Podcasts about moocs massive open online courses

La Universidad de los Andes ofrece 95 cursos online gratuitos a través de la plataforma Coursera en 2025. Estos cursos, con temas que abarcan tecnología, finanzas y videojuegos, son MOOCs (Massive Open Online Courses), permitiendo a los estudiantes aprender a su propio ritmo y de forma remota. Los estudiantes reciben certificados al finalizar cada curso (con costo adicional) y pueden acceder a los cursos a través de un enlace proporcionado. Las evaluaciones miden el aprendizaje en cada etapa.

29 : The Flow: Episode 29 - Editing Podcasts with Descript Ecamm Network Listen to The Flow Podcasting, especially video podcasting, can be a great way to share your message with the world. There are so many things to learn and do, but it's hard to know where to start if you've never done it before. Producing a podcast can seem daunting at first; it's easy to feel overwhelmed when you're starting something new. Using a Video First approach with Ecamm Live will make it much easier and save you lots of time.The Flow is here to help. We'll take you step-by-step through creating a video podcast, from planning and production to promotion and monetization. You'll learn how to build an efficient workflow that will make your content shine, leaving you to focus on creating great content.In this episode of The Flow, Doc is joined by Harmony Jiroudek to talk all about easy video podcast editing with @Descript Harmony leads Customer Success at Descript. Her background is in e-Learning, account management, and product training. Harmony has worked with a wide range of academic institutions and organizations to design, develop, and scale the production of numerous MOOCs (Massive Open Online Courses), as well as having expertise in various LMSs (Learning Management Systems). Her goal: to empower creators and teams using Descript.Welcome to The Flow. Created by Ecamm and hosted by Doc Rock and Katie Fawkes, this weekly video podcast will take you step-by-step through the process of video podcasting.Want to see behind-the-scenes? Join the studio audience of our live recordings every Tuesday at 12 pm Eastern on YouTube.This video podcast is powered by Ecamm. With Ecamm, you can plan, produce, and record your podcast, bring on co-hosts and interview guests, add graphics and animations, and much more. Ecamm makes podcasting easy. Try it today for free at https://ecamm.liveWatch Past Episodes: https://ecamm.tv/theflowEpisodes & Show Notes: https://flow.ecamm.comGrab the Freebies: https://ecamm.tv/flowfreebies>We record our podcast with Ecamm: https://www.ecamm.liveWe edit with Descript: https://www.descript.comOur Podcast Host is Captivate: https://captivate.fmSpeedify always saves the day! https://www.speedify.comSee the Flow Gear Guide at: https://ecamm.tv/flowgear#videopodcasting #videopodcast

When Anant Agarwal founded edX, one of the world's most popular MOOCs (Massive Open Online Courses), he had a vision of making higher education accessible to everyone. Ten years later, Ben sits down with Anant to see just how far we've come, how new ideas like microcredentials fit into that vision, and whether or not Anant's decision to join forces with the for profit 2U was a threat to the MOOC ethos.  Higher Ed Spotlight is a new podcast, sponsored by Chegg's Center for Digital Learning, that aims to explore the future of higher education today.

In this episode of Eyeway Conversations, George Abraham speaks with a young, visually impaired tech geek, Aarush Bhat who believes in the power of technology for an inclusive world. Blessed with supportive parents, Aarush could pursue his interest in technology from a young age. His first stint with coding started in class five when he was able to make his own website. Ever since, there has been no looking back. He has independently written his examinations using computers, proving that blind students could achieve everything with the right tools and inclusive environment. One of the highlights from Aarush's school life has been his participation in the one week space camp at Huntsville, Alabama on a 100% scholarship offered by SIVIS, where he networked with bright minds and learnt about technology used in space. Besides procuring several certificates through his MOOCs (Massive Open Online Courses) learning journey, Aarush has developed learning software to help other visually impaired students study advanced stem subjects using computers. Aarush is also known for his contribution to Vedantu, an Indian online tutoring platform, where he worked as an intern to guide their tech and pedagogy professionals on making study material more inclusive for visually impaired learners. His hard work and ‘never give up' attitude has landed him a seat in the University of Alberta, Canada, for a graduate program where he will study to become a software engineer. You can follow Aarush on his YouTube channel ‘Inclusion The Motto'! Tune in to be inspired by his life! To access the podcast transcript, click on link: https://otter.ai/u/5NMfpPlp9B4h6plEmxTHmSPvkDk This podcast is brought to you by Score Foundation. To support our work, kindly visit the link: https://scorefoundation.org.in/get-involved/

