Mooc news



State of the MOOC 2016

Often hosted by professors from Ivy League schools like Stanford, MIT, Yale, Harvard and several well-known international institutions, the number of massive open online courses has exploded in recent years. In January alone, more than 4,550 MOOCs were made available according to MOOC database, Class Central, over 600 more than were offered at the end of December 2015.

Colleges and universities below the Top 50 show an average of 18 fewer MOOCs per university than those above the Top 50 mark, the difference between an average of 21 and an average of 3. Undoubtedly, much of this inequity can be explained by the high cost of designing, developing and building a MOOC, a cost often unfeasible for the non-elite.

Meanwhile, corporate learning departments at many of the biggest names in tech—Google, Microsoft, Tenaris and AT&T—are seeing a rise in completion rates for their MOOCs, some as high as 80 percent. This in addition to reports from international MOOC users on receiving returns on their investment by way of increased career options suggests that massive open online courses are becoming more successful than last year’s coverage led us to believe.
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Engineering Simulation MOOC teaches pro skills | Cornell Chronicle

Cornell’s newest MOOC (Massive Open Online Course) will give thousands of students worldwide an opportunity to learn skills that are regularly taught to the university’s undergraduate engineering students on campus.

The course, “A Hands-on Introduction to Engineering Simulations,” launches June 1 and will run for six weeks on the edX platform, a consortium of several universities created to distribute MOOCs.

The course is free but does not offer college credit. However, students who successfully complete the course can get a certificate of achievement from Cornell and edX for a fee.

Teaching Online: Reflections on Practice – Canvas Network | Free online courses | MOOCs

Designing and facilitating online courses with a diverse student population is a challenge for new, as well as experienced online instructors. This course invites your critical reflection on the methods of online instruction; beliefs and potential bias of the online learner; policies and rules and how they align with course objectives; tone and the purpose of communication.

We’ve collected readings and experiences of practice from online instructors and students to provide a foundation for discussion. The decisions they have made will help us make similar or, upon reflection, different choices for ourselves and our students.

Those new to online instruction will benefit from the practical knowledge shared in this course. Experienced online instructors and designers will both expand their exposure to new insights and focus on the details of their own practice. The unique community college perspective, with all its diversity, provides a rich backdrop and adds genuine complexity to the discussion.

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