At the recent Reimagine Education conference at Wharton, Agarwal said that edX is trying to take MOOCs to a new level and represents the future
This course explores the topic of learning in three ways: first, through an examination of research and development issues related to the topic; second, through interaction with a personal learning environment (specifically: LPSS) to take the course; and third, through activities supporting the development of a personal learning environment at a conceptual level.
Highlands College faculty, Denise Elakovich and Dr. Elyse Lovell, have joined a national research project in which part of their Math course curriculum involves their students joining in a MOOC (Massively Open Online Course). The purpose of the research project is to explore a new and unique way for students to succeed in their Math courses.
Thinking about creating a blended course? How you will retain the quality of your face-to-face course as you modify your delivery? Can you do it on your own? The answer to these questions might be found by participating in the Blendkit MOOC (massive open online course) 2016 from the University of Central Florida. This spring the Schreyer Institute for Teaching Excellence (SITE) will be coordinating campus cohorts for the Blendkit MOOC, which began Feb. 22. These cohorts will enable faculty to participate in the MOOC and discuss the content within the Penn State framework.
The Conspiracy Theory of MOOCs
It goes like this: well thinking, thoughtful academics are quick to note how pleased managers are with MOOCs. Incredible scale (cheap!), exposure (bringing in well paying students), fewer teaching positions (reduce cost). What is not to like if you are the head of finances, right? Managers of universities are presumed to be quick to jump on this trend to economize further and fire all but a few of the star academians. No more face to face learning. It all goes digital. Hallujah!
This study aims to inform the debate on the recognition of MOOC-based learning and to offer guidelines and recommendations to both convenors of open learning and higher education institutions working towards a better bridge between formal education and
It will also identify ways in which European policy can enable the recognition of non-formal open learning on a wider scale.