Dr Kevin Bell | Founder of Digital Education Analytics, Education Consultant at KPMG In this video (part 1 of 2), Dr Kevin Bell explores how higher education is facing increased competition from industry disruptors, with pressure on Australian and global universities to invest in more flexible learning modalities to meet evolving workforce needs. According to Kevin, the recent global pandemic has put a spotlight on tertiary degree shortcomings and the disconnect between the level of job preparedness of graduating students as perceived by academics, vs CEOs. The latter are less convinced about the availability of job-ready students, and he cites universities’ limited collaboration with industries to enable learning in real-world environments, as a missed opportunity. Kevin deep-dives into the concept of ‘competency-based education’ and ‘micro-credentialing’ as evidenced in MOOCs (Massive Open Online Courses) and Google’s recent unveiling of their own learning academy to substitute a 3-4 year degree. He raises the fundamental question of whether such learning approaches can make students competent to perform their future jobs more effectively and in a shorter amount of time. If we are to interpret micro-credentialing as taking the core elements of traditional degrees and packaging it more efficiently, will such learning delivery miss out on peripheral benefits, including soft skills? He notes the distinct value of face-to-face teaching compared to a wholly online experience, and suggests the need for educational training that engenders a balance of technical and social skills for well-rounded professionals. #turnitin #academicintegrity #integritymatters

Avsnitt 4 av Dataspaning handlar om edtech och digitalt lärande. Vi introducerar edtech, diskuterar MOOCs (Massive Open Online Courses) och olika appar man kan använda sig av i sitt lärande. Vi går in på utvecklingen i edtech från inspelning av föreläsningar till interaktiva onlineklassrum. Vi pratar även om spaced repitition, appen Anki och https://ankiweb.net. Sen pratar vi lite mer om att lära sig språk. Andra ämnen som tas upp är allmän pedagogik och undervisning på universitetet, Codecademy för lärande inom programmering och Verbling för språk. Dagens spaning:YouTube-kanalen 3blue1brown med följande videoexempel:- Videon om Fouriertransform- Första delen i deras serie om neurala nätverk Andra saker som omnämnns i avsnittet:- Codecademy (App och websida för programmering)- Coursera (MOOC)- Datacamp (Data Science MOOC/plattform)- Duolingo (Språkapp och websida)- EdX (MOOC)- Quantopian (finans-MOOC)- MOOC (Massive Open Online Course)- Spaced repetition- Verbling (privatlektioner i språk) Medverkande i avsnittet:- Henning Hammar, doktorand i fysik på Uppsala Universitet, driver även tjänsten Börslabbet, @investerarfys- Daniel Constanda, IT-konsult i finansbranchen på Clara Financial Consulting- Martin Nordgren, jobbar på Tobii, tidigare på Dirac, @martinjnordgren Kontakta oss:dataspaning.se@dataspaning @ Twitterdataspaning@gmail.com

