Friday, March 29, 2013

A/V > NME 2013 > C2 - Who's Afraid of the Big Bad MOOC?


This session will cover the current online learning landscape in higher education. The discussion will also include a review of recent innovations at the Columbia School of Continuing Education's online programs and an overview of the upcoming Columbia massively online open courses (MOOCs).

Scheduled Panelists

Michael Cennamo, CCNMTL Educational Technologist for Online Learning
Sree Sreenivasan, Chief Digital Officer, Columbia University
Marni Baker-Stein, School of Continuing Education

Source and A/V Link Available At 


Thursday, March 28, 2013

MOOC News and Reviews

About Us

MOOC News and Reviews is an online publication devoted to thoughtful critique of individual MOOC courses and to discussion of the evolving MOOC landscape. We are independent and user-centric, and our goal in every review is to answer for readers, “What will I experience in this course and how will it impact my life?”

We are a multi-author blog striving to provide

  1. A comprehensive and authoritative resource for insight about individual courses and for commentary on developments in the MOOC world
  2. Essays that are in-depth.
  3. Inclusion of voices and perspectives reflecting the global diversity of the MOOC student body.
  4. Attention to lesser-known MOOC platforms.
  5. A consistent focus on the interests of our audience – students, teachers and the institutional partners of MOOC providers. We want to address the questions students are asking – if and how a given course or platform will help them achieve their goals
  6. Transparency. Our authors use their real names, are open about their biases and limitations, credit their sources and then make their case.MOOC News and Reviews is published and edited by Robert McGuire. 

Site and Source Available At

Mediasiting Your MOOC: How UW La Crosse Transformed Online Learning Modules into a Massive Open Online Course. > April 16 2013 > 11 AM - Noon

Mediasiting Your MOOC: How UW La Crosse Transformed Online Learning Modules into a Massive Open Online Course

\Date: April 16, 2013 / 11:00am - 12:00pm