Podcasts about massive open online courses

Today we explore the challenges and opportunities of learning in a digital age. How can we navigate our world of abundant information? What social norms are changing and what new social norms do we need? And what does the smartphone, Generative AI, and platform algorithms mean for education? My guest is Dave Cormier, a learning specialist at the University of Windsor, who is credited with coining the term MOOC – or Massive Open Online Course – in 2008. Dave's new book is Learning in a Time of Abundance: The community is the Curriculum (Johns Hopkins University Press, 2024). https://freshedpodcast.com/cormier/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/support/

“Really great leaders oftentimes will surround themselves with people who have contrary opinions who have differing sorts of thoughts.” Dr. Barbara Oakley is a Professor of Engineering at Oakland University in Rochester, Michigan and her work focuses on the complex relationship between neuroscience and social behavior. Barbara was a captain in the U.S. Army, a Russian translator on Soviet trawlers, a radio operator in the South Pole, and the author of 8 books. She is also the creator and instructor of Learning to Learn, the most popular Massive Open Online Course ever with over one million enrolled students. But Barbara is not exactly a P&G Alumni, so what's the deal? Alongside our partners at P&G, we're thrilled to share another episode of P&G's “More Than Soap” podcast - available exclusively each week to P&G Employees at GetMoreThanSoap.com. On “More Than Soap,” P&G shares weekly conversations with Inspiring guests, unique perspectives, and unconventional ideas. “More Than Soap” is P&G's official internal podcast - available to all 100,000 P&G employees worldwide, and hosted by Dorion Positano, P&G's Director of New Business and Content Innovation and AI Integration Strategy. Interested in learning more about P&G's “More Than Soap” podcast, or P&G Studios, can reach out directly to Dorion on LinkedIn. GetMoreThanSoap.com

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On this episode of The Full Desk Experience, Kortney Harmon from Crelate discusses the pressing need for personalized upskilling and reskilling approaches to address the skill gap and potential unemployment crises faced by millions of students worldwide. In light of the release of the 2023 Future Jobs Report by the World Economic Forum, Kortney emphasizes the need for a radical shift in upskilling methodology towards faster and more personalized approaches, which should be a lifelong learning process. She also highlights the role of staffing and recruiting organizations in identifying skills, sourcing talent, and supporting upskilling, as well as the importance of collaboration with education to align curriculum frameworks with the evolving needs of the job market. The episode concludes by emphasizing the need for adapting, changing, and acquiring new skills to ensure long-term career success in the future.Key Topics:[00:01:12] "44% of Workforce Must Reskill by 2027"[00:03:49] "Upscaling Strategies for Evolving Skill Requirements"[00:06:57] "Prioritizing Upskilling in Evolving Job Market"

Raj Raghunathan is a Professor of Business at The University of Texas at Austin. Raj explores the impact that our judgments and decisions have on our happiness and fulfillment.Raj's work has appeared in numerous top journals and mass media outlets. He writes about his views on happiness, creativity, and leadership on his popular Psychology Today blog, with over 2 million page views. Raj's six-week-long Coursera course on happiness - titled "Life of Happiness and Fulfillment" - has over 350,000 registered students from 196 countries and is one of the Top 100 Massive Open Online Courses of all time. His book If You're So Smart, Why Aren't You Happy? was released in 14 languages around the world.www.happysmarts.comwww.mccombs.utexas.edu

Description: An immersive reading of excerpts from Ode to a Nightingale by John Keats with reflection on tuberculosis and the good death. Website:https://anauscultation.wordpress.com/ Work:Ode to a Nightingaleby John KeatsMy heart aches, and a drowsy numbness pains         My sense, as though of hemlock I had drunk,Or emptied some dull opiate to the drains         One minute past, and Lethe-wards had sunk:'Tis not through envy of thy happy lot,         But being too happy in thine happiness,—                That thou, light-winged Dryad of the trees                        In some melodious plot         Of beechen green, and shadows numberless,                Singest of summer in full-throated ease. O, for a draught of vintage! that hath been         Cool'd a long age in the deep-delved earth,Tasting of Flora and the country green,         Dance, and Provençal song, and sunburnt mirth![…]         That I might drink, and leave the world unseen,                And with thee fade away into the forest dim: Fade far away, dissolve, and quite forget         What thou among the leaves hast never known,The weariness, the fever, and the fret         Here, where men sit and hear each other groan;Where palsy shakes a few, sad, last gray hairs,         Where youth grows pale, and spectre-thin, and dies;[…] Away! away! for I will fly to thee,         Not charioted by Bacchus and his pards,But on the viewless wings of Poesy,[…] Darkling I listen; and, for many a time         I have been half in love with easeful Death,Call'd him soft names in many a mused rhyme,         To take into the air my quiet breath;                Now more than ever seems it rich to die,         To cease upon the midnight with no pain,                While thou art pouring forth thy soul abroad                        In such an ecstasy!         Still wouldst thou sing, and I have ears in vain—                   To thy high requiem become a sod. Thou wast not born for death, immortal Bird!         No hungry generations tread thee down;ReferencesOde to a Nightingale: https://poets.org/poem/ode-nightingale  John Keats: https://www.poetryfoundation.org/poets/john-keats Nightingale song: Digweed1 https://upload.wikimedia.org/wikipedia/commons/8/87/Common_Nightingale%27s_song_1.ogg  Riva, M. From milk to rifampicin and back again: history of failures and successes in the treatment for tuberculosis. J Antibiot 67, 661–665 (2014). Sanderson C, Miller-Lewis L, Rawlings D, Parker D, Tieman J. "I want to die in my sleep"-how people think about death, choice, and control: findings from a Massive Open Online Course.

This is the first episode in our special series on entertainment and the law of war.In this episode, Dr Sebastian Kaempf, a Senior Lecturer in Peace and Conflict Studies, joins Dr Lauren Sanders to discuss. his documentary: and the documents he's uncovered from the US CIA and military Entertainment Liaison Offices as part of this project.   Dr Sebastian Kaempf is a Senior Lecturer in Peace and Conflict Studies at the School of Political Science and International Studies, at the University of Queensland. Sebastian received his PhD at Aberystwyth University in the UK, at the Department of International Politics. He also holds a BSc and MSc (Econ) in International Relations from the London School of Economics and Political Science. Among his awards is the ISA Deborah Gerner Award for Teaching Innovation in 2020. His work at UQ includes producing and convening 'MediaWarX', one of UQ's Massive Open Online Courses. Sebastian also hosts a podcast with his colleague Associate Professor Al Stark, where they interview some of the best teachers about their practical advice on engaging university students in the classroom. You can listen to 'Higher Ed Heroes' here on Buzzsprout.  Additional Resources:‘Theaters of War: How the Pentagon and CIA took Hollywood' is a feature-length film documentary, produced and directed by Roger Stahl, Tom Secker, Matthew Alford and Sebastian Kaempf, funded and released through the Media Education Foundation in May 2022.  Tom Secker and Matthew Alford, ‘New Evidence for the Surprisingly Significant Propaganda Role of the Central Intelligence Agency and Department of Defense in the Screen Entertainment Industry' (2019) 45(3) Critical Sociology 347. Tom Secker and Matthew Alford, ‘Why are the Pentagon and the CIA in Hollywood?' (2017) 76(2) The American Journal of Economics and Sociology 381. James Der Derian, Virtuous War: Mapping the Military-industrial-media-entertainment Network (Routledge, 2nd ed, 2009)

PD Dr. Martin Ebener (TU Graz) skizziert die Entwicklung von Massive Open Online Courses, begründet den partizipativen Gedanken von Mooks auf der Produktionsseite wie auch in der Verwendung und macht deutlich, warum das auch ein Thema für die "klassische" Präsenzhochschule ist.

I've known that I wanted to be a marine biologist ever since I was 14 years old and dreamed of being on ships to work to protect the ocean. But I struggled to find information on the ocean as I did have access to the web at the time. There are still struggles in finding the proper information on the ocean in today's society. Access to journal articles is behind paywalls for the most part and information disseminated on social media is often in small snippets and incomplete. Therefore, comprehensive and accessible materials about ocean education could provide more people with inspiration to help protect the ocean.   In this episode, I will use the Massive Open Online Course, Sharks!, as an example to show how people who may not be scientists can use this knowledge to speak and live for a better ocean.   Link to MOOC Sharks!: https://bit.ly/3wRkbqf   Sign up to find out about the audio Ocean Conservation Careers members group: https://bit.ly/38ak7Z8   Facebook Group: https://bit.ly/3NmYvsI Connect with Speak Up For Blue: Website: https://bit.ly/3fOF3Wf Instagram: https://bit.ly/3rIaJSG Twitter: https://bit.ly/3rHZxpc 

Today on the podcast Mitko (@mitkoka) is joined by Wes Kao (@wes_kao) the cofounder of Maven - the first course platform focused specifically on Cohort-Based Courses. Wes came up with the idea of cohort-based courses while she was working with Seth Godin and together they launched the AltMBA which was the first cohort-based course of this kind on the internet. During this conversation you will learn how Wes ended up working with Seth in the first place, the problem with the current generation of Massive-Open-Online-Courses or MOOCs, and how running your courses through a cohort helps boost your revenue, helps improve completion rates, and most importantly helps students implement what they learn.

Seven podcasts produced within the framework of the Massive Open Online Course in Spanish, to disseminate knowledge and experience of the A•B•C Model for Sustainability and the Social Art Approach to Behavior Change (SABC) of the One Drop Foundation. Esta serie de podcasts forma parte del curso 'Arte Social para el Cambio de Comportamiento: introducción' en la Academia de Sistemas WASH. Para más información, véase www.ircwash.org/wash-systems-academy © 2022 Fundación One Drop. Todos derechos reservados

Seven podcasts produced within the framework of the Massive Open Online Course in Spanish, to disseminate knowledge and experience of the A•B•C Model for Sustainability and the Social Art Approach to Behavior Change (SABC) of the One Drop Foundation. Esta serie de podcasts forma parte del curso 'Arte Social para el Cambio de Comportamiento: introducción' en la Academia de Sistemas WASH. Para más información, véase www.ircwash.org/wash-systems-academy © 2022 Fundación One Drop. Todos derechos reservados

Seven podcasts produced within the framework of the Massive Open Online Course in Spanish, to disseminate knowledge and experience of the A•B•C Model for Sustainability and the Social Art Approach to Behavior Change (SABC) of the One Drop Foundation.

Seven podcasts produced within the framework of the Massive Open Online Course in Spanish, to disseminate knowledge and experience of the A•B•C Model for Sustainability and the Social Art Approach to Behavior Change (SABC) of the One Drop Foundation. Esta serie de podcasts forma parte del curso 'Arte Social para el Cambio de Comportamiento: introducción' en la Academia de Sistemas WASH. Para más información, véase www.ircwash.org/wash-systems-academy © 2022 Fundación One Drop. Todos derechos reservados

Seven podcasts produced within the framework of the Massive Open Online Course in Spanish, to disseminate knowledge and experience of the A•B•C Model for Sustainability and the Social Art Approach to Behavior Change (SABC) of the One Drop Foundation. Listen to this podcast with Ernenek Duran Director de Programas Senior, América Latina, Fundacion One Drop Esta serie de podcasts forma parte del curso 'Arte Social para el Cambio de Comportamiento: introducción' en la Academia de Sistemas WASH. Para más información, véase www.ircwash.org/wash-systems-academy © 2022 Fundación One Drop. Todos derechos reservados

Seven podcasts produced within the framework of the Massive Open Online Course in Spanish, to disseminate knowledge and experience of the A•B•C Model for Sustainability and the Social Art Approach to Behavior Change (SABC) of the One Drop Foundation. Esta serie de podcasts forma parte del curso 'Arte Social para el Cambio de Comportamiento: introducción' en la Academia de Sistemas WASH. Para más información, véase www.ircwash.org/wash-systems-academy © 2022 Fundación One Drop. Todos derechos reservados

Ten years ago, a group of Stanford professors founded Coursera, an online education platform that allows university partners to offer courses using a subscription-based model. Known in the industry as MOOCs, or Massive Open Online Courses, the company has provided access to more than 95 million learners. These MOOCs have allowed universities to engage a broader audience not able to be reached through traditional means. Market analysts report a year over year increase in online learning, both nationally and globally. In 2021, MOOCs had reached more than 200 million people. The COVID pandemic has only accelerated this trend with most schools forced to move all classes online. Concerns around the rising costs of higher education are increasing the pressure on many universities to consider digital offerings. It's clear that disruption is underway, but where are the opportunities and what are the risks to top-tier universities?