Beyond Blended Learning, today's leading organisations are flipping the corporate classroom. Are you going to be sidelined? Let's throw up some startling statistics. [caption id="attachment_38738" align="alignright" width="300"] Preferred format for learning in the Henley Business School 2016 Survey[/caption] The Henley Business School Corporate Learning Survey in 2016 shows that: Desire for online only executive development remains very low at less than 12% Desire for project-based l&D stays steady at 33%, similar to experiential programmes at 29% Blended learning is gaining in popularity up to 43% whilst in-classroom workshops are also gaining up to 45%. With coaching showing the strongest popularity at 66%. So why are so many corporate adding more online only programmes in a bid to save money at the expense that learners will continue to dislike it as a method? 62% corporates plan to offer online learning in 2017. Meantime, of technology assisted learning that is used, 67% are accessing via a mobile device! According to LinkedIn's 2017 Workplace Learning Report. Worldhub Learning looked at trends in 2015 showing that Australian companies at least were balancing face to face, online and on the job training noting that at least 70% of l&d involved some face to face development. Corporate Learning Strategy Trends in 2015 - World Learning Hub The CIPD in 2015 noted the trend towards more in-house programmes with significant growth in the use of in-house coaching, eLearning and on the job training. Organisations see that coaching (in-house) mentoring and buddy schemes together with on the job training and increased use of mobile learning in particular, in a blended format with face to face training will dominate as the most effective methods. So the demand for blended learning continues to increase, but will this be developed entirely in-house? If you are in the business of delivering face to face training and are neglecting the use of technology you are soon going to find yourself hunting for ever smaller scraps of work. Even the lucrative speaking business is taking a major hit with a major drop in demand for external conferences and events. So why the hype and massive investment in something that appears to be less than popular? It helps to consider a brief history of how we got here. [caption id="attachment_38744" align="aligncenter" width="800"] Technology that supports learning is evolving at an ever increasing rate and organisations are quick to adopt new tech as it becomes available. Nowadays, the choice of tech is massive and confusing and not always what learners want to use.[/caption] Back in the late 80’s and early 1990’s, the very early days of computer-based training  (CBT) as it was known then, perhaps it was the novelty that made people excited to use and complete CBT courses. CBT had been around since the 60’s but very few people had their own computer and CBT was taken in classes or computer rooms with a technology teacher around who would help out when needed. Meantime, The Open University in the UK teamed up with the BBC and started broadcasting courses on TV and radio in 1971 and distance learning took off enabling students from anywhere in the world to study for a degree at home. The 80’s saw the dawn of the first Mac and the IBM PC. People began to buy and use a PC at work and at home first with Visicalc then Lotus 123. Finally, non-technically minded people could use and benefit from this technology. Everyone got very excited about how books would be replaced by computer books and the universities began to take Arpanet (the forerunner to the Internet) seriously for collaborative research. Then in August 1991 the real opportunity for what we now know as eLearning, began. Yes, Bryan Adams was top of the Billboard charts but perhaps, more importantly, the World Wide Web was open to the public. Email began to take off and CBT became eLearning in 1999. The first course delivered over the Web came from Penn State University. These were exciting times: Computer technology was becoming mainstream but it was still mostly used by technophiles. Courses were mostly text based with occasional images, a few used audio video and nerds loved it. Schools built computer labs and universities were predicting the death of the classroom lecture. But streaming was nigh impossible. In the twenty-naughties business adopted eLearning and rolled out courses to train workers. Online courses rapidly evolved from text based, through a brief detour through 3D virtual reality environments to audio and video and then in 2008 Facebook took off and social learning became the “in thing”. Whilst the iPhone had opened up the possibilities for the smartphone in 2007, it wasn’t until 3G networks were ubiquitous that Mobile Learning began to have a real impact. And the online learning world took another spin and the possibilities of mLearning were explored. Now in the late twenty teens and MOOCs (Massive Open Online Courses) are the fad of the moment, together with mLearning and combining this with social learning and the fairly recently minted term: “bite-sized learning”. When I created my first eLearning course back in 1988 (strictly speaking it was still called CBT then) there wasn't much choice about what tech to use or formats. To modern standards, it was very crude and used text on black and white monitors using ICL computers. By 1991 we could begin to use Bulletin Boards and communicate live using the Arpanet. Today the choice of tech you can use, formats and possibilities are dizzying. Yet, even Millennials tell us that they prefer classroom based teaching and books over ebooks. The technology makes everything possible include virtual worlds in three dimension space. And even as you stand at the front of a classroom to teach, every participant will have their phone on and often two or three devices and they will be distracted by incoming messages and alerts. People willingly consume streaming video and play interactive games, scroll through hundreds of inane updates from ‘friends’ but deliberately learning using these devices? Not so much. In part because of the massive information overload everybody now faces, bite-sized learning is showing signs of being a winning approach. When your audience has the attention span of a goldfish, you need to design learning in tiny little bites. How small though is the right size? TED talks have become exceedingly popular and they last a maxim of eighteen minutes. Long enough to get a message across and short enough to get enough context, examples and review included. It’s based on avoiding cognitive backlog and done well, an 18 minute TED-style talk is one approach that is working. But even 18 minutes is too long for many users. Some professionals