mcmorgan + xmooc   21

MOOCs Are Usefully Middlebrow - The Chronicle Review - The Chronicle of Higher Education
it's been said before, but this time with an unabashed middle-class stamp on it. "Problems arise only when we think of MOOCs as university courses rather than as learning for the masses.". And don't overlook the mplicit whack at all men corporate as middle-brow, as personified by Gates.
dh  moocs  xmooc 
december 2013 by mcmorgan
MOOC Discussion Forums: barrier to engagement?
Long live distributed discussions. But consider that learning can be silent, too. "but that centralized discussion forums do not scale. For MOOCs to be more effective, we need to see different approaches to student engagement."
cmooc  mooc  xmooc  de  discussions 
september 2013 by mcmorgan
'Introduction to Ancient Rome,' the Flipped Version - Commentary
Observations on flipping. An observation on outsourcing content

"But in the humanities, at least, a flipped class is unlikely to work very well with content created by someone other than the instructor because doing so reduces the instructor's authority in the eyes of the students. Mohamed Noor, a biology professor at Duke University, used his own Coursera course to flip his campus-based course. But I suspect that the flipped class would have been substantially less successful if he had been required to use someone else's lectures and other course materials as the "textbook" of his own course.

"In basic terms, every instructor tells his or her own story with the course content. Not only is that part of the fun, but it's the place where our research intersects with our teaching. Furthermore, students tell us that an essential component of a successful flipped class is a strong connection between in-class and outside-of-class activities."

And another about generic activities -
"Another key secret about flipping a class: Content delivery is the easy part. The hard part is figuring out what to do in class that keeps students engaged, and motivated to prepare for class. In other words, they have to come to see the value of doing assigned pre-class work and then see that coming to class is an efficient way to learn (or, more precisely, to earn high grades). It will take considerable effort and resources, not to mention additional classroom support staff in larger classes, to run pedagogically sound flipped classes. It will take a lot of energy to develop activities that work for one's particular audience—and what works for my group may well not work for a class at Haverford or Yale.
xmooc  flippedcourse  DH  outsourcing 
july 2013 by mcmorgan
“You’ve all got to work it out for yourselves!” | More or Less Bunk
MOOCs are already nostalgia. "1) MOOCs are designed to be frozen in amber.

Do you remember those professors in college who lectured off the same sheets of yellowed (not yellow – yellowed, as in used to be white) note paper for twenty years? MOOCs are like that, only moreso. If it takes twenty people and $250,000 to create a MOOC, you don’t have a lot of incentive to bring the gang back together to make necessary changes, like writing new multiple-choice questions."
july 2013 by mcmorgan
Surviving the Day of the MOOC
Weller's slidedeck on orienting edu energies towards MOOCs.
cmooc  xmooc  oer 
july 2013 by mcmorgan
Straining the Quality of MOOCs: Student Retention and Intention
Case self study, well, anecdote, that nicely counters Stanford's/Coursera's quality contrivances. Like this: " I write to make a point: blaming the students is occurring at the highest and lowest levels of this system, and it is not helping us to learn how to build and use MOOCs. The founders of a major MOOC platform, Koller et al., say that students who don’t finish a course didn’t intend to do so. "
june 2013 by mcmorgan
Inside a MOOC in Progress - Wired Campus - The Chronicle of Higher Education
Roll up roll up. Watch as the Amazing Coursera Comp-MOOC does its death-defying stunts for an awestruck crowd.

"Because of the way the Coursera platform is constructed, such wide-ranging decisions have been hard-coded into the software—decisions that seem to have no educational rationale and that thwart the intent of our course. "


"When I wanted to make the penalty for not completing peer review a 100-percent deduction per assignment, the Coursera support team responded that the maximum deduction could be only 20 percent. Coursera acknowledged that other instructors had complained about the penalty figure but gave no indication as to when or whether the problem would be addressed. Predictably, many students have not completed the peer review, leaving others with little feedback. In my opinion, the instructor, not the platform, should determine how an assignment is evaluated."
june 2013 by mcmorgan
Teachers and Students: Machines and their Products?
"A great deal of what today’s education “reformers” believe is based on the idea that every student is a nascent autodidact. The only thing they are missing is opportunity. Most people, including most children, however, don’t see themselves as “starved” for knowledge or learning. They are getting along quite fine with what they have, thank you."
xmooc  edreform  fyc 
may 2013 by mcmorgan
open letter to coursera
in the manner of a course proposal. Bob Meister
academia  coursera  mooc  moocs  xmooc 
may 2013 by mcmorgan
Ian Bogost - The Walled Kindergarten
Bogost on corporate control of MOOCs
moocs  xmooc 
may 2013 by mcmorgan
22 Thoughts on Automated Grading of Student Writing | Inside Higher Ed
I love this stuff. The idea that teaching and evaluating written work can be done as a computer algorithm. Why? Reading is boring. Automate now. I have videos to watch. "7. The only motivations for even experimenting, let alone embracing automated grading of student writing are business-related."
de  xmooc  assessment 
april 2013 by mcmorgan
xED Book | a book about education stuff, moocs, etc.
xED Book. Being drafted online. Seimens, Cormier, et al
march 2013 by mcmorgan
The False Promise of the Education Revolution - College, Reinvented - The Chronicle of Higher Education
Self-proclaimed ed reformers, get a grip. MOOCs are not an educational revolution. Stephen Downes et al have claimed this repeatedly. Vaidhyanathan weighs in with "the discussion of college reinvention represents a watering down of higher education's social contract—a process that has been in the works for decades. "What it is going to take to reinvigorate higher education in this country," he says, "is a strong political movement to champion research, to champion low tuition costs as a policy goal, to stand up against the banks that have made so much money lending for student loans, and to reconnect public institutions to their sense of public mission." States: Start funding education or loose your tax base.
mooc  xmooc  de 
december 2012 by mcmorgan
What You Need to Know About MOOC's - Technology - The Chronicle of Higher Education
Struth! An "all about" article - with hardly a mention of cMOOCs. Talk about muddying the waters. Not to mention that MOOCs is plural, not possessive.
DH  xMOOC  GettingItWrong 
august 2012 by mcmorgan
Don't Confuse Technology With Teaching - Commentary - The Chronicle of Higher Education
Bang on target - and succinct. Ok, and a little romantic when it comes to the picture of the university. And, yeah, it makes cMOOC education and xMOOC not education. And that coaching metaphor is a little hackneyed. And maybe it's a little too slick across the board, but worth talking about, maybe? Maybe?
august 2012 by mcmorgan
Dozens of Plagiarism Incidents Are Reported in Coursera's Free Online Courses - Technology - The Chronicle of Higher Education
Students engage in typical humanities course practice - and teachers are surprised. xMOOC makes a good proving ground for patchwork writing.
mooc  xmooc  de 
august 2012 by mcmorgan
The MOOC debate
g attwood presents an overview of the current exchange concerning cMOOCs and xMOOCs.
mooc  ple  xmooc  pedagogy 
august 2012 by mcmorgan

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