Intro Music Credit: Bansure Raga by Doug Maxwell SHOW HIGHLIGHTS (0:01:49) Current Trends in Kathak Research for Academia (0:09:05) How Kathak has picked up movements from other dance forms (0:10:47) The case for the Bengal Gharana (0:23:16) spreading awareness on the Bengal Gharana (0:25:23) How you choose a Taal (0:30:59) Portrayal of Durga (0:40:03) How poeple were affected by the portrayal (0:44:31) How do you teach Abhinaya to your students (0:48:22) The importance of formal education for a career in dance (0:53:46) The 5 types of Student Interactions Amita di has (1:08:27) How to make Kathak more accessible, and build an audience EPISODE LINKS Amita Dutt | Facebook BIO Amita Dutt, Uday Shankar Professor of Dance at Rabindra Bharati University, Kolkata, has been serving the world of Kathak for more than three decades. Groomed in the strictest classical traditions under Pdt. Birju Maharaj, Prof. Bela Arnab, Pdt. Vijay Shankar and other leading maestros of the premier Kathak gharanas, Amita dances with a hypnotic force and subtle sensitivity combining rhythmic virtuosity with delicate expressiveness, commendable, ‘taiyaari' with mastery in ‘abhinayanga'. In her art we find a successful blend of tradition and talent, environmental totality as well as breathtaking dynamism. Her innovative, analytic mind has also constantly encouraged her to experiment with new ideas - thus expanding the boundaries of Kathak. Having her roots in Calcutta, Amita has performed far and wide across three continents. Among her innumerable dance recitals in prestigious dance and music festivals, mention may be made of the Khajuraho Dance Festival, the Konark Festival, Utsav Mahakaleshwar, Rajgir Mahotsav, the Biswa Banga Millennium Festival, the First South Asian Festival of SAARC Countries, the India Festival in USSR, the American Dance Festival, Uday Shankar Festival, Sarat Chandrika Festival, North American Bengali Conference, Nritya Nitya Utsav, the Young Choreographers Festival, Nir Mahal Tourism Festival, Bishnupur Tourism Festival, the India Festival at Singapore entitled Incredible India @ 60, China Kunming International Culture and Tourism Festival and many more. During the Autumn Festival of 1990 at Darjeeling, when the President of India, Sri R. Venkataraman, came as the Chief Guest, the Governor of West Bengal Prof. Nurul Hassan invited Amita to present her traditional dance and choreographic composition Durga. She also performed for the official government function for the Golden Jubilee of Indian Independence at Patna (1997). During the visit of the Prime Minister of Japan Shinzo Abe to Kolkata, Amita performed in the lead with her University troupe in her own choreographic creations on Tagore's songs. She has also popularized her dance by performing at academic conferences and institutions. The Governor of Bengal Sri Narayanan invited her to present her dance before the King of Bhutan HM Jigme Khesar Namgyel Wangchuk at the Raj Bhavan Kolkata on October 5, 2010. In addition to giving solo recitals, Amita has been experimenting with new choreographic patterns blending pure Kathak movements with popular songs and innovative themes and has staged a number of very successful choreographic productions including Durga, Chitra Jhankar, Nazrul nana Chande, Biswa Beena Robey, Bhanusingher Padavali, Geetanjali, East West Encounter, Nrityanajali, Joyodhwani, Amrapali, E ki Madhura Chanda, Swadesh, Mother, Celebrating Light, Dash Avatar, Celebrating Light, Varsha and Basant-Bahar. She has given three recitals for the National Programme of Dance on Doordarshan. Her performances have also been telecast over various channels innumerable times both in India and abroad including USA, Germany, Hungary and the former USSR. Her interviews over the radio and the television in various parts of the world have spread the message of Kathak far and wide. Besides being an excellent dancer Amita is also a brilliant student of English Literature and a Gold Medalist of the Calcutta University. Her academic background has helped her to popularize her dance form through her prolific publications in major books and journals such as Bhakti in Indian Classical Dances (Bharatiya Bhasha Parishad), Desh Binodon 1987 (Special Issue on Dance), The Statesman Festival Number 1990, Special Independence Golden Jubilee Issue of Desh and Dance Specials of Nandan. Papers on major aspects of dance written by her have been published in various departmental Journals of Rabindra Bharati University and Gauhati University and in Rabindra Bharati University Convocation Volumes 2005 and 2006. Amita's Kathak Mahotsav (monograph) was published by Kathak Kendra, New Delhi and she is a regular contributor to the dance sections of The Statesman, Aajkaal and Bartamaan and has written for The Hindustan Times, Sananda, Pratidin, Business Economics, Dainik Statesman, West Bengal and Paribartan. She is a regular columnist for Maashik Basumati with a special page – Prantik - assigned to her for each issue. She has written papers for innumerable journals of major Universities. Her conference paper - The Resurgence of Indian Classical Dance in the Twentieth Century: Colonial Inheritance or Indigenous Self Fashioning? - presented at an international seminar of the Department of English, Calcutta University, has been published in the volume ‘Colonial and Post Colonial Perspectives: Context, Text, Intertext'. Edited by Krishna Sen & Tapati Gupta. (Published by Das Gupta and Co. Pvt. Ltd., Kolkata. 2007.) Her article Bhakti in Indian Dance features in the volume ‘Religion and Art' edited by J.K.Sadani and published by Bharatiya Sahitya Samsad, Jaipur, Ahmedabad and Kolkata. 2007. Her contributions in cultural encyclopedias include ‘Some Indian Dance Forms: Kathaka, Bharata Natyam, Kuchipudi' in Aesthetic Theories and Forms in Indian Tradition Vol. VI Part I (Ed.) Kapila Vatsayan & D.P.Chattopadhyaya - A Project of Indian Science, Philosophy and Culture, Centre for Studies in Civilization, New Delhi, 2009 and three sections: ‘Kathak Dance: Origin and Variations of Gharana', ‘Technique of Kathak Dance' and ‘Hasta Mudras in Indian Dance' in Vol. VI Performing Arts in Indian Culture: Encyclopaedic Survey in Eight Volumes edited by Jaikishandas Sadani, Bharatiya Vidya Mandir, Jaipur & Kolkata, 2008. Amita's moving deliberations in seminars and conferences all over the world in academic conferences and other forums have helped to spread the message of her dance. The Tagore Festival at the University of Illinois at Urbana Champaign, USA featured Amita as the Key-note Speaker (Tagore on Education) as well as the star performer (2004). The Peking University, Beijing, China invited her to perform on Tagore in their conference on “Understanding Tagore” (2010). A dedicated teacher, Amita's students include National and State Scholarship Awardees, University Gold Medalists and successful performers. Amita has been the research advisor of many research scholars including Fulbright scholars. As Artistic Director of Ananda Chandrika, an organization (with a Government Partnership) for research and productions on dance, Amita has choreographed and presented many innovative dance programs and documented many dance productions. Amita has served as Judge and Member of the Jury in important national events such as National Kala Utsav organized by the NCERT, Ministry of Human Resource Development, in National competitions organized by the Ministry of Culture and Pdt. Birju Maharaj ji's Kalashram and in state level competitions organized by the Ministries of Information & Culture and Sports & Youth Affairs, WB. In an attempt to popularize and make available authentic training of Kathak all over the world, Amita has embarked on a program of teaching through the television and the web. She has been the Resource person for 36 episodes on Kathak covering the entire Bachelor of Performing Arts Foundation Course in Kathak as prescribed by the University Grants Commission and produced by the Educational Multi Media Research Centre, Kolkata, for the University Grants Commission - Consortium for Education Communication scheme. This project is still continuing with more episodes under preparation for the Bachelor of Performing Arts 2nd Year, 3rd Year and 4th Year Courses. These courses are available as CDs from the UGC-CEC office at Delhi and are telecast often on the Indian television Doordarshan National and UGC network and on the EMRC website. These programs have received citations in the 19TH UGC-CEC All India Educational Video Competition held at New Delhi in Oct-Nov 2007 in the categories Best Programme in E-content and Best Presenter / Anchor Person. Amita was awarded Lifetime Achievement Award by Prasar Bharti (Doordarshan) in November 2015. She has been the Head of the Department of Dance (2001-2003 & 2014) and the Dean of the Faculty Council of Undergraduate and Post Graduate Studies in Fine Arts (2006-2010) at Rabindra Bharati University, Kolkata. Her associations with other major Universities as Resource Person, Expert, Visiting Fellow and Examiner include Visvabharati (Santiniketan), Indira Kala Sangit Vishwa Vidyalaya (Khairagarh), M.S.University (Baroda), Punjabi University (Patiala), Calcutta University, Banaras Hindua University, North Bengal University, Bhatkhande Music Institute Deemed University, Jadavpur University, Kalyani University, Tripura University, Bharatidasan University (Tiruchirapalli) and University of Burdwan. She has also given Lecture Demonstrations at various Universities in USA including the Universities of Arizona, Duke, Yale, Purdue, Ohio, Miami, Delaware, Fayetteville State, Illinois at Urbana Champaign, Tulsa and Central Florida. Amita has been teaching Online through the Massive Open Online Course titled Foundation Course in Kathak (June to December 2020, July to December 2021) and Junior Course in Kathak (January to June 2021) hosted on MHRD's SWAYAM portal with EMMRC, St. Xavier's College as the Regional Nodal Agency. These courses are supported by the Consortium for Education Communication (CEC) and the University Grants Commission (UGC). Amita was awarded the Shiksha Ratna Award for 2017 by the Government of West Bengal, Department of Education for her contribution to Higher Education and the Parul Shiksha Samman 2017 by the University of Calcutta. She was also awarded the Anupama Award 2017 for her contribution to Women's Empowerment by Turnstone Global. She was invited by the Government of the United States to the prestigious American Dance Festival where she performed, taught in Master Classes and attended an Arts Management Course. Subsequently she has also contributed to her field as an organizer and manager. She was the Convener, Culture of the Bishwa Banga Millennium Festival and the Artistic Director of the Kathak Mahotsav 2000. She has also been the Coordinator for UGC Refresher Courses on Performing &Visual Arts at her University. Amongst the innumerable awards and honours conferred on her, mention may be made of the titles of Singar Mani, Nritya Urvashi, Nritya Sagar, Nritya Jyoti and Nritya Bharati. She has been honoured at the North American Bengali Conference and the Mayor of Cincinnati, USA gave her the Keys to the City thereby making her an Honorary Citizen and also called that day, May 15, 1994, Amita Dutt Day. In November 2004 she received the Governor's Commendation in recognition of her contribution to Art from Brad Henry, Governor of the State of Oklahoma, USA. On May 26, 2014, she was conferred the Uday Shankar Award – Lifetime Achievement Award for Dance - by the Government of West Bengal. Always eager to serve society and the downtrodden, Amita has given innumerable performances for social service causes – both to create awareness and collect funds. She is an active member of the Rotary Club of Calcutta, having served in the capacities of Editor, Director and Chairperson. She is a multiple Paul Harris Fellow and is the wife of the Past District Governor of Rotary International, Dr. Amitava Mookerjee. She is the Founder Director of the Performing Arts Therapy Centre at Rabindra Bharati University where research is conducted and training is given to serve the ailing and the impaired through dance, drama and music. She has been the Chairman of the Special Cell for Women's Issues at Rabindra Bharati University for five years and has taught on issues of Women's Empowerment at various Universities and Institutes. She is the External Expert for Committees on “The Sexual Harassment of Women at Workplace (Prevention, Prohibition & Redressal) Act, 2013” for several divisions of Indian Oil Corporation Limited and La Opala RG Ltd. Scholar, choreographer, danseuse and professor, Amita's main aim is to popularize her dance and she has never turned down an opportunity to spread the message of her art at home or abroad. She has given innumerable performances for academic institutions and conferences and social service causes. Amita's present passion is to establish the Bengal Gharana of Kathak. Over the last 150 years Kathak has become a part of the cultural heritage of Bengal. Innumerable performers, teachers and students of Kathak are spread all over the state. Amita wants to crystallize Bengal's contribution to Kathak - which also features her Kathak creations - and lay the foundations of the Bengal Gharana of Kathak.

Today on All Home Care Matters we are privileged to welcome a very special guest, Dr. James Vickers. Dr. Vickers is the Director of the Wicking Dementia Research and Education Center at the University of Tasmania.   Furthermore, Dr. Vickers has published over 180 research papers and was awarded a DSc from the University of Tasmania in 2005 in recognition of his contribution to neuroscience research. Professor Vickers has been involved in developing a range of health courses at the University of Tasmania, including Massive Open Online Courses on dementia. He developed the ISLAND Project which seeks to understand who is the Tasmanian population is most at risk of dementia and how our population can self-manage modifiable risk behaviors to build resilience to dementia.   We want to say thank you for joining us here at All Home Care Matters, All Home Care Matters is here for you and to help families as they navigate these long-term care issues. Please visit us at allhomecarematters.com there is a private secure fillable form where you can give us feedback, show ideas, or if you have questions. Every form is read and responded to. If you know someone who could benefit from this episode, please share it with them.   Remember, you can listen to the show on any of your favorite podcast streaming platforms and watch the show on our YouTube channel and make sure to hit that subscribe button, so you'll never miss an episode. We look forward to seeing you next time on All Home Care Matters, thank you.   Links: Masters course (https://www.utas.edu.au/wicking/mdem). This is a modularised program based around four thematic areas relevant to dementia – Health and Social Care, Neurobiology, Policies and Systems and Public Health. There is also substantial content around understanding research related to dementia.   Other educational offerings are the MOOCs. The next course, Understanding Dementia, is available to start in February. https://www.utas.edu.au/wicking/understanding-dementia.  

We speak to one of the world's largest MOOCs, Massive Open Online Course providers Coursera on their expansion plans and their road to profitability as their India and Asia Pacific Managing Director Raghav Gupta shares how Coursera has managed to navigate the pandemic. Credit: Coursera

You may remember the hype about 10 years ago when a new approach to online teaching with technology was touted as a possible alternative to traditional college, called MOOCs, or Massive Open Online Courses, led by startups like Coursera. These days you don't hear much about them, but they never went away—in fact they've boomed since the pandemic. So much so that one professor thinks that higher ed should probably be nervous—or at least that colleges should try to learn something from these well-funded efforts.