in this fields are striving for the sub 5-minute lesson. That’s all well and good when your learner has the self-discipline to go onto whatever platform you choose and go there to learn for even five minutes. It’s not that learners are not motivated to learn, they are. Just not sufficiently so to make time to do so. Not when there’s a million and one other things demanding their attention. Many of which require little cognitive effort and our brains love to avoid effort whenever possible. Meantime, learners still enjoy classroom based learning and projects and experiential workshops and most of all, coaching. Essentially all are learning activities that are driven by a teacher, facilitator or coach at a given time with specific objectives and tasks and learners need to schedule time away from other things that distract. It seems that learners prefer to have someone else drive what and how they learn. Maybe this is a hangover from the education system or maybe it's laziness on the part of learners. But self-starters who choose when and how they learn are few and far between. Simply providing the resources to learn is not enough. Learners prefer to be told when they will learn and what they will do in order to learn and have someone direct that activity. Classroom based learning and required book reading are terrifically popular, but alone they rarely produce the business results and learning transfer that are needed and desired. Experiential learning, work-based projects and coaching do produce the business results. But one-to-one executive coaching alone is expensive. Supervising and coordinating work-based projects is expensive. Experiential workshops are expensive. Online learning could support this, but few people want to use it. So how? How does an organisation leverage technology to keep costs down whilst providing learning and development in a way that participants prefer and that produces the results for the business? That’s why we need to flip the corporate classroom now! Currently, there are four (almost) separate learning worlds: [caption id="attachment_38741" align="aligncenter" width="800"] The current or traditional approach to corporate L&D consists of four (almost) separate worlds[/caption] Classroom based learning - which is preferred by around 44% of senior leaders and high potentials for the well-known benefits of personalisation, networking and getting out of the office. Project-based learning and learning in action gets far better results for the business and almost as many people prefer this approach. Then there is online learning, which promises many benefits for the administration and the business but is simply not the mode of choice for many. What they do want is coaching. A whopping 66% of senior leaders and 56% of high potentials want coaching because it is personal and powerful and private. What if we provide learners with what they want through coaching, utilising technology to provide this in a way that benefits them and the business with experiential learning and workplace based projects? [caption id="attachment_38739" align="aligncenter" width="800"] Flipping the Corporate Classroom by leveraging technolgoy for what it is good for whilst providing learners with the format they want brings these four worlds together[/caption] Led by good coaches and supported by coaching trained managers utilising online technology to flip the corporate classroom with a strong focus on learning in action individually or better still, in project groups. Drip feeding the learning and development over time in bite-sized segments to steadily increase the impact on learning and impact on the business. [caption id="attachment_38742" align="alignright" width="300"] In traditional classroom-based corporate L&D, the event is all. Prework is neglected mostly and follow-up non-existant[/caption] In the traditional corporate classroom, the event is all. Before the learning event, rework may be assigned but more often than not, it is ignored as being less important than everything else the participant needs to do today. The classroom event is attended and is hopefully entertaining enough at a good venue with delicious food to gain a five star evaluation. Participants leave the class happy and rested after a couple of days out of the office to face a backlog of work and all the promises of changing how things are done fade away and come to nought. [caption id="" align="alignleft" width="300"] In the flipped corporate classroom, learning and business impact is all.[/caption] In the flipped corporate classroom, the learning is a continuous cycle of learning, application in the workplace and review with the direct support of coaches and managers. All facilitated through online technologies so that participants can be supported anytime and anywhere. With workplace projects designed to apply learning and bring direct benefit to the business, the ROI steadily increases as learning is immediately transferred to the workplace. If this produces so much better business results and return on investment (ROI), why aren’t more organisations doing this? For the most part, it seems that the KPIs for those who arrange learning and development has been focused on the number of hours of class time attended rather than business impact and ROI. Plus, the flipped corporate classroom requires a lot more administration support. It’s a lot like herding cats and few coaches are ready to take on the challenge of supporting participants and their managers and keeping everyone on track. Yet technology can be an enormous help and, once set up, can make the administration a whole lot easier. And the chances are, that you have already invested in much of the technology that you need. You’re just not deploying it and supporting it in a way that gets your learners to not just use it but want to use it. In practice, the flipped corporate classroom requires more interactive support than the traditional classroom model. i.e. it means more work for both the facilitators and the development team and sponsors. But then, that may be why the traditional classroom approach doesn’t work. [caption id="attachment_38743" align="aligncenter" width="800"] Flipping the corporate classroom does require more effort on the part of L&D sponsors and the development team and a whole lot more from the coaches and facilitators. But that's because we need to take away the unnecessary burdens from the learners so that they can actively participate and be guided to ensure the business gets the results and the learners enjoy the process.[/caption] If you want to improve the business impact and ROI of your learning and development, it’s time for a revolution, it’s time to flip the corporate classroom, now. [display_form id=3]

