare for epileptic situations.
Use Of Wikis For Teaching And Learning
The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
Moocs by masego thejane
MOOCs (Massive Online Open Courses) are online courses that are aimed at unlimited participation through the web. They provide interaction and community for students, professors, and teaching assistants. MOOCs cover a single topic, are open for anyone to take, are massive by connecting people on a global scale, and are online with no charge for students. MOOCs have different purposes, such as democratizing education, developing skills, increasing access to higher education, and decreasing costs. The first MOOC was introduced in 2008 and was called "Connectivism and Connective Knowledge." MOOCs have advantages like being free, allowing informal learning, and providing online interaction, but also have disadvantages like technical problems,
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Types of mooc
There are two main types of MOOCs: xMOOCs and cMOOCs. xMOOCs follow a more behaviorist approach using video presentations and automated testing to check student understanding. They focus on concise video content and getting students to apply knowledge. cMOOCs are based on connectivist learning theory and emphasize connected, collaborative learning through discussion forums and peer interaction to discuss ideas and questions.
My mooc slides
MOOC stands for Massive Open Online Course. MOOCs are free online courses designed for large numbers of participants and open access via the internet. They provide interactive user content like videos and readings to build an online learning community. While MOOCs increase access to education, they can lack direct feedback which some students need. Additionally, without self-discipline, students may struggle to complete MOOC courses. MOOCs are intended for university-level learners rather than primary or secondary students.
Mooc
MOOC stands for Massive Open Online Course. The document discusses the definition of a MOOC, the types which include connectivist and instructivist approaches, and the historical background including the first MOOC in 2008. MOOC course categories can range from subjects like chemistry to humanities to technology. Course lengths vary from 1 week to 52 weeks, with estimated student effort being 1-20 hours per week. The author's main field of interest in MOOCs is project management basics.
Moocs
This document provides an overview of MOOCs (Massive Open Online Courses). It defines a MOOC as an online course with unlimited participation and open access via the web. The history of MOOCs began with George Siemens' theory of connectivism in the early 2000s. There are two main types of MOOCs - cMOOCs (connectivist MOOCs) which are based on connecting learners through social media, and xMOOCs which are sponsored by universities and focus more on video lectures. The document also lists some fields of interest for potential MOOC topics such as human reproduction, genetics, and environmental studies.
Moocs
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs as a form of distance education conducted primarily online. The document then traces the history and origins of MOOCs in 2008. It outlines two types of MOOCs: cMOOCs, based on connectivism and collaboration; and xMOOCs, based on formal course structures from platforms like Coursera and edX. The document also covers advantages like wide accessibility and interaction, and disadvantages like the ease of dropping out. It concludes by noting the growth of MOOCs in subject areas and partnerships between universities and companies.
MOOC
The document discusses Massive Open Online Courses (MOOCs). It provides a brief history of MOOCs, explaining their evolution from open education movements and early MOOC courses like CCK08. It defines MOOCs as free online courses designed for large numbers of students that may provide academic credits, certification or further study opportunities. The document outlines different types of MOOCs, including cMOOCs which emphasize social constructivism and xMOOCs which are based on interactive media and assessments. It also discusses the author's interest in an emergency management MOOC to prepare for epileptic situations.
Use Of Wikis For Teaching And Learning
The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
Moocs by masego thejane
MOOCs (Massive Online Open Courses) are online courses that are aimed at unlimited participation through the web. They provide interaction and community for students, professors, and teaching assistants. MOOCs cover a single topic, are open for anyone to take, are massive by connecting people on a global scale, and are online with no charge for students. MOOCs have different purposes, such as democratizing education, developing skills, increasing access to higher education, and decreasing costs. The first MOOC was introduced in 2008 and was called "Connectivism and Connective Knowledge." MOOCs have advantages like being free, allowing informal learning, and providing online interaction, but also have disadvantages like technical problems,
CDETG Presentation on MOOCs
This document provides an overview of connectivist MOOCs (cMOOCs) based on lessons learned from running cMOOCs. It defines key concepts like open learning, connectivism, and cMOOCs. Some key points made are: cMOOCs are based on connectivist principles where learning is a process of connecting information sources and diversity of opinions; they require nurturing connections to facilitate continual learning; and assessing learning in cMOOCs can be challenging given their open and connection-based nature. The document shares lessons learned from running previous cMOOCs on needing critical mass of participation and exploring new tools like ePortfolios for assessment.