Gagan Biyani is the co-founder and CEO of Maven, an online platform where top creators teach cohort-based courses. Prior to Maven, Gagan founded Sprig, a food delivery startup, and also co-founded Udemy, the world's largest marketplace for teaching and learning with over 155,000 courses and 40 million students worldwide.We spoke with Gagan all about his upbringing, his early career and founding Udemy, why he ended up getting fired from the company, his thoughts on the higher education system in America, why he started Maven and what he hopes to accomplish, and much more.SUBSCRIBE TO OUR NEWSLETTER & STAY UPDATED > http://bit.ly/tfh-newsletterFOLLOW TFH ON INSTAGRAM > http://www.instagram.com/thefounderhourFOLLOW TFH ON TWITTER > http://www.twitter.com/thefounderhourINTERESTED IN BECOMING A SPONSOR? EMAIL US > partnerships@thefounderhour.com

David Jensen is my guest on Episode 126 of Inside Ideas with Marc Buckley. David is Coordinator of the UNEP Digital Transformation Task Force at UN Environment Programme and Co-champion of the Coalition for Digital Environmental Sustainability (CODES). He is also the Head of the Environmental Peacebuilding Programme at UN Environment. He has been involved with the UN for going on 21 years now. Since 2009, David has been a leader in a global effort to establish a new multidisciplinary field of environmental peacebuilding. This field aims to promote environmental and natural resource management to prevent, mitigate, resolve, and recover from conflict. It also seeks to use shared dependence on natural resources and ecosystems as a platform for cooperation and confidence building among communities and countries. David is one of the core faculty members of the Massive Open Online Course on Environmental Security and Sustaining Peace – currently the most popular course offered by the SDG Academy with over 17,000 enrollments. David is also a founding board member of the Environmental Peacebuilding Association established in 2018. He also gave a TEDx talk entitled "Natural resources and peacebuilding: is the United Nations united?" 2020 Earth School with TEDEd He is the coordinator or co-author of six flagship policy reports on risks and opportunities from natural resources across the conflict life cycle. He is also a series co-editor of a six-volume set of books on post-conflict peacebuilding and natural resource management, with 150 chapters from 225 authors published by Routledge. This material covers 60 conflict-affected countries and 12 natural resource categories. David has worked with and advised all of the key peace and security institutions of the UN, including the peacebuilding, peacekeeping, and mediation communities, as well as UN country teams, Resident Coordinators and Special Representatives of the Secretary General. Since 2016, David has been pioneering efforts to identify environmental applications of frontier technologies in conflict-affected countries and fragile states, including big data, cloud computing, artificial intelligence, the internet of things, block chain, virtual reality, and citizen science. He has been advising the UN Science-Policy-Business Forum on the Environment on these topics since 2018 and was the co-author of a flagship discussion paper entitled The Case for a Digital Ecosystem for the Environment. In order to take forward this work, David co-founded and co-directs the MapX platform that helps stakeholders map and monitor natural resources and environmental change using the best available planetary data, frontier technologies, and open source software. MapX is currently being used to power the UN Biodiversity Lab launched in July 2018 and was recently featured in the Journal of Software X. https://www.unep.org/people/david-jensen

This week's guests are Catherine Dartnall and Rachel Burnham. Catherine is a versatile Learning Designer and Consultant with a passion for putting people at the heart of every design. She takes a human-centred approach to create the best possible experience using the technology and tools that are available.   With over 20 years of experience working in learning and technology, Catherine has worked in many roles across multiple functions, including working as a Learning Designer in both Corporate and HE sectors designing for a range of platforms including FutureLearn.   Catherine has a Masters in Online & Distance Education from the Open University which she often describes as being a transformative learning experience.  Reflecting on this experience enables Catherine to put herself in the shoes of others who are learning online.    You can connect with Catherine on LinkedIn: https://www.linkedin.com/in/catherine-dartnall-ma-ode-flpi-91908213 Or find her on Twitter: https://twitter.com/catdartnall Rachel Burnham is Director and Consultant for Burnham L&D.  She has worked in L&D and OD for about 30 years and is still learning about learning and people. She specialises using visuals to help people work, think and learn more effectively and is an avid Sketchnoter.  Rachel has worked across the private, public and voluntary sectors and currently is the Chair of CIPD Manchester.    She can be found on Twitter: https://twitter.com/BurnhamLandD And you can read her blogs at L&D Matters: http://rachelburnham.blogspot.com/ Episode Links: What is Sketchnoting? - https://www.youtube.com/watch?v=4ItcHag3agE Simon Heath - https://twitter.com/simonheath1 Doug Shaw - https://twitter.com/dougshaw1 Working Out Loud - https://workingoutloud.com/en Lev Vygotsky's Sociocultural Theory - https://www.simplypsychology.org/vygotsky.html Creswell Crags - https://www.creswell-crags.org.uk/ HT2 launches Massive Open Online Course to Explore Social Learning with Curatr - https://learningnews.com/news/ht2/2015/ht2-launches-massive-open-online-course-to-explore-social-learning-with-curatr Transforming workplace learning through Curation - https://charitylearning.org/2013/07/transforming-workplace-learning-through-curation 10L: Martin Couzins - https://mylesrunham.com/2021/04/22/10l-martin-couzins What is a MOOC - https://www.futurelearn.com/info/blog/what-is-a-mooc-futurelearn Asynchronous vs. Synchronous Learning: A Quick Overview - https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview Why MOOCs Didn't Work, in 3 Data Points - https://www.insidehighered.com/digital-learning/article/2019/01/16/study-offers-data-show-moocs-didnt-achieve-their-goals Unconference - https://en.wikipedia.org/wiki/Unconference Rhizo14 – The MOOC that community built - https://davecormier.com/edblog/2016/04/13/rhizo14-the-mooc-that-community-built Critical Thinking Skills - https://www.skillsyouneed.com/learn/critical-thinking.html Learning How to Learn: Powerful mental tools to help you master tough subjects - https://www.coursera.org/learn/learning-how-to-learn What is the Difference Between xMOOCs and cMOOCs? - https://blogs.onlineeducation.touro.edu/distinguishing-between-cmoocs-and-xmoocs Social learning tools - https://en.wikipedia.org/wiki/Social_learning_tools Agoraphobia and the modern learner - https://jime.open.ac.uk/articles/10.5334/2014-03 Introduction to communities of practice - https://wenger-trayner.com/introduction-to-communities-of-practice 10 Things a Social Leader Does - https://julianstodd.wordpress.com/2016/02/23/10-things-a-social-leader-does Behaviorist Approach - https://www.simplypsychology.org/behaviorism.html #LNDCOWORK - https://about.me/lndcowork ========================================================= You can contact Women Talking About Learning through our website, womentalkingaboutlearning.com We're on Twitter @WTAL_Podcast You can buy us a coffee to support Women Talking About Learning via Ko-Fi. Or you can email us via hello@llarn.com

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Engeness I. talks about a new study Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway Read More in "Cultural-Historical Psychology" № 3 2020 https://psyjournals.ru/en/kip/2020/n3/Engeness_Nohr.shtml

Lena beschäftigt sich am Hasso Plattner Institut mit MOOCs, Massive Open Online Courses. Sie gestaltet als MOOC Designerin die Lernformate selbst und beschäftigt sich darüber hinaus auch auf wissenschaftlicher Ebene damit wie man MOOCs und andere Lernformate optimal gestalten kann.

The coronavirus pandemic has had a devastating impact on education on schools around the world, often rendering in-classroom instruction too dangerous for both students and teachers. But one reason the effects of the pandemic haven’t been even worse is that, in education as in many other fields, a few new technologies were ready for broader deployment.I’m not talking about Zoom and other forms of videoconferencing, which have by and large been a disaster for both K-12 and college students. Rather, I’m talking about massive open online courses, or MOOCs, as well as the huge body of instructional videos available at low or zero cost on YouTube and sites like Khan Academy.Coursera, the world's largest MOOC provider, added 31 million new users in 2020, compared to just 8 million new users in 2019. The second-place MOOC provider, edX, added 10 million users in 2020, twice the number of new students who joined the year before. Evidently, millions of students of all ages want to use their stuck-at-home time to learn something useful.But how effective, really, are online course materials? How do MOOCs fit in with what cognitive scientists and neuroscientists are discovering about how students learn best? And what do K-12 schools and institutions of higher education plan to do to incorporate elements of online learning into their curricula and meet the growing demand for high-quality learning experiences after the pandemic passes?This week we talk through those questions with Sanjay Sarma, vice president of open learning at the Massachusetts Institute of Technology. MIT is one of the founding members of edX and a supplier of hundreds of its most popular MOOCs. Together with co-author Luke Yoquinto, Sarma published a book last August called Grasp: The Science Transforming How We Learn.Though it was written before the pandemic hit, the book offers a timely look at how educators at the K-12 and university level could make smart use of technology to build a new, broader educational pipeline that's more user-friendly and open to millions more people. Sarma says that will mean implementing more of the learning tricks researchers already know about, such as spaced repetition and interleaving, and finding better ways to scale up the coaching and contextual learning that are so effective in in-person settings like MIT's famous 2.007 robot competition.For a transcript and more details and links, see our full show notes at http://www.soonishpodcast/408-technology-and-educationNotesThe Soonish opening theme is by Graham Gordon Ramsay. All additional music by Titlecard Music and Sound.If you enjoy Soonish, please rate and review the show on Apple Podcasts. Every additional rating makes it easier for other listeners to find the show.Listener support is the rocket fuel that keeps our little ship going! You can pitch in with a per-episode donation at patreon.com/soonish.Follow us on Twitter and get the latest updates about the show in our email newsletter, Signals from Soonish.

Does the future belong to MOOCs? Massive Open Online Courses, or MOOCs for short, have been hailed as the next wave in secondary education, poised to replace brick-and-mortar colleges with their expensive infrastructure and sky-high tuition. In this episode of Rationally Speaking, Julia and Massimo discuss how to measure MOOCs' effectiveness, separating the hype from the genuine promise. Sped up the speakers by ['1.0', '1.05']

Looking for a fun and FREE way to learn new subjects or dive deeper into your current role? In walks MOOC or Massive Open Online Courses. The guys are here to tell you what they are, how they can help you, and where you can find them... Did we mention they are FREE?So settle in for a quick ride and while you're at it please let us know what you think about our new music!-Will and Dave

Interview de Christelle Bozelle, responsable des MOOC’s (Massive Open Online Course) à l’Université de Genève.

For TeachLab’s second Failure to Disrupt Book Club episode, Justin Reich is joined again by friend and colleague Audrey Watters to reflect on their conversation with special guests George Siemens and Elizabeth Losh. They discuss Failure To Disrupt’s Chapter 1: Instructor-Guided Learning at Scale and Massive Open Online Courses, looking at “three big bets of MOOCs,” and exploring why MOOCs failed to achieve their most ambitious goals. “I don't know if I've ever seen an ed tech thing where we can spend eight years talking about, "What is it?" We've been trying to define, "What are MOOCs? Are MOOCs this, are they that? They're not this, they're not that." I find it fascinating why we're finding so much difficulty really nailing down what MOOCs are and what role they play.” - George Siemens, Writer/Professor/Researcher In this episode we’ll talk about:Elizabeth Losh’s EdTech storyThe global impact of MOOCs Online and remote learning during COVIDFemTechNet as an example of creative innovationProductive discourse in online forumsThe complicated relationship between Universities and MOOCs George Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, organizational effectiveness, and complexity in digital environments. He is a Professor and the Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and co-director for the Center for Change and Complexity in Learning at the University of South Australia.Elizabeth Losh is a theorist and scholar,  and the Gale and Steve Kohlhagen Professor of English and American Studies at the College of William and Mary. She specializes in Rhetoric; Digital Publishing; Feminism & Technology; Digital Humanities; and Electronic Literature. Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub2/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Melina Ivanchikova and Matt Ouellett, Center for Teaching Innovation Giulia Friso, Senior Research Associate, Plant Biology In our 100th episode, we dive into “Teaching & Learning in the Diverse Classroom,” a Massive Open Online Course developed by Cornell’s Center for Teaching Innovation. Two of its creators, Melina Ivanchikova and Matt Ouellett, as well as contributing faculty member Giulia Friso, discuss the importance of incorporating diversity concepts into the teaching of any subject matter. They also provide suggestions for how you can develop these skills in your own teaching, learning, and life. Learn more about the course (and sign up) here. #bigotes #tesoro #gemütlich  

In this episode, we’ll find out what space can teach us about life on earth and how to make a better future for all of us.  You might be surprised at some of the ways space exploration is already shaping our daily lives, and will continue to do in future. We’ll discover how learning to live on Mars can help us solve some of the big problems here on earth, budding architects tell us what it’s like to t it’s like to design for entirely alien habitats, and we meet Australia’s very own rocket man, discusses the future of satellites and space travel.   Participants: Jasmina Lazendic-Galloway runs the most successful Massive Open Online Course ever run in Australia. It teaches people to prepare for life on Mars. But rather than focus on Mars survival, Yasmeena wants the course to help others be more creative in solving problems on earth.   Danica Karacic leads the Space Habitat studio as part of the Monash Bachelor of Architecture in the Faculty of Art Design and Architecture. She and Architecture students Betul and Dima tell us what it’s like to t it’s like to design for entirely alien habitats,   Adam Gilmour is Australia’s very own rocket man. His company, Gilmour Space Technologies, specialises in the development of small, low-cost rockets purpose-built for today’s small satellites. He’s also a Monash Alumni from the Faculty of Business and Economics, and he joins us from his base on the sunny Gold Coast in Queensland. See omnystudio.com/listener for privacy information.

The organisation of trade, including our money system, is a primary source of many of the crises we are facing. What can we do about it? What are the old and new ideas that are around? We invited Matthew Slater to Speak at the CoCanberra / NENA Canberra Region monthly meetup in July 2020. Matthew Slater has been around the Mutual Credit scene for many years. He Co-founded one of the successful software platforms (Community Forge - https://communityforge.net/en ), taught about currencies through a Massive Open Online Course (the Money and Society MOOC - https://mooc1.communityforge.net/ ), travelled the world talking with communities, recorded audio books, written blogs, done heaps of other things, and generally been a good bloke! You can find out about his deeds at https://matslats.net/ This work is licensed under the Creative Commons Attribution-Share Alike 4.0 International License. To view a copy of this license, visit creativecommons.org/licenses/by-sa/4.0/. To give attribution for this work, include the URL of this page. Any work based on this work must also be released under this license.