Die Vermittlung von Inhalten in MOOCs - insbesondere in xMOOCs - erfolgt in den meisten Fällen über Lehrvideos. Sie sprechen die Lernenden unmittelbar an, sind motivierend und anschaulich. Die Produktion kann jedoch teuer und ressourcenaufwändig. Zudem gibt es zurzeit noch kaum belastbare Studien dazu, wie Videos gestaltet sein sollten, um das Lernen nachhaltig zu unterstützen. Im e-teaching.org-Online-Event gaben Prof. Dr. med. Bernhard Hirt (Universität Tübingen) und Dipl.-Ing. (FH) Andreas Wittke (oncampus/FH Lübeck) Einblicke in die didaktischen Überlegungen sowie die technische Umsetzung und organisatorische Rahmenbedingungen bei der Produktion von unterschiedlichen Videotypen für MOOCs (Massive Open Online Courses).

MOOCs (Massive Open Online Courses) have had their share of publicity - both good and bad. How can you use them as part of your organisation's training programs? See acast.com/privacy for privacy and opt-out information.

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.

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.

Guests discuss MOOCs—Massive Open Online Courses—and what they might mean for the future of education. Guests include: Charles Morrissey, Emeritus Professor of Strategy at Pepperdine University, Elly Schofield, program coordinator of MOOCs at Harvey Mudd College and Luminita Crivet, a student of some of the world’s largest MOOCs.

Mit Recht kann 2012 inzwischen als das Jahr der MOOCs (Massive Open Online Courses) bezeichnet werden. In Dutzenden MOOCs wird diese neue Veranstaltungsform bereits umgesetzt und hat dabei zu einer Ausdifferenzierung des Konzepts geführt. Im Beitrag werden die unterschiedlichen MOOC-Formen vorgestellt, um darauf aufbauend das Konzept des OPCO 12 (ein MOOC-Angebot von MMKH, studiumdigitale und e-teaching.org) vorzustellen und einzuordnen.