The mooc in action
A MOOC (massively open online course) is an online course with unlimited participation and open access via the web. MOOCs are hosted on sites like wikis and blogs and allow for asynchronous learning. Course interactions occur through online venues like blogs and tweets. MOOCs alter the relationship between learners and instructors and between academia and the wider community. While MOOCs increase accessibility and collaboration, they may cause challenges for student assessment and faculty roles. As the model evolves, expectations and methods may become more standardized and predictable.
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This document summarizes a study on the use of Massive Open Online Courses (MOOCs) for professional development among master's students at the University of Costa Rica and the University of Kansas. It provides information on what MOOCs are, their advantages and disadvantages, results from a survey of 15 students who have taken MOOCs, including their reasons for enrolling and completing or not completing MOOCs. The top MOOC providers are also listed.
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Mooc
MOOCs are massive open online courses that provide free online learning materials to large numbers of students. The term was coined in 2008 by Dave Cormier when he and others offered the first MOOC through the University of Manitoba. While MOOCs allow widespread access to education, they also face challenges like high dropout rates and student distraction. MOOCs cover a variety of topics from languages and computer skills to sciences and business. The document discusses a MOOC in first aid training of interest to the author for their work in education.
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A MOOC is a massive open online course that is run by many universities worldwide. Participants can engage with course material without completing assignments. The material is distributed across the web rather than in one central location. MOOCs can be used for standalone study of a subject or to supplement a course taken elsewhere. They offer flexibility and bring students from around the world together, but participants cannot earn credits and have high dropout rates due to simplified material and lack of interaction with professors.
Lerato desiree ntsimane
This document provides an overview of Massive Open Online Courses (MOOCs). It discusses what MOOCs are, including their history beginning in 2004, how they work by reducing instructor contact and relying on self-organized study groups, and different types of MOOCs. The document also outlines the pros and cons of MOOCs, major MOOC platforms, and how MOOCs may change education by allowing free, accessible learning worldwide.
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The project aimed to provide open educational resources (OER) to help adults transition successfully to college in the US. Follow up research interviewed students, administrators, and educators and found that the OER led some institutions like the University of Maryland University College to pursue lower-cost course materials. However, educators in different contexts found the content did not always align with their needs and audiences. OER were found to have different usage patterns than other online resources and can help bridge formal education, though content must be appropriate for the target learners and contexts.
Using teacher weblogs
This is a short Power Point presentation to explain how teacher generated Weblogs can solve several problems faced by the teacher in the English classroom.
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MOOCs (Massive Open Online Courses) are free online courses that can be taken by anyone from anywhere. They were first created in 2008 by George Siemens and Stephen Downes as "Connectivism and Connective Knowledge." In 2012, Sebastian Thrun and Peter Norvig from Stanford University offered their artificial intelligence course online, attracting many students. There are two main types of MOOCs - cMOOCs focus on connectivity and contributions from participants, while xMOOCs have structured content from universities or companies. The author is most interested in cMOOCs so they can create their own biology blog and share knowledge with other learners.
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Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.Moodle MOOC 11: Teaching and Learning Online
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MOOCs and Virtual Worlds
This document summarizes the history and current state of MOOCs (Massive Open Online Courses). It discusses the first MOOC offered in 2008 and the launch of major MOOC providers like Udacity, Coursera, and edX in 2012. It also describes the differences between cMOOCs (based on connectivist principles) and xMOOCs (focused on traditional course formats). Finally, it discusses opportunities and challenges of MOOCs for libraries and ways that librarians can get involved through activities like content curation, professional learning networks, and embedded librarianship.
Mooc assignment
MOOC stands for Massive Open Online Course. It is a response to challenges faced by organizations and distributed learning. A MOOC provides open access to course materials, has a start and end date, and allows people to collaborate and discuss course topics in a structured way. It is participatory in that participants engage with the materials and each other rather than just completing assignments. A MOOC creates a distributed knowledge base through tools like blogs, videos and tags. It aims to promote lifelong learning by allowing independence and creating networks that can continue after the course ends.