Andrew Chignell is a professor at Princeton, with appointments in Religion, Philosophy, and the University Center for Human Values. He was previously an associate professor at Cornell and a professor at University of Pennsylvania. He received his PhD from Yale. Chignell’s work to date focuses on Immanuel Kant and other modern European philosophers, philosophy of religion, the moral psychology of hope and despair, and the ethics of belief. He also has an interest in food ethics, and recently co-produced (with Will Starr at Cornell) a Massive Open Online Course on “The Ethics of Eating” for EdX.org.

​In this episode, we're talking to Christian Friedl, Researcher at the University of Applied Sciences, Graz, Austria, about the BizMOOC Knowledge Alliance and his role here. The BizMOOC Knowledge Alliance was founded in 2016 to enable a European-wide exploitation of the potential of Massive Open Online Courses for the world of business. We'll be highlighting the recent online course "Intrapreneurship – Employee-Driven Innovations", which ran on openSAP between February and March this year. We'll be talking about intrapreneurship, entrepreneurship, and the difference between the two. I'm keen to learn more about his research into learners' intentions to discover whether Massive Open Online Courses like these are entertainment, edutainment, or more? With a bit of luck, hopefully we can persuade Chris to share some of his first findings from the course surveys.

Ever since postal systems arose, people have engaged in distance learning. But how are digital technologies impacting learning contexts? This month's guest René Kizilcec discusses his work in this area, including massive online open courses (MOOCs): who uses them, what are they learning and do MOOCs improve access to knowledge? Chris and René also touch on whether digital learning perpetuates achievement gaps along race and gender lines or narrows them. René Kizilcec is an assistant professor in the School of Computing and Information Science at Cornell University, where he directs the Future of Learning Lab. His research is on the impact of digital technologies in formal and informal learning contexts and scalable interventions to broaden participation, raise academic performance and reduce achievement gaps. Kizilcec is known for his research in Learning Analytics on understanding and supporting learners in open-scale courses such as Massive Open Online Courses, or MOOCs. He also works on developing methods for the design and analysis of experiments. Doing Translational Research is recorded, edited and produced by Carrie Chalmers.

In this episode you will hear: (06:50) In this week’s news, an article from Forbes, “Admission Deans Share Tips for College Applications” by Brennan Barnard. Recognizing the many students will procrastinate until days or even hours before their application deadlines, Barnard sought sound advice from admission leaders on how to avoid submitting low quality applications.   (27:22) We are in Chapter 83 of 171 Answers and Mark and Anika discuss five different ways a college resume can be used in the college admissions process. We also discuss why come colleges do not like resumes and others love resumes. We also discuss some of the things that should go on the resume that a college student uses.   (36:30) This week’s question asks how a student who is half Asian and half Caucasian should identify themselves on the Common Application. This is one of the more complex questions that we have tackled because it is fraught with so many nuances. Mark explains his evolution on this topic. He explains how he once handled this question with his students and how he has evolved to a new perspective that is significantly different from how he used to advise Asian students and bi-racial and multi-racial students. (50:46) Mark’s interview is with Mr. Dave Wagner who is the Director of Admissions of St. Olaf, in Part 2 of 4, Dave explains the 3rd section of the Common App, the Education section and he talks about what goes here and how this section is used in admission decisions Dave talks about whether students should include their GPA in this section. Dave talks about the 4th section, the testing section and he explains why St. Olaf allows students to self-report their test scores Next Dave talks section 5, the Activities section, he also tells us what he thinks about the student adding a Resume to the application   (01:01:47) Mark’s recommended resource of the week is   (1:16:33) Our College Spotlight for the week is University of Pennsylvania (PA)   This is a free online college admissions course about, How to apply to college. It is produced by the University of Pennsylvania and it is designed to level the playing field with access to quality free information about the college admissions process. It is co-developed by Eric Furda, Dean of Admissions at the University of Pennsylvania and it is co-developed by the Steppingstone President, Dr. Sean Vereen.  The course involves reading, watching videos and taking quizzes, but it is an excellent free way to understand the college admission process. The course is what is known as a MOOC, a Massive Open Online Course. The course involves dialogue with current students and students applying to college. It is a great course for future college counselors and for parents and students. You will be exposed to a wide range of resources to help you with the college process.  Don't forget to send your questions related to any and every facet of the college process to: questions@yourcollegeboundkid.com If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful! Anika and I are excited to give our listeners a chance to play a role in shaping what topics we discuss, as well as what guests we have on our podcast. You can let your voice be heard by completing this survey. Just put the following link in your browser and give us your honest feedback. Anika and I would like to thank you in advance Every episode of Your College-Bound Kid will align with a chapter from the book 171 Answers to the Most-Asked College Admission Questions. To get a copy go to Amazon and search for 171 Answers: To the Most Asked College Admissions Questions. If you want to place a bulk order, you will save money by purchasing this book at 171answer.com. Every penny goes to The Atlanta Mission, a Christian organization that helps over 1000 homeless residents every day.  If you want to see what future episodes will discuss in the book chapter section,  just  go to 171answers.com and then click the red button "See exactly what 171 Answers covers"

Die weltweite Einführung von kostenlosen online-Kursen, sogenannten MOOCs,  durch renommierte Universitäten waren ein Zufallsprodukt: Führende Professoren der Stanford Universität hatten vor einigen Jahren Ihre Kurse online zugänglich gemacht. Innerhalb kürzester Zeit schrieben sich Hunderttausende Studenten ein. Inzwischen bieten Hochschulen aber auch freie Anbieter wie Udemy solche digitalen Studienkurse an. Ob Informatik oder Wirtschaftswissenschaften, Medizin oder die neuesten Meditationstechniken. So vielfältig wie die Interessen sind auch die Studienangebote: Der neue Zugang zu Bildung verbessert das Leben vieler Menschen weltweit und kann echte Veränderungen in den Gesellschaften bewirken.

MOOC in Social Pedagogy Kara O’Neil, Colin Patterson and Gabriel Eichsteller on the new Massive Open Online Course in Social Pedagogy.

Massive Open Online Courses did the race within the last years: they got more and more popular amongst students that cannot afford the exaggerated tuition fees of a traditional college education or that would just want to benefit from a virtual classroom accessible from anywhere on the world. What is a MOOC, what are the best platforms to enroll in such courses and how can they be used to bypass traditional educational programmes? All of these questions and many more are answered in today's episode. Source: https://www.reviews.com/mooc-platforms/

Listen to the EdSurge On Air podcast? We want to hear from you! Fill out this five-minute survey, and you can enter to win a $100 Amazon gift card. https://www.surveymonkey.com/r/edsurgepodcast What’s life like after quitting a tenured job as a professor to become a freelance educator, making video courses and podcasts for a living? That’s one question we had for Kevin deLaplante, who did just that when he left Iowa State University in 2015 to focus on running his Argument Ninja Podcast and teaching courses on his online Critical Thinker Academy, both aimed at bringing concepts from his scholarship to a popular audience. One area he’s exploring these days is the rise of tribalism in U.S. politics and culture, and how it’s leading to polarization that is making it hard for us to talk to each other. He’s arguing for a new kind of “tribal literacy,” so we can better understand how humans are hard-wired to be drawn to certain tribal behaviors that, in too large a dose, can lead to trouble for societies. He says that, perhaps surprisingly, he has more time now and can explore the topic more broadly than when he was a traditional scholar. He made the move during a rush of enthusiasm for so-called MOOCs, Massive Open Online Courses, that big-name colleges were starting to offer low-cost higher education to a wider audience. It looked like there was going to be a big realignment. But the big shiny revolution didn’t exactly happen. So we also asked deLaplante what he thinks about the broader landscape of online education that he’s part of.

Battling MOOC's with undoing's "LOOC's"

Engaging (or hoping to engage) learning through pure curiosity, and Learning Outside of Classrooms. Our GDPR privacy policy was updated on August 8, 2022. Visit acast.com/privacy for more information.

He has founded an open archive for paleontology research and is developing a Massive Open Online Course. Listen to the paleontologist Jon Tennant who is promoting Open Science to achieve a better society.

It’s something of a cliche to note that higher education is in need of disruption. A decade ago, Massive Open Online Courses promised to make college more affordable and accessible, yet MOOC-based degree programs don’t carry the social signal that a traditional program does. We talk about a new startup called BitDegree that isn’t trying to compete with traditional higher education, instead promising a potentially free education for aspiring programmers by partnering with companies looking to hire new talent and willing to design courses that will produce the skillsets they are looking for in that talent.But whatever needs disrupting in the classroom, everyone can agree that our student loan system is broken. Graduates enter the workforce with piles of non-dischargeable loan debt, locking them into career tracks, discouraging entrepreneurship, and undermining long term financial security for Millennials and Generation Z. We explore alternative funding models, including income share agreements like that at Purdue University.What is a MOOC? Are online classes as effective as in-person classes? Do online classes serve as a viable alternative to the 4-year college track? Are there problems associated with online education? Is there a value to the non-educational experiences on college campuses? What is a human capital contract? Could online education allow students to avoid overwhelming loans in the future?Further Reading:Feds in the Classroom: How Big Government Corrupts, Cripples, and Compromises American Education, written by Neal McCluskeyPublic Schooling Battle Map, Cato InstituteCommon Core Doesn’t Seem to Be Working; That May Be Just Fine, written by Neal McCluskeyRelated Content:The Case Against Education, Free Thoughts PodcastThe Education Apocalypse: How It Happened and How to Survive It, Free Thoughts PodcastThe State of State Education in America, Free Thoughts Podcast See acast.com/privacy for privacy and opt-out information.

Welcome to Episode 42 of The VentureFizz Podcast, the flagship podcast of your most-trusted source for startup and tech jobs, news, and insights! For this episode of our podcast, I interviewed Adam Medros, President & COO of edX. Adam is one of the most successful consumer web executives in the Boston area. As SVP of Global Product at TripAdvisor, he was one of the key members of the team that helped the company scale to a global, publicly traded company with 400 million monthly users and over $1.5 billion in annual revenue. Adam joined edX last November in an executive leadership role for this organization that has an amazing social mission attached to it. Founded in 2012 by Harvard University and MIT, edX is an online learning destination and MOOC, which is an acronym that stands for a Massive Open Online Course provider. They offer high-quality courses from the world's best universities and institutions to learners everywhere. In this episode of our podcast, we cover: -Adam's background and his career path -Advice for people who are considering business school -Great stories behind the hypergrowth years at TripAdvisor -Why he decided to join edX and the details on their platform -His experience as a board member at WordStream, and advice on selecting board members for your company -Plus, a lot more! Lastly, if you like the show, please remember to subscribe to and review us on iTunes, or your podcast player of choice!

This week’s oldie-but-goodie: We all know student loan debt is out of control. The average college student graduated in 2014 with $33,000 in student loans. Student loan debt crossed the $1 trillion in 2012 and just keeps getting bigger. Something has to give. Today, we explore Massive Open Online Courses, or MOOC’s, online learning platforms […]

This week, Brandon, Mike, and Dan revisit Massive Open Online Courses, or MooCs. Are Blockbuster MooCs the way forward for online courses? How important is having well-known teachers lead these courses? How have universities leveraged their best teachers for long-lasting content? What kinds of roles are emerging for people passionate about teaching? And what sorts of courses are attracting the most learners and why?  Have a listen to learn more.

Barbara Oakley, the author of Mindshift, offers a fresh perspective. She shares stories about people who buckled down and pursued what for them seemed like long shots, if their pasts were any indication of what they could be good at. We talk with Barbara about learning, grit, and the challenges people face when changing careers.  And, in case you're wondering, Barbara knows a lot about learning. She is the co-creator of the wildly popular Coursera Course Learning How to Learn. The course is the largest MOOC (which stands for “Massive Open Online Course”). It has totaled over two million enrollments. 

Om mee te kunnen met de razendsnelle veranderingen moeten de meeste organisaties hun manier van werken voortdurend aanpassen. Maar hoe verander je mensen? Want mensen vormen je organisatie. In People Power Change gaan we in gesprek met mensen die veranderingen aanvoeren. Wij noemen ze change agents. Zij zijn de inspiratiebron voor de gedragsverandering van anderen. In People Power Change onderzoeken we hoe change agents denken, maar vooral hoe ze doen. Hoe veranderen zij organisaties, teams of individuen? Hoe ziet leren in de toekomst eruit? Jeroen Busscher is er door gefascineerd en gaat in gesprek met Jos Maassen over Masive Open Online Courses ofwel MOOCS.

