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Donald Clark Plan B: 10 ways to design sticky MOOCs

Many of the arguments around course completion in MOOCs are, I have argued, category mistakes, based on a false comparison with traditional HE, semester-long courses. We should not, of course, allow these arguments to distract us from making MOOCs better, in the sense of having more sticking power for participants. This is where things get interesting, as there have been some features of recent MOOCs that have caught my eye as providing higher levels of persistence among learners. The University of Derby ‘Dementia’ MOOC, full title ‘Bridging the Dementia Divide: Supporting People Living with Dementia’ is a case in point.

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Can We Design Online Learning Platforms That Feel More Intimate Than Massive?

Unfortunately, most massive open online course (MOOC) platforms still feel like drafty lecture halls instead of intimate seminar rooms. The majority of online learning environments are no more than video-hosting platforms with quizzes and a discussion forum. These default features force online instructors to use a style of teaching that feels more like shouting to the masses than engaging in meaningful conversations.

This presents a challenge and an opportunity: How can we design online learning environments that achieve scale and intimacy? How do we make digital platforms feel as inviting as well-designed physical classrooms?

What online education can learn from the airline industry (opinion)

Global and regional alliances of colleges offering online programs can help higher education institutions navigate the future, Mark Lester writes.

Consortium of liberal arts colleges diverges on MOOC priorities

Four liberal arts colleges teamed up to work together on MOOCs. Their paths diverged, but the experience was far from a waste of time and energy.

Far from bust: five ways MOOCs are helping people get on in life

How Massive Open Online Courses are maturing into useful tools.

An innovative form of cheating emerges in MOOCs

Students are creating ‘multiple personalities’ to cheat on MOOCs. How do they do that? What are its implications?

Andrew Ng Is Probably Teaching More Students Than Anyone Else on the Planet. (Without a University Involved.) | EdSurge News

One selling point of MOOCs (massive online open courses) has been that students can access courses from the world’s most famous universities. Th

Massive Open Online Courses From Best Universities

Takethiscourse provides Massive Online Open Courses from the world’s best universities, including Michigan, Stanford, Alberta, Hong Kong, University of London and many more.

MOOCs Find Their Audience: Professional Learners and Universities | EdSurge News

In Oct 2011, a few Stanford professors offered three online courses which were completely free. The strong public interest in these courses caugh

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