Opening the Box: Building online learning communities with multiuser blogging...
Main topics:
* Challenges of online learning
* What is multiuser blogging?
* How can MU blogging be used in higher education?
* Requirements
* Who else is using MU blogging environments?
Практический опыт организации МООС, март 2015
Презентация подготовлена для вебинара по теме применения МООС в системе повышения квалификации педагогов
Las mooc
Los MOOC (Massive Open Online Courses) son cursos en línea masivos y abiertos a los que puede apuntarse cualquier persona sin límite de participantes. No existe un término único en español para referirse a ellos, aunque algunos usados son CAEM, COMA o CALGE. Los MOOC deben tener objetivos de aprendizaje, evaluaciones y algún tipo de interacción entre estudiantes y profesores. El primer curso llamado MOOC fue en 2008 en la Universidad de Manitoba con 2,300 estudiantes, aunque los MOOC actuales se h
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The mooc in action
A MOOC (massively open online course) is an online course with unlimited participation and open access via the web. MOOCs are hosted on sites like wikis and blogs and allow for asynchronous learning. Course interactions occur through online venues like blogs and tweets. MOOCs alter the relationship between learners and instructors and between academia and the wider community. While MOOCs increase accessibility and collaboration, they may cause challenges for student assessment and faculty roles. As the model evolves, expectations and methods may become more standardized and predictable.
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This document summarizes a study on the use of Massive Open Online Courses (MOOCs) for professional development among master's students at the University of Costa Rica and the University of Kansas. It provides information on what MOOCs are, their advantages and disadvantages, results from a survey of 15 students who have taken MOOCs, including their reasons for enrolling and completing or not completing MOOCs. The top MOOC providers are also listed.
GSE Council Meeting: Online Education
This document discusses online learning and MOOCs. It shows that while traditional student enrollment is leveling off, online enrollment continues to grow rapidly. It provides reasons why online learning is beneficial, including lower costs, increased interaction, accommodating different learning styles, and accessibility. It introduces some Fordham University faculty who teach online or blended courses. MOOCs are defined as connectivist courses designed around principles of weak central organization, encouraging participant networking and knowledge sharing.
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MOOCs are massive open online courses that provide free online learning materials to large numbers of students. The term was coined in 2008 by Dave Cormier when he and others offered the first MOOC through the University of Manitoba. While MOOCs allow widespread access to education, they also face challenges like high dropout rates and student distraction. MOOCs cover a variety of topics from languages and computer skills to sciences and business. The document discusses a MOOC in first aid training of interest to the author for their work in education.
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A MOOC is a massive open online course that is run by many universities worldwide. Participants can engage with course material without completing assignments. The material is distributed across the web rather than in one central location. MOOCs can be used for standalone study of a subject or to supplement a course taken elsewhere. They offer flexibility and bring students from around the world together, but participants cannot earn credits and have high dropout rates due to simplified material and lack of interaction with professors.
Lerato desiree ntsimane
This document provides an overview of Massive Open Online Courses (MOOCs). It discusses what MOOCs are, including their history beginning in 2004, how they work by reducing instructor contact and relying on self-organized study groups, and different types of MOOCs. The document also outlines the pros and cons of MOOCs, major MOOC platforms, and how MOOCs may change education by allowing free, accessible learning worldwide.
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The project aimed to provide open educational resources (OER) to help adults transition successfully to college in the US. Follow up research interviewed students, administrators, and educators and found that the OER led some institutions like the University of Maryland University College to pursue lower-cost course materials. However, educators in different contexts found the content did not always align with their needs and audiences. OER were found to have different usage patterns than other online resources and can help bridge formal education, though content must be appropriate for the target learners and contexts.
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This is a short Power Point presentation to explain how teacher generated Weblogs can solve several problems faced by the teacher in the English classroom.
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MOOCs (Massive Open Online Courses) are free online courses that can be taken by anyone from anywhere. They were first created in 2008 by George Siemens and Stephen Downes as "Connectivism and Connective Knowledge." In 2012, Sebastian Thrun and Peter Norvig from Stanford University offered their artificial intelligence course online, attracting many students. There are two main types of MOOCs - cMOOCs focus on connectivity and contributions from participants, while xMOOCs have structured content from universities or companies. The author is most interested in cMOOCs so they can create their own biology blog and share knowledge with other learners.