Hoy el tema es hablar de los MOOCs, lo que son, de que tratan y las maneras que tenemos de ampliar nuestro negocio de formación online  a través de estas plataformas. Comencemos pensando en que muchas veces podemos plantear nuestros proyectos formación digital de muchas maneras. Tal vez nos guste crear contenidos, tutorizar alumnos, buscar soluciones de aprendizaje o hacer consultoría de formación para empresas que quieran mejorar los conocimientos y habilidades de sus empleados. Pensar que en Internet hay muchas herramientas y plataformas que podemos utilizar para darnos a conocer o impartir clases a nuestros alumnos virtuales. Así que pensamos que sería buena idea hablaros, no sólo de la existencia de estas plataformas, si no de como podemos aprovecharlas para ampliar nuestras opciones de negocio en Internet. Vamos a ver, entonces, diferentes posibilidades de monetizar y crear un negocio basándonos en ideas sobre este modelo de formación. ¿Qué son los MOOCs? Son las siglas de “Massive Open Online Course”, en español: Curso On-line Masivo en Abierto. Este modelo de formación virtual se basa en ofrecer a un número ilimitado de alumnos el acceso a un formación sin costes de entrada. Aunque ya veremos donde se puede monetizar todo esto. La primera vez que se habló de este término anglosajón fue en 2008 y desde entonces cientos de universidades han ofrecido cursos bajo esta filosofía. Aunque sería el MIT (Instituto Tecnológico de Massachusetts) quien en 1999 lanzó el proyecto “OpenCourseWare”, con una filosofía abierta y que permite divulgar los contenidos libremente a condición de citar al creador. Al tener un acceso libre por concepto, ningún alumno tiene que pertenecer a una determinada institución para realizar los cursos. En España, muchas son las universidades que disponen de MOOCs para sus alumnos y otras personas que deseen ser participantes. La Universidad Autónoma de Barcelona (UAB), la Universidad Politécnica de Valencia (UPV), la Universidad de Navarra (UNAV) o la Universidad de Alicante (UA), son algunos ejemplos de instituciones que disponen de sus propias plataformas o participan en otras más extendidas. Y como todo en Internet, nos vamos a encontrar siempre agrupadores de servicios y en este caso de MOOCs de diferentes creadores. Muchos de los cuales son universidades que se apoyan de la tecnología desarrollada por terceros para publicar sus cursos abiertos en plataformas externas. Hace años y del otro lado del charco, nacieron varias de las más conocidas en la actualidad. Hablamos de Coursera, Udacity o edX. Son plataformas que ofrecen una variedad educativa increible y certificada mayoritariamente por universidades de todo el mundo. En ellas, cualquiera puede aprender sobre tecnología, ciencia, negocios, química, filosofía, idiomas y un sin fin de posibilidades que, en algunos casos, les permiten a los alumnos hasta conseguir créditos universitarios para sus estudios académicos. Esto es así dada la gran vinculación entre los productores de los contenidos y el participante más frecuente. Nosotros no tenemos que dirigirnos a los universitarios, si no es nuestro objetivo, pero es bueno conocer que es un perfil que abunda en estas plataformas junto a empleados a los que las empresas invitan a participar para mejorar sus conocimientos y habilidades. No hace demasiado tiempo, a comienzos del 2016, de la mano del todopoderoso buscador, Google lanzó su plataforma de MOOCs, Google Activate. Ideada para formar a nuevos emprendedores en materiales digitales. Ofrecen formación online y en algunos puntos de la península ibérica, de manera presencial. Otra iniciativa española fue la de Miríadax, impulsada por la rama educativa de Telefónica. Esta pensada para el entorno de los negocios y con muchos productores universitarios de habla hispana. Que permiten extender el proyecto más allá de nuestras fronteras. Si queréis, podéis darle un vistazo a Class Central,

On this holiday week, we're rebroadcasting our most popular episode of 2017: Barbara Oakley, a professor of engineering at Oakland University, spends a lot of time these days thinking about how people learn. She’s taught more students than just about anyone else on the planet, as one of the instructors of one of the most popular online courses ever, which has had two million registered students over the several times it’s been offered. The title of the course, is Learning How to Learn. EdSurge recently talked with Oakley about what she’s learned teaching all those online students. And she makes the case for why free online courses like hers—which are known as Massive Open Online Courses, or MOOCs—might still lead to a revolution in higher education, even though the hype around them has died down.

Today’s Mindful Expat Guest is Claudia Landini! Claudia is an intercultural trainer and mobile careers coach. Originally from Italy, Claudia has been living abroad for the past 27 years, since 1989! She has lived in four African countries (Sudan, Angola, Congo Brazzaville and Guinea Bissau), two Latin American countries (Honduras and Peru), in Jerusalem, and she now lives in Jakarta, Indonesia. She also speaks quite an impressive number of languages – Italian, English, French, Spanish, and German – and as if that weren’t already enough, she also knows a little bit of Portuguese, Bahasa Indonesia, and Arabic. Claudia is the founder of the non-profit organization ExpatClic, which is an online platform and community supporting expat women in a number of different ways through their transitions abroad – both personally and professionally. She is also an intercultural trainer and cross-cultural transitions coach with a focus on helping expat women develop and maintain their careers as they move abroad. What you’ll hear in this episode: • Some of the challenges that expat partners may face in their careers when they move abroad and how this can impact their sense of professional (and personal) identity. • The importance of finding meaningful, satisfying activities that allow us to continue to learn and grow -- whether or not we have an official job that pays the bills.  • How our professional paths can evolve and shift when we move abroad in ways that we might not have envisioned but that can be incredibly enriching and satisfying.  • How moving abroad and navigating some of these challenges can actually teach us important things about ourselves and foster not only profession but also personal development. Resources mentioned in this episode: • Claudia mentioned "MOOCs" or Massive Open Online Courses, which are often available for free. To learn more about MOOCs, click here (this Wikipedia entry has a great list of MOOC platforms that you can explore further). Some other great resources for finding MOOCs include: www.mooc.org, www.coursera.org, and www.edx.org. • Claudia mentioned the book, Exile, by Turkish author Ciler Ilhan (the source of her inspirational quote!). • Claudia also mentioned the book, Lost in Translation by Eva Hoffman, which she recommends for anyone moving or living abroad and navigating cultural challenges. • We also discussed the platform that Claudia developed, ExpatClic, which supports expat women in a number of different areas of their lives when they move abroad. Some sub-projects associated with ExpatClic also include: Expat à Table, Expat Books, Expat Women at Work, and What Expats Can Do. These are wonderful resources, and I highly recommend you check them out!  More about Claudia and how to follow up with her: To learn more about Claudia's work, you can visit her website at www.claudialandini.it or her profile on Expatclic. You can also find Claudia on Facebook or Twitter, and you can email her directly at claudiaexpat@expatclic.com. Stay in Touch! To make sure you don’t miss future episodes of Mindful Expat, you can subscribe to the podcast through iTunes, Stitcher, or your favorite podcasting app. To receive monthly summaries of podcast episodes and stay up to date on other announcements and resources, sign up for the Mindful Expat Podcast Newsletter! (When you sign up, you’ll also receive a free mp3 guided mindfulness exercise to practice on your own!) And, finally, if you’d like to get in touch and leave me a voice message with a question or comment that may be played in a future episode, you can do so here!

Dr. Barbara Oakley co-teaches the world's most popular course, “Learning How to Learn,” which is a Massive Open Online Course (or MOOC) with over 2 million students. She is the New York Times bestselling author of Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential. Resources: * http://barbaraoakley.com/ – Website * @barb_oakley – Instagram * @barbaraoakley – Twitter * Buy her book, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential Sponsored by: * LEADx.org – subscribe to become 1% better every single day Subscribe on iTunes to join our Ambassadors Club: Please click here to subscribe on iTunes, and leave a quick rating. Nothing matters more for bringing the podcast to the attention of others. After you subscribe and leave a review, send an email to info at leadx dot org to let us know, and we'll invite you into the private LEADx Ambassadors Group on Facebook. Group members are eligible for ridiculously good prizes each month, have special access to me and LEADx guests, discounts on live events, and of course it's a great forum for peer-learning and support. Share: And, by all means, if you know someone you think would benefit, please spread the word by using the share buttons below. — What is LEADx and The LEADx Show with Kevin Kruse? Imagine if you could have the world's best executive coaches and leadership mentors whispering into your ear every morning on your way to work. Every weekday, there will be a new episode of The LEADx Leadership Show with an interview from a different thought leadership or business expert. Many of these guests are thought leaders, famous authors or high-profile CEOs from innovative startup companies. Others are creatives, artists, entrepreneurs or corporate career leaders. They have all achieved extreme success and they are willing to share practical advice on how to advance your career and develop your leadership and management skills by offering daily career tips on time management, productivity, marketing, personal branding, communication, sales, leadership, team building, talent management and other personal development and career development topics. There will be a new episode waiting for you every day just in time for your morning commute, morning treadmill session or whatever else it is you do to start your day. LEADx isn't just the name of this new podcast, it's the name of a digital media and online learning company that is re-imagining professional development for millennials and career driven professionals looking to break into manager roles or excel in current leadership and management roles. If you're looking for management training or professional development that is delivered in a fun and engaging way, sign up for our daily newsletter at LEADx.org. It's packed with life hacks, daily career tips and leadership challenges that will turn you into a high potential leader in no time. What does LEADx stand for? We are exploring leadership. We are about NEXT GENERATION leadership. We believe that professional training and workplace education has not kept up with advances in digital media. Today's emerging leaders and management professionals just don't find 5 day workshops or eLearning modules to be very compelling. Today's talent is mobile and social. LEADx wants to help those that want to make an i...

In episode 5, Michael hands over the mic to producer Davey Berris. Davey takes a closer look at the lean startup model and how it is being used in the city of Cleveland, OH. Guests include: - Shannon Lyons, COO of Flashstarts (http://www.flashstarts.com) - Bill Nemeth, Director of Burton D Morgan Mentoring Program for JumpStart (https://www.jumpstartinc.org/services/mentoring/) - Doris Korda, CEO & Founder of Wildfire Education (https://wildfire-education.org/) In 2014, Michael Goldberg, assistant professor of design and innovation at the Weatherhead School of Management at Case Western Reserve University, launched his free Massive Open Online Course "Beyond Silicon Valley." Using the city of Cleveland, Ohio, as an example, Goldberg wanted to show how to create and support a thriving entrepreneurial ecosystem outside of Silicon Valley. Two years later, more than 100,000 students from 190 countries have taken the course. It has been translated into 14 languages. Entrepreneurs from all over the world are now working together and learning from each other how to make their land a more business-friendly place. These are their stories. Helpful links: - Beyond Silicon Valley MOOC: https://www.coursera.org/learn/entrepreneurship-development - Weatherhead School of Management: http://weatherhead.case.edu/ Contact Michael Goldberg: - Email: michael.goldberg@case.edu - Twitter: http://www.twitter.com/MGCleve - Facebook: http://www.facebook.com/beyondsiliconvalley

In 2014, Michael Goldberg, assistant professor of design and innovation at the Weatherhead School of Management at Case Western Reserve University, launched his free Massive Open Online Course "Beyond Silicon Valley." Using the city of Cleveland, Ohio, as an example, Goldberg wanted to show how to create and support a thriving entrepreneurial ecosystem outside of Silicon Valley. Two years later, more than 100,000 students from 190 countries have taken the course. It has been translated into 14 languages. Entrepreneurs from all over the world are now working together and learning from each other how to make their land a more business-friendly place. These are their stories. Episode #4 - South Africa: Helpful links: - Beyond Silicon Valley MOOC: http://www.coursera.org/learn/entreprene…ship-development - Weatherhead School of Management: http://weatherhead.case.edu/ Contact Michael Goldberg: - Email: michael.goldberg@case.edu - Twitter: http://www.twitter.com/MGCleve - Facebook: http://www.facebook.com/beyondsiliconvalley

If you’ve ever zoned out during a lecture, of if your students are prone to distraction as you click through your PowerPoint deck, that’s partly because we’re hard-wired not to focus intently for longer than ten or fifteen minutes at a time. Our bodies, after all, were evolved to master survival in nature, rather than staring at glowing bullet points on a screen. That’s the argument made by Barbara Oakley, a professor of engineering at Oakland University, who spends a lot of time these days thinking about how people learn. And she’s taught more students than just about anyone else on the planet, as one of the instructors of one of the most popular online courses ever, which has had two million registered students over the several times it’s been offered. The title of the course, is Learning How to Learn. EdSurge recently talked with Oakley about what she’s learned teaching all those online students. And she makes the case for why free online courses like hers—which are known as Massive Open Online Courses, or MOOCs—might still lead to a revolution in higher education, even though the hype around them has died down.

In der fünften Ausgabe von „Abenteuer Digitale Zukunft“ werden die Extreme ausgelotet. Im Interview mit Andreas Wittke – Chief Digital Officer beim Institut für Lerndienstleistungen an der Fachhochschule Lübeck – wird der Frage nachgegangen, wie weit die Digitalisierung in der Bildung reichen kann. In dem Buch „Ware Bildung“ von Jochen Krautz werden auf der anderen Seite die Schattenseiten dieser Entwicklung näher ergründet. Gewinnspiel zur Sendung bis zum 23. Juli unter: http://www.digitalistbesser.org/gewinnspiel-abenteuer-digitale-zukunft-mit-marcus-klug#more-8958 Alle Episoden: http://www.digitalistbesser.org/category/abenteuer-digitale-zukunft Zu iTunes: https://itunes.apple.com/de/podcast/abenteuer-digitale-zukunft/id1249650623?l=en&mt=2 In den 1990-iger Jahren gab es schon einmal einen größeren Hype um das Thema „E-Learning“. Eine nachhaltige Entwicklung ist daraus allerdings nie entstanden. „Im Gegensatz dazu kommt jetzt die Digitalisierung“, so Andreas Wittke. „Der gewaltige Unterschied zum E-Learning liegt daran, dass die Digitalisierung zu einer starken Veränderung der Strukturen beiträgt.“ Es kommt daher nicht von ungefähr, dass Sebastian Thrun – einst Professor in Stanford und Chefentwickler bei Google – mit Udacity bereits vor einigen Jahren ein Bildungsunternehmen gegründet hat, das es sich auf die Fahne geschrieben hat, die Universitätslandschaft zu revolutionieren. Im Interview mit Wittke geht es daher um die Frage, wie weitreichend diese Entwicklung ist und wie sogenannte „Massive Open Online Courses“ funktionieren. Auf der anderen werden auch die Schattenseiten dieser Entwicklung näher ergründet, die Jochen Krautz in seinem empfehlenswerten Buch „Ware Bildung. Schule und Universität unter dem Diktat der Ökonomie“ untersucht. Denn schon 1995 war in einem länderübergreifenden Report von „flexiblen Kompetenzen“ und der „Revolution des Lernens“ die Rede. Diese neue Serie wird unter der Creative Commons-Lizenz 4.0 veröffentlicht: Nicht-kommerziell ‒ Weitergabe unter gleichen Bedingungen. Einzelne Sounds und Geräusche stammen von dem Designer Jochen Kronenberg. Außerdem wurde in dieser Sendung das Musikstück „The Slow Death of Irony“ von The Fucked Up Beat verwendet. Quelle: https://thefuckedupbeat.bandcamp.com/track/the-slow-death-of-irony-2

Half a dozen professors of computer science and engineering at UC San Diego - pioneers in the world of online learning, share their perspective and experience, and what online learning means for the future of learning. Series: "Computer Science Channel" [Science] [Education] [Show ID: 32509]

Half a dozen professors of computer science and engineering at UC San Diego - pioneers in the world of online learning, share their perspective and experience, and what online learning means for the future of learning. Series: "Computer Science Channel" [Science] [Education] [Show ID: 32509]

In 2014, Michael Goldberg, assistant professor of design and innovation at the Weatherhead School of Management at Case Western Reserve University, launched his free Massive Open Online Course "Beyond Silicon Valley." Using the city of Cleveland, Ohio, as an example, Goldberg wanted to show how to create and support a thriving entrepreneurial ecosystem outside of Silicon Valley. Two years later, more than 100,000 students from 190 countries have taken the course. It has been translated into 14 languages. Entrepreneurs from all over the world are now working together and learning from each other how to make their land a more business-friendly place. These are their stories. Episode #3 - Vietnam: Guests: Christopher Zobrist - https://www.linkedin.com/in/czobrist/ Tuan Anh Phan - https://www.linkedin.com/in/phandinhtuananh/ Angels4US page: http://www.angels4.us/ Helpful links: - Beyond Silicon Valley MOOC: www.coursera.org/learn/entreprene…ship-development - Weatherhead School of Management: weatherhead.case.edu/ Contact Michael Goldberg: - Email: michael.goldberg@case.edu - Twitter: www.twitter.com/MGCleve - Facebook: www.facebook.com/beyondsiliconvalley

In 2014, Michael Goldberg, assistant professor of design and innovation at the Weatherhead School of Management at Case Western Reserve University, launched his free Massive Open Online Course "Beyond Silicon Valley." Using the city of Cleveland, Ohio, as an example, Goldberg wanted to show how to create and support a thriving entrepreneurial ecosystem outside of Silicon Valley. Two years later, more than 100,000 students from 190 countries have taken the course. It has been translated into 14 languages. Entrepreneurs from all over the world are now working together and learning from each other how to make their land a more business-friendly place. These are their stories. Episode #2 - Iran: Guests- Christopher M. Schroeder: https://www.linkedin.com/in/schroederchrism/ Mehdi Sadeghpour: https://www.linkedin.com/in/mehdisadeghpour/ Helpful links: - Beyond Silicon Valley MOOC: http://www.coursera.org/learn/entreprene…ship-development - Weatherhead School of Management: http://weatherhead.case.edu/ Contact Michael Goldberg: - Email: michael.goldberg@case.edu - Twitter: www.twitter.com/MGCleve - Facebook: http://www.facebook.com/beyondsiliconvalley

Click here to get today's transcripts

--> http://wp.me/P7ElV2-gw Kurse im Internet Das Internet ist eine tolle Sache: nicht nur zur Kommunikation, nicht nur als schnelle Informationsquelle, nicht nur zur Unterhaltung. Seit einigen Jahren gibt es so genannte MOOCs. Diese Abkürzung steht für Massive Open Online Course. Das bedeutet, jeder kann im Internet Kurse belegen, die von sehr guten Universitäten angeboten werden. Die Kurse sind kostenlos und für jeden offen und die Teilnehmerzahlen sind manchmal sehr groß, im wahrsten Sinn des Wortes massiv. Es gibt verschiedene Plattformen, die das Ganze organisieren. Ein britischer Anbieter heißt zum Beispiel Futurelearn, ein bekannter amerikanischer Anbieter hat den Namen Coursera. Jeder, der einen Internetanschluss hat, hat die Möglichkeit am Wissen der besten Universitäten der Welt teilzuhaben. Die Kurse haben ganz unterschiedliche Inhalte. Man kann Geisteswissenschaften wie Geschichte studieren, man kann seine Computerfähigkeiten verbessern und vieles mehr. Es gibt Videos, es gibt Texte zum Bearbeiten, es gibt Literatur-Tipps und sogar Hausaufgaben und Tests. Man kann mit den anderen Teilnehmern des Kurses kommunizieren und Meinungen austauschen. Vielleicht ist das der interessanteste Aspekt eines solchen Internetkurses. MOOCS eröffnen wissbegierigen Menschen Möglichkeiten, von denen man vor 20 Jahren nicht hätte träumen können.

If you haven't figured it out already, we here at MakingComics.com love spreading knowledge to comic artists of all ages and levels. We enjoy it so much that recently we teamed up with Coursera and High Tech High to create a free (yes, free!) Massive Open Online Course (aka MOOC) about how to make comics. It is designed by our CEO Patrick Yurick to be a six week course to guide you through everything from scripting to thumbnailing to penciling and inking. To really push it over the top, we had discussions with amazing minds and talents in the comics industry, such as Mark Waid, Eric Shanower, and Caleb Cleveland. In this Gutter Talk episode, we are releasing the audio from the first three weeks of the How to Make a Comic Book MOOC. The course itself is video based so when you sign up to take the course, you'll be able to visually take in the knowledge. However, we thought it would be a great idea to publish the audio for you, the podcast listener, so you can also benefit from the information found in the course. We definitely urge you to take the course online because a lot can be gained from video tutorials, as well. Plus, the amount of love put in to this course by Patrick and others is inspiring to see as well as hear. However, before we play those audio clips, Adam and Patrick sit down to discuss the cool things they have going on in their lives, from audio projects to moving to working at MIT in Boston. This is followed up with some of our awesome Patreon pledgelings (totally made up word) calling in to answer questions and be in the spotlight. These are just some of the cool Patreon perks and rewards of helping us at Making Comics continue to spread the good word on comics. And fair warning, things get a little silly sometimes, as is wont to do whenever Adam and Patrick get together. Our Links: Intro & Outro Song: "RetroFuture Clean" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 http://creativecommons.org/licenses/by/3.0/ Transition Song: Prelude No. 20 by Chris Zabriskie is licensed under a Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/) Source: http://chriszabriskie.com/preludes/ Artist: http://chriszabriskie.com/ More Links: Patreon How to Make a Comic MOOC

Les MOOC, ou Massive Open Online Courses, ces cours en ligne accessibles à tous sont un véritable phénomène dans le domaine de la formation, et les universités sont loin d’être en reste avec la récente création de France Université Numérique. Catherine Mongenet, la directrice de cette plateforme nationale, nous explique comment enseignement supérieur et entreprises collaborent pour inventer la formation des salariés du 21e siècle.

Als Online-Redakteurin an der Bremer Volkshochschule ist Nina Oberländer dort Vorkämpferin für das Digitale. Weil sie schon in vielen Ländern dieser Welt gelebt hat, denkt sie deswegen seit jeher vernetzt. Kommunizieren und Lernen sind für sie die wesentlichen Elemente des Internets und sie fühlt sich dort zuhause. Nina Oberländer hat den Onlinekurs "IchMOOC" mitkonzipiert und durchgeführt. Dabei handelt es sich um einen "Massive Open Online Course", also eine besondere Art von Bildungsveranstaltung mit großer Teilnehmendenzahl. In dem "IchMOOC" ging es darum die eigene Online-Identität zu gestalten und für persönlichen Ziele zu nutzen. Social-Media-Profile: Twitter: https://twitter.com/noberlaender Google+: https://plus.google.com/102861123377898918117 Facebook: https://www.facebook.com/nina.oberlaender Xing: https://www.xing.com/profile/Nina_Oberlaender4 Playlist IchMOOC bei Youtube Das Interview führte Susanne Thoma. Musik: Löhstana, Demain je change de vie

PROFILE - Een nieuwe ontwikkeling in het onderwijs is online leren via MOOCs. Arie den Boon van de UvA is ambassadeur van deze Massive Open Online Courses. “Het zijn gratis online universiteitscursussen voor grote groep mensen”, zegt hij.Er wordt al lang geprobeerd om te vernieuwen in het onderwijs, maar met deze vorm lijkt het nu echt te lukken. “Er moet een charismatische docent lesgeven”, weet Den Boon.De TU Delft en UvA zijn al ver met het implementeren van MOOCs. “Er eentje maken is heel lastig, maar als het staat kun je MOOCS lang hergebruiken”, zegt Den Boon. “Maar ze kunnennog niet het hele onderwijs vervangen.”Desondanks sluit het aan bij hoe de nieuwe generatie leert en informatie tot zich neemt. “Een goede MOOC is individueel gericht, prikkelend en een geeft je de ruimte om te discussiëren. Er zijn veel matige MOOCs in omloop.”KwaliteitDat ligt soms ook aan de kwaliteit van de stof. “Soms verschijnen er meerdere MOOCs over hetzelfde onderwerp. Studenten kunnen zelf op zoek naar de juiste stof. Er ontstaat een vraag gedreven economie, studenten kiezen zelf wat ze willen leren en wanneer”, zegt Den Boon.Online leren maakt het onderwijs bovendien goedkoper en toegankelijker. “Met name in Amerika, waar de collegegelden heel erg hoog zijn. Er ontstaan virtuele universiteiten waar je gewoon je papiertje kunt halen.”Den Boon hoopt dat besturen van universiteiten de vernieuwingen omarmen. “Ze zijn nog te bang dat ze de eigen glazen ingooien met gratis online onderwijs.”

PROFILE - Een nieuwe ontwikkeling in het onderwijs is online leren via MOOCs. Arie den Boon van de UvA is ambassadeur van deze Massive Open Online Courses. “Het zijn gratis online universiteitscursussen voor grote groep mensen”, zegt hij.Er wordt al lang geprobeerd om te vernieuwen in het onderwijs, maar met deze vorm lijkt het nu echt te lukken. “Er moet een charismatische docent lesgeven”, weet Den Boon.De TU Delft en UvA zijn al ver met het implementeren van MOOCs. “Er eentje maken is heel lastig, maar als het staat kun je MOOCS lang hergebruiken”, zegt Den Boon. “Maar ze kunnennog niet het hele onderwijs vervangen.”Desondanks sluit het aan bij hoe de nieuwe generatie leert en informatie tot zich neemt. “Een goede MOOC is individueel gericht, prikkelend en een geeft je de ruimte om te discussiëren. Er zijn veel matige MOOCs in omloop.”KwaliteitDat ligt soms ook aan de kwaliteit van de stof. “Soms verschijnen er meerdere MOOCs over hetzelfde onderwerp. Studenten kunnen zelf op zoek naar de juiste stof. Er ontstaat een vraag gedreven economie, studenten kiezen zelf wat ze willen leren en wanneer”, zegt Den Boon.Online leren maakt het onderwijs bovendien goedkoper en toegankelijker. “Met name in Amerika, waar de collegegelden heel erg hoog zijn. Er ontstaan virtuele universiteiten waar je gewoon je papiertje kunt halen.”Den Boon hoopt dat besturen van universiteiten de vernieuwingen omarmen. “Ze zijn nog te bang dat ze de eigen glazen ingooien met gratis online onderwijs.”