Practical considerations of running a MOOC (Pat Lockley, Undergraduate Laws P...
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Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.Moodle MOOC 11: Teaching and Learning Online
This document discusses planning and designing online courses. It addresses what online learning entails, how to plan both collaborative and individual courses in Moodle, and ways to go beyond Moodle by incorporating tools like video tutorials, group discussions, open education resources, and badges. Educators are invited to join online courses to learn how to integrate technology and collaborate with others in developing online content for students.
Exploring the LangMOOC pedagogy
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MOOCs and Virtual Worlds
This document summarizes the history and current state of MOOCs (Massive Open Online Courses). It discusses the first MOOC offered in 2008 and the launch of major MOOC providers like Udacity, Coursera, and edX in 2012. It also describes the differences between cMOOCs (based on connectivist principles) and xMOOCs (focused on traditional course formats). Finally, it discusses opportunities and challenges of MOOCs for libraries and ways that librarians can get involved through activities like content curation, professional learning networks, and embedded librarianship.
Mooc assignment
MOOC stands for Massive Open Online Course. It is a response to challenges faced by organizations and distributed learning. A MOOC provides open access to course materials, has a start and end date, and allows people to collaborate and discuss course topics in a structured way. It is participatory in that participants engage with the materials and each other rather than just completing assignments. A MOOC creates a distributed knowledge base through tools like blogs, videos and tags. It aims to promote lifelong learning by allowing independence and creating networks that can continue after the course ends.
Opening the Box: Building online learning communities with multiuser blogging...
Main topics:
* Challenges of online learning
* What is multiuser blogging?
* How can MU blogging be used in higher education?
* Requirements
* Who else is using MU blogging environments?
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- 1. МООК В КОНТЕКСТЕ ВЫСШЕГО ОБРАЗОВАНИЯ И. Ю.Травкин iwannt@gmail.com, NELLL.ru 28.03.2014
- 2. MOOC? «В качестве общего определения, охватывающего различные типы МООК, я использую следующее: дистанционные курсы с колоссальным числом одновременных слушателей (от нескольких тысяч и более), организуемые в сети Интернет для всех желающих и бесплатно.» http://nelll.ru/static/pubs/2014/xmoocs
- 3. xMOOC vs. cMOOC 1. cMOOC: организационные и педагогические инновации в ДО 2. xMOOC: беспрецедентный масштаб как инновация
- 4. Инсайты: преподавание «The study found that instructor intervention had no statistically significant impact on overall completion rates, overall badge acquisition rates, student participation rates, or satisfaction with the course…» Tomkin, J. H., & Charlevoix, D. (2014). Do professors matter?: using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes
- 5. «The student-teacher interaction was morphed into student-content interaction through the digital videos.The study shows there was student-student interaction, however in no teacher interaction MOOC, this interaction was both stimulated and supported by the students themselves.» ~ комментарийТ. Андерсона, http://terrya.edublogs.org/2014/03/13/does- teaching-presence-matter-in-a-mooc/
- 6. Инсайты: контент «Our main findings are that shorter videos are much more engaging, that informal talking- head videos are more engaging, that Khan-style tablet drawings are more engaging, that even high-quality pre-recorded classroom lectures might not make for engaging online videos, and that students engage differently with lecture and tutorial videos.» Guo, P. J., Kim, J., Rubin, R. (2014) How video production affects student engagement: an empirical study of MOOC videos.
- 7. Инсайты: взаимодействие «An automatic preference for synchronous (usually audiovisual) interaction with students is often a “mistake”. (...)When we learn online, we are not together in one room, and we need to recognize not only the limitations of that, but the openness of its possibilities. (...)The strengths of online learning, especially in massive courses such as MOOCs, and especially for adult learners, might lie in their asynchronous interactive components.» Bali, M., Meier, B. (2014) An Affinity for Asynchronous Learning.
- 9. Технологическая платформа cMOOC:Web 2.0 вместоVLE/LMS xMOOC: своя платформа (+ внешний видео-хостинг)
- 10. ВУЗы и МООКи качество аккредитация – варианты? Для «своих» студентов: «свой» МООК → зачет «чужой» МООК → «взаимозачет» Для не-студентов: ?