An Pädagogischen Hochschulen werden Lehrerinnen und Lehrer für fast alle Schulformen ausgebildet, es gibt sie inzwischen in Deutschland nur noch in Baden-Württemberg. Beispielsweise seien die Pädagogische Hochschule Heidelberg und die Pädagogische Hochschule Karlsruhe genannt- hier in Karlsruhe gibt es zusätzlich auch eine Abteilung für Didaktik an der Fakultät für Mathematik am KIT. An den pädagogischen Hochschulen werden aber nicht nur Pädagogik und Didaktik unterrichtet, sondern auch die entsprechenden Fachrichtungen und jeweilige didaktische Konzepte in diesen Fachrichtungen. Christian Spannagel unterrichtet so als Professor für Mathematik und Informatik in den Fächern, und erzählt im Gespräch mit Sebastian Ritterbusch, wie er didaktische Konzepte für den Mathematikunterricht erforscht und aktiv erprobt. Die Frage nach Verbesserung des Mathematik-Unterrichts ist sehr aktuell: Die OECD-Studie zu Geschlechtsunterschieden in der Schule hat gerade in Mathematik Verbesserungspotential aufgezeigt, denn viele geben Mathe auf, weil sie nachweislich fälschlich glauben, sie könnten es nicht. Der zentrale Begriff ist hier die Selbstwirksamkeitserwartung, die insbesondere in Naturwissenschaften und Mathematik durch gesellschaftliche Einflüsse stark geprägt ist. Die Erforschung neuer Lehrmethoden kann aber nicht den Ersatz der bisherigen und erprobten Konzepte zum Ziel haben: So sind selbst vermeintlich alte Übungen zum Kopfrechnen und zur schriftlichen Division auch heute noch überaus wichtige Hilfen zur Vermittlung von Algorithmen, Stellenwertsystemen und auch zur Vorbereitung auf ein Studium. Das Ziel muss sein, den Fundus möglicher Vermittlungsformen zu bereichern, und für verschiedene Konzepte bessere Kombinationen der Verfahren zu finden. Ein nützliches neues Werkzeug ist die Tabellenkalkulation, mit der beispielsweise Würfelexperimente und Simulationen im Unterricht interaktiv erfahrbar gemacht werden können. Ebenso können Dynamische Geometriesysteme den Zugang zur Konstruktion und Analytischer Geometrie, wie beispielsweise den Satz des Thales, deutlich vereinfachen. Die Software GeoGebra ist ein solches System, das insbesondere auch unterschiedliche Darstellungen und Analyse der Konstruktionen ermöglicht. Leider ist es zu Zeit noch nicht möglich, dass in Klassen jederzeit an jedem Platz ein Rechner zum Einsatz interaktiver Experimente vorhanden ist. Aber auch an einem interaktiven Whiteboard können die Methoden durchgeführt werden. Die technische Ausstattung ist aber nur ein kleiner Schritt zur Einführung neuer Werkzeuge in den Unterricht, auch die Lehrerinnen und Lehrer müssen die Kompetenzen zum Einsatz der neuen Medien erlernen. Hier müssen die pädagogischen Hochschulen den Lehramtsstudierenden den Weg bereiten, damit das Lehrpersonal zu Beginn und auch in ihrer langen Lehrzeit für den Stand und die Entwicklung der Technik vorbereitet ist. Auch Wissensmanagement in der Form von Wikis haben in Schulen Einzug gehalten, so setzen Maria Eirich und Andrea Schellmann auf ein Schulwiki am Regiomontanus-Gymnasium Haßfurt und Lernpfade zum interaktiven Mathematik-Unterricht. Auch Schülerinnen und Schüler können hier selbst Quiz-Aufgaben erstellen. Michael Gieding und Andreas Schnirch haben für Geometrie-Vorlesungen an der PH Heidelberg ein Geometrie-Wiki auf dieser Technologie erstellt, das auch weiterhin für Lehrveranstaltungen für Lehramtsstudierende genutzt wird. Eine Einführung in die frühen interaktiven Elemente am CMS der Fakultät für Mathematik sind auf der Fragebogen-Seite mit einer Vielzahl von Beispielen zu finden. Gerade in Mathematik stellt die Einbindung digitaler Medien eine gewisse Hürde dar, da Formeln, Beweise, Algorithmen und Konstruktionszeichnung nicht leicht digitalisierbar sind- auch wenn das Textsatz-System LaTeX oder LyX im mathematischen Bereich mit perfektem Druckbild für fast alles verwendet werden kann, so muss man es erst erlernen- beispielsweise mit der l2kurz-Anleitung. Das Austauschen von abfotografierten Seiten ist da häufig deutlich effektiver. Dabei ein solcher Austausch zwischen den Lernenden sehr zu begrüßen, da es zum einen die gemeinsame Konstruktion von Lösungswegen begünstigt, aber auch die angehenden Lehrenden auf die Nutzung der Medien trainiert. Wichtig sind niederschwellige Zugänge und die Möglichkeit zu anonymen Beiträgen, da nur so das Lernen aus Fehlern ermöglicht wird. Im Flipped Classroom wird der Prozess der interaktiven Auseinandersetzung mit dem Lernstoff, der traditionell zu Hause erst bei den Hausaufgaben auftritt, in den Unterricht gebracht, und der herkömmliche Frontal-Unterricht aus dem Klassenzimmer verbannt. Dazu erhalten die Schülerinnen und Schüler oder die Studierenden zur Vorbereitung ein Video, in dem das grundsätzliche Verfahren erklärt wird. Die Unterrichtsstunde kann dann mit einer Fragerunde zum Videomaterial starten, gefolgt von einigen Aufgaben, die vom Plenum in Gruppenarbeit bearbeitet werden sollen. Hier werden Probleme und Fragen offensichtlich, die vom Lehrenden oder gemeinsam in einer Diskussion erörtert werden können. Anschließend könnte sich ein Hörsaal- oder Klassenzimmerspiel anschließen, das sowohl auflockert, als auch das Thema verfestigt. Dass besondere Ereignisse den Lernerfolg verbessern können, wurde auch beim Thema >Gestern hab ich noch Zeit genug< im Methodisch-Inkorrekt Podcast Folge 43 besprochen. Auch wenn es nicht immer außerordentliche Ereignisse geben kann, so ist eine sinnvolle Abwechslung der Lehrmethoden sicher zuträglich zur Verbesserung des Unterrichts. Neben der Frage zur zeitlichen Planung des Unterrichts sind auch Fragen innerhalb der Mathematik eine Untersuchung auf mögliche Vermittlungsmethoden interessant: Die Gaußsche Summenformel ist nicht nur wichtig zur Berechnung der Anzahl der Spiele in einer Fußball-Liga, sondern auch ein schönes Beispiel zur verschiedene mathematische Beweisverfahren. Die Formel kann durch vollständige Induktion bewiesen werden, ein anderer Ansatz ist die Verwendung von Dreieckszahlen zu einem ebenso korrekten ikonischen Beweis der Summenformel. Einen wichtigen Stellenwert hat auch die Haltung der Lehrperson: Anstatt zu demoralisieren, müssen die Lernenden in ihrem Lernprozess unterstützt und bei Bedarf geleitet werden. Dazu gehört auch die Anpassung der Komplexität an die unterschiedlichen Kenntnisse der Lernenden- eine fast unmögliche Aufgabe angesichts großer Unterschiede in den Vorkenntnissen. Eine Möglichkeit sind Angebote für optionale Übungsgruppen, oder Zusatzangebote für weitergehende Fragen. Ideal sind jedoch natürlich differenzierende Aufgaben, die von allen Lernenden je nach ihrem Kenntnisstand hinreichend und unterschiedlich umfangreich beantwortet werden können. Ein Beispiel ist hier die Aufgabe zu den Pythagoreischen Zahlentripeln, die sehr knapp, aber auch sehr weitreichend beantwortet werden kann. Eine andere interessante Frage steckt im Münzproblem, die man bis zur Frage der kleinsten Anzahl von Münzen zur Rückgabe aller Geldbeträge von 1-99 Cent beantworten kann (Optimal sind acht Münzen in vier möglichen Variationen: zB 1+1+2+5+10+10+20+50 oder 1+2+2+5+10+20+20+50). Die Frage der Evaluation von Unterrichtsmethoden wie dem Flipped Classroom ist leider nicht einfach zu beantworten: Es ist kaum möglich zwei Gruppen parallel und voneinander unbeeinflusst unterschiedlich zu unterrichten. Bei einer Evaluation zwischen verschiedenen Jahrgängen konnte ein besseres Abschneiden bei Prüfungen nicht sicher nachgewiesen werden, jedoch ist war das subjektive Empfinden der Studierenden gegenüber den neuen Methoden ausgesprochen positiv. Malte Persike hat entsprechende Ergebnisse erhalten, u.a. beim MOOC zur Wahrscheinlichkeitsrechnung, stellt aber auch zur Diskussion, dass bei mit herkömmlichen Methoden weniger erfolgreichen Dozenten die neue Methoden deutlich bessere Ergebnisse erzielen könnten. Bei der Umstellung auf Flipped Classroom-Konzepte ist die Videoerstellung oft nicht sehr aufwendig, da hier abgefilmte frühere Veranstaltungen in Frage kommen können. Dafür ist die Umstellung und die Planung des neuen Unterrichts oftmals deutlich aufwendiger, wenn man eine Stunde zum ersten Mal durchführt. Anders sieht es bei einem Massive Open Online Course, kurz MOOC, aus, für den Videos deutlich aufwendiger und in kürzerer Form produziert werden. MOOCs sind besonders durch Sebastian Thrun bekannt geworden, als er eine Vorlesung zur künstlichen Intelligenz online zur Verfügung stellte, an der etwa 160'000 Studierende teilnahmen. In der Regel werden Videos mit vorlesungsartigen Inhalten wöchentlich online gestellt, zu denen die Teilnehmer regelmäßig Aufgaben gestellt bekommen. Durch Verfügbarkeit im Internet können sehr viele an diesen Kurs teilnehmen, und durch die Verwendung offener Technologien und Zugänge ist die Teilnahme sehr niederschwellig und spricht viele Interessenten an. An der PH Heidelberg wurde der Mathe-MOOC Mathematisch Denken von Christian Spannnagel, Michael Gieding, Lutz Berger und Martin Lindner ins Leben gerufen, der das MOOC-Konzept nicht ganz klassisch umgesetzt hat. Viel mehr wurde ein Schwerpunkt auf Mathematikdidaktik gelegt: Statt einem festen Wechsel von Vorlesung und Übung wurden einführende experimentelle Einheiten eingesetzt, bei denen die Teilnehmenden schon im Vorfeld Ihre eigenen Erfahrungen mit dem Thema machen konnten. Die Bearbeitung der Aufgaben und der Vergleich der Lösungen erfolgte dann in öffentlichen Foren- eine abschließende Prüfung war in diesem MOOC nicht vorgesehen, sondern möglichst vielen einen Einstieg in die mathematische Denkweise ermöglichen. Die Teilnehmenden können sich selbst als Kiebitze, Anpacker und Formalisierer bezeichnen, auch von Aufgabe zu Aufgabe unterschiedlich- die Kiebitze sind hauptsächlich passive Zuschauer, wogegen die Anpacker die Lösungen aktiv, beispielsweise ikonisch, erarbeiten wollen. Die Formalisierer suchen schließlich die exakte mathematische Beschreibung und symbolische Lösung der Aufgaben. Diese Differenzierung ermöglicht eine Klarstellung der eigenen Teilnahmeabsicht und vereinfacht durch die Vorgabe verschiedener Ansätze den Zugang in den jeweiligen Nutzungsszenarien. MOOCs können und sollten herkömmliche Präsenzveranstaltungen nicht ersetzen, sondern die Nutzung wie beim Flipped Classroom-Konzept die Qualität der Präsenzveranstaltungen verbessern. Ausgesprochen sinnvolle Beispiele zum Einsatz von MOOCs sind Brückenkurse vor Studienbeginn, wo noch nicht alle Studierende am Studienort sind, oder in der Weiterbildung für Berufstätige. Der Mathe-MOOC Mathematisch Denken findet aktuell jedes Semester statt, und wer mitmachen möchte, kann jeweils Anfang April oder Anfang Oktober einsteigen. Die Kurse werden auch kontinuierlich weiter entwickelt. So werden nun mit Christian Freisleben-Teutscher Improvisationsmethoden eingebunden, um die gegenseitige Interaktion zwischen den Teilnehmenden zu fördern. Schon seit Beginn des Mathe-MOOCs sind auch szenische Darstellungen sehr erfolgreicher Teil der Darstellung, und dienen der Motivation und Auflockerung der manchmal trockenden Mathematik. So tritt Christian Spannagel oft als Dunkler Lord auf, der auf seine besondere Weise die Mathematik erklärt. Wie es schon Jean-Pol Martin formulierte, haben Professoren die Verantwortung neue Wege zu gehen, um für die Gesellschaft auch riskantere Wege einzuschlagen. Auch am KIT werden erfolgreich MOOCs angeboten, und der MOOC gegen Chronisches Aufschieben wurde vor kurzem mit dem Bildungsmedienpreis digita ausgezeichnet. Ein weiterer neuer Zugang ist die Gamification, bei der spielerische Elemente in spielfremde Bereiche eingeführt werden. Dies kann durch die Zuteilung von Punkten, Leveln oder Abzeichen bzw. Badges erfolgen, und dies kann auch in der Hochschullehre eingesetzt werden. Die Wahl eines Kontexts hat sich aber als kritisch herausgestellt: Wenn die Lernenden sich nicht mit dem Spiel identifizieren können, ist kaum ein Erfolg zu erwarten. Nando Stöcklin und Nico Steinbach entwickelten das erfolgreiche System QuesTanja, mit den Schülerinnen und Schüler mit Tablets selbstständig Mathematik erlernen können. Die Forschung richtet sich hier auf die Konzepte des Design-based Research, sie konzentriert sich also darauf die Methode zu entwickeln und iterativ und zyklisch zu verbessern. Auch zum Erlernen des Programmierens haben sich spielerische Konzepte bewährt, ein Beispiel dafür ist die Plattform Scratch und ScratchJr, oder auch Lightbot. Diese Lernprinzipien gehen auf Seymour Papert zurück, der schon mit der Programmiersprache Logo den Grundstein zu erziehungsorientierten Programmiersprachen gelegt hat. Die Logo-Programmiersprache gab es als Schildkrötengrafik auch schon im NDR-Klein-Computer. Eine interessante Frage im Umgang mit neuen Medien in Lehre und Wissenschaft ist die Zitierbarkeit der Angebote. Auf der einen Seite geben sich neue Nutzungsmöglichkeiten durch direkte Links an bestimmte Zeitpunkte, jedoch sind Zitate auf Videos, Audiodateien und Internetseiten noch nicht in der wissenschaftlichen Literatur etabliert. Neue Ansätze zur Vortragsaufzeichnung beim KonScience Podcast werden diskutiert. Ein wichtiger Ansatz ist auch die Vergabe von DOI-Nummern für digitale Medien, wie es auch im Open Science Radio Podcast angesprochen wurde. Letztendlich kann man bei der Erstellung von Videos für den Unterricht nicht zu viel Perfektionismus an den Tag legen, wie es auch schon Aaron Sams formulierte: "Do you need it perfect, or do you need it by Tuesday?" Literatur und Zusatzinformationen C. Spannagel: Digitale Medien in der Schule: in medio virtus, LOG IN, 180, 22-27, 2015. M. Fischer, C. Spannagel: Lernen mit Vorlesungsvideos in der umgedrehten Mathematikvorlesung, In J. Desel, J. M. Haake & C. Spannagel (Hrsg.), DeLFI 2012 – Die 10. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V. (S. 225-236). Bonn: Köllen Druck+Verlag, 2012. C. Spannagel, J. Spannagel: Designing In-Class Activities in the Inverted Classroom Model, In J. Handke, N. Kiesler & L. Wiemeyer, L. (Hrsg.) (2013). The Inverted Classroom Model. The 2nd German ICM-Conference (S. 113-120). München: Oldenbourg Verlag, 2013. Flipped Classroom: Die umgedrehte Mathematikvorlesung Video: 10 Irrtümer zum Einsatz digitaler Medien in der Schule Podcast Lob und Tadel 019: Schulmathematik

Presented and produced by Seán Delaney. On this week's programme I spoke to Tim Savage, the Associate Dean for Online Education in Trinity College Dublin about the University's first experience of offering a MOOC - Massive Open Online Course.

In today’s classrooms academics and teachers are increasingly expected to incorporate new communication technologies into their curriculum. However, by adopting these new mediums are we reducing the quality of students’ educational experience or is this just the way of the classrooms of tomorrow? In the final ‘blow up the lecture’ event for the year, our panel of experts examine the future of education in an online world addressing questions such as: What digital resources can we harness to enhance our massive open online courses (MOOCs)? Are there any resources that need rapid development? What is our single most relevant hurdle to fully harnessing digital education What are the key target populations for ANU in online learning? What do you think are the measures of success for MOOCs? Armando Fox is a professor in Berkeley's Electrical Engineering & Computer Science Department and the Faculty Advisor to the UC Berkeley MOOCLab. With his colleague David Patterson, he co-designed and co-taught Berkeley's first Massive Open Online Course on "Engineering Software as a Service", offered through edX, through which over 10,000 students in over 120 countries have earned certificates of completion. Gabriele Bammer is a professor at the ANU National Centre for Epidemiology & Population Health and ANU Research School of Population Health. She is developing the new discipline of Integration and Implementation Sciences (I2S) and is working with Michael Smithson from the Research School of Psychology on an ANU edX MOOC on “Ignorance!” which will go live in 2015. Benjamin Niles is the President of the ANU Postgraduate and Research Students' Association (PARSA). Ben studied at Melbourne High School and went on to complete a Bachelor of Commerce at Monash University. In 2013 he commenced the Juris Doctor with the College of Law. Prior to commencement at the ANU he has worked as an auditor for PricewaterhouseCoopers and as a Coordinator for the not-for-profit tutoring organisation Embrace Education. Sam Parkinson is a year 8 student from Telopea Park School. The conversation was facilitated by Philip Clark ABC Canberra Breakfast Presenter.

MOOC，即“大规模开放式在线课程”，这个在2011年才兴起的网络教育形式有着一个很geek的名字，却有可能影响我们从孔子时代就定形了的教育模式。既然要聊，就要聊点实在的，大狗熊亲身参加了一门MOOC课程，并且拿到了认证证书，这期节目的标题，也是有据可查的真实体验，来吧，让咱们来聊聊实战MOOC的故事。 MOOC, the Massive Open Online Course, which may change our life of study in the future, and the traditional way continues for thousands of years, it is the time for changing. How can I talk some practical thing without practise it? So I participated a MOOC course and got the certification of it. So, let's talk MOOC in this episode.

今回は、オンライン教育についてお話します。現在、オンライン教育は様々な形で変化を遂げ続けています。その潮流や今後の展望について、私の視点より述べさせていただきます。 オンライン教育を語る上では、三つのフェーズがあります。それぞれをフェーズ１、フェーズ２、フェーズ３と呼ぶならば、現時点で、我々はフェーズ２にいるものと考えます。なおフェーズ３は、未だ予想段階にあるものです。 フェーズ１は、２０１２年から２０１３年あたりに訪れました。この時期、ＭＯＯＣｓ（Massive Open Online Courses、大規模オープンオンラインコース）というキーワードが、教育業界に吹き荒れたのです。アメリカなどの大学院を中心に、高等教育をオンライン上で無償で公開するという流れが一気に加速しました。UdacityやedX、CourseraがＭＯＯＣｓの三大プレイヤーであり、このプラットフォームを通じてＭＩＴやハーバードといった著名な大学も、講座を公開するようになって行きました。これは、一部の限られた人だけが教育を受けるのではなく、全世界にいる貧しい人へも等しく教育の機会を与えようというモチベーションのもとに起きた運動の一環です。大多数が日本人である日本では、そうした教育の機会差を目の当たりにすることはそこまで多くありません。グローバルな言語である英語を主に用いる世界では、初等教育をも十分に受けられない人たちがまだ多く存在するため、彼らへ教育の機会を提供するというモチベーションが湧きやすいのでしょう。そうした中でＭＯＯＣｓが広がることとなりましたが、これをフェーズ１と私は考えます。 そして現在私たちがいるフェーズ２は、仕組みを模索する段階です。先ほど申し上げたＭＯＯＣｓの三大プレイヤーのひとつであるUdacityの創設者セバスチャン・スランは、いくつかの深刻な悩みを持っていました。講座を開講したところ、実際の修了者は登録者の１０％に行くか行かないかという状態だったのです。つまり、完走する人がほとんどいなかった。これは教える側としては深刻な問題です。また、もう一つの課題は、「オープン」というキーワードにつながる問題です。オープンには、無料開放というニュアンスが込められていますが、そうした形態において、どのようにして収益モデルを構築するか、具体的にはどこからお金を貰ってくるかという点が課題になります。ここも実際に明快な答えは出ていません。現在は、学生のモチベーションを維持しつつ収益を上げて行く方法について、いろいろな模索が続けられているところです。もしかすると、この時期が一番面白いのかもしれません。もちろん、その動きはいろいろ見受けられます。モチベーションという点でいえば、大学と手を組んで単位を出せるようにする取り組みが出てきました。すなわち、完走することによるメリットを見せるようにしているのです。あるいは、ゲームの要素を取り入れているところもあります。収益モデルという点でいえば、アドバンスのコースを有料化し、有料会員は特別なサイトを見ることができるようにする、という取り組みもみられます。あるいは、成績優秀者が働いている企業とやり取りを行い、企業からお金をいただくという方法も試みられています。このようにオンライン教育におけるモデルの模索が続くのがフェーズ2です。 そしてやがてはフェーズ3に移行するでしょう。まだまだ先が見えない状況ですが、オープン化が進めば進むほど、集約化が進むと考えられます。地域的な障壁などがなくなるために、優勝劣敗がはっきりとしてくるのです。したがって、メジャーな学習領域においては、ごく少数の限られたプレイヤーが握ることになっていくでしょう。しかしその一方で、同時に分散化も進むと思います。つまり、ニッチな領域に対するオンライン提供も広がる、ということです。ものすごくニッチな学習領域であっても全世界からかき集めれば規模として成立するからです。この集約化と分散化が同時進行で起こる状態が、フェーズ３に相当します。実際、現在でも既にこうした動きが徐々に見えつつあります。 そうした状況の中で、グロービス・オンラインMBAはどのように戦って行くのか。我々としては、MOOCsのMに該当する「Massive（＝大量）」ではなく「Small（＝少数）」というモデルを考えています。つまり、20名程度の限定された人数の中で、リアルタイムに双方向で議論をしながら、モチベーションを高めて学んでいく、というアプローチです。こういうモデルのことをSPOCs（Small Private Online Courses）と呼ぶらしいです。これは、MOOCsの流れとは一線を画すモデルではありますが、新たな教育のモデルとして大いに可能性はあると考えています。 オンライン化が進んだ教育の流れが今後どのように変化していくのか、まだ分かりません。ただ、グロービス自身もその当事者として、オンライン教育のあり方に一石を投じながら、チャレンジを続けていきたいと考えています。

On this episode of Word Balloon, John expected a conversation with writer Paul Jenkins about his next volume of the FairyQuest saga with art by Humbert Ramos, but Paul had more on his mind. Kickstarter has put him on an emotional rollercoaster with alternating highs and lows. He explains some uncommon pitfalls no outsider would ever think of having to consider. Given Jimmy Palmiotti's Kickstarter POV from last week's episode, this interview continues the conversation in an interesting way.Then Devin Grayson joins John for the first time to talk about her involvement in Christy Blanch's new Super MOOC about social issues explored through comic books. The Massive Open Online Course at canvas.net starts this week, and Devin will once again be part of the course's message board community and act as Christy's TA . She's also writing a monthly column exploring some of the issues fans are bringing up in conventions and online. We talk about her work in comics, novels, and gaming and some of the controversies she's faced in her writing career. 

We get a State Of Marvel Conversation from EIC Axel AlonsoDan Slott talks about wrapping up Superior Spider-Man, welcoming Peter Parker back, and previews his new Silver Surfer Book With Mike AllredWriter Christy Blanch From Ball State University and Part Owner Of Alter Ego Comics talk about her new Massive Open Online Course which looks at social issues through studying comic books. Plus her Thrillbent Comic The Damnation Of Charlie Wormwood.  Find out more about Christy's new online course here

2013 waren MOOCs (Massive Open Online Courses, dt. massive offene Online-Kurse) groß in Mode. Großen Zahlen und großen Hoffnungen folgten einige enttäuschende erste Ergebnisse. Der Leiter von edX, Anant Agarwal, betont nichtsdestotrotz, dass MOOCs immer noch von Bedeutung sind -- als ein Mittel, hochrangige Lernerfahrungen großflächig zu teilen und das traditionelle Klassenzimmer zu ergänzen (wenn auch nicht zu ersetzen). Agarwal teilt mit uns seine Vision des Blended Learning, bei der Lehrer die optimale Lernerfahrung für Lerner des 21. Jahrhunderts entwickeln.

2013 was a year of hype for MOOCs (massive open online courses). Great big numbers and great big hopes were followed by some disappointing first results. But the head of edX, Anant Agarwal, makes the case that MOOCs still matter -- as a way to share high-level learning widely and supplement (but perhaps not replace) traditional classrooms. Agarwal shares his vision of blended learning, where teachers create the ideal learning experience for 21st century students.

MOOC's promised higher education for millions who can't afford it. They haven't lived up to their billing. Using the Internet to meet the demand for focused learning.

Monika König (@mons7) erzählt vom MOOC Maker Course 2013 (#mmc13). Dieser „How to MOOC“ ist ein kolaborativer Kurs, der erkunden will, was solch ein Massive Open Online Course ist bzw. sein könnte. Zusammen mit Dörte Giebel und Heinz Wittenbrink privat organisiert, wird das Projekt vom 16.1. bis 22.2.2013 via Blog, Twitter, Google+, etc. online veranstaltet. Monika E. König ist Referentin für Social & eLearning an Fachhochschule Frankfurt/M.

If you've never heard of a MOOC, don't worry. Massive Open Online Courses are only a year old, but several schools are using them to reach millions of students worldwide.

If you've never heard of a MOOC, don't worry. Massive Open Online Courses are only a year old. But several schools are using them to reach millions of students worldwide.

As time goes by, brevity seems more important. As such, I'll try and be as concise as possible here.I'd like to learn how to hack stuff.That's as simple as I can break it down. After meeting with an IT security professional, I've began taking steps toward this end. Today is actually day nine in my current endeavor, though I've only just begun ye ol' Blogger.I figure there are others like myself who know next to nothing about breaking into the computer tech security field, but who are also like myself intrigued by it. Well, I'm starting from scratch and documenting the journey--however far it takes me.We discussed some short and long term goals last week:Security + certification from CompTIA...this is great book knowledge type stuff that will help down the road on a resume as far as actually landing a job. I've yet to get the Security + book, but this needs to happen soon as this is something that I can begin immediately.CISSP...this one is a must have according to my friend, and in order to even get it, you've got to have something like 5 years of experience. Apparently "experience" in this case is a somewhat flexible term that many things can count toward. More shall be revealed; this too is a little ways down the road, though a definite must have for career purposes.OSCP Security...I'm perhaps most excited about when I'm ready to tackle this bad boy. This is a very hands on security certification that cost about $1100 for the online class and 90 days of the lab. At the end of it, you are tested by hacking into a network over a period of 24 hours. The deeper you get, the better you score. Very cool. Programming...I've always wanted to learn a computer language, and if I'm going to pursue this security stuff, now is the time to go ahead and do that. He suggested Ruby on Rails or Python.MOOC...this stands for Massive Open Online Courses. In essence, they are totally free university courses from big time names like MIT, Harvard, Berkeley and Stanford hosted on sites such as edx.org, coursera.org and udacity.com. Can't believe I'd never heard of this until now actually. As fate would have it, MIT has an introductory programming course via edx.org on the Python language that started Oct 3rd and an introductory Computer Science course that starts on the 15th. I've enrolled in these and a few others, but for the sake of completion, I am committed to these two for now.Tons of specialized GIAC training from SANS. This stuff is incredibly costly, though there are some ways to help out at conferences for a discounted rate. After getting my feet wet, I'll consider delving further into these options.Formal Schooling...we talked a bit about Masters Programs for security. There are significant scholarships available for this through the government that are bound to agreements to work for the government for x amount of time upon graduation. Pretty good deal. Norwich and James Madison Universities both have online Masters programs.Quite the handful of items to consider. Thus far, the EDX Python course has proved to be pretty cool. The EDX site is extremely well put together. Very minimalist layout that works well. I'll be producing an accompanying podcast to this blog on a weekly basis. Both of which will serve simply to follow me, a noob to InfoSec, on my journey into the unknown.May the force be with you,/e

Shimon Schocken y Noam Nisan desarrollaron un plan de estudios para que sus estudiantes construyeran una computadora, pieza a pieza. Cuando pusieron el curso en línea —ofreciendo herramientas, simuladores, especificaciones de chips y otros bloques de construcción— se sorprendieron al ver la avalancha de miles de personas dispuestas a no dejar pasar la oportunidad de aprender, trabajar en forma independiente, así como de organizar sus propias clases en el primer MOOC (sigla en inglés de Massive Open Online Course). Invita a olvidarse de las calificaciones y a aprovechar la automotivación para aprender.

The Limbaugh/Fluke dust-up and the rise of sex-positive feminism. Then, Massive Open Online Courses bring elite education to the masses. The copyright debate over access to scientific journals. Online activism takes on a Ugandan rebel leader.

In this episode of the World’s Craziest Educational Videos you host detective Kim Droom takes you inside the Massive Open Online Course ds106. An online storytelling community that started as a class but has become much, much more. Some people call it a cult, others the second coming of the creative web. We report … you decide!

In this episode of the World’s Craziest Educational Videos you host detective Kim Droom takes you inside the Massive Open Online Course ds106. An online storytelling community that started as a class but has become much, much more. Some people call it a cult, others the second coming of the creative web. We report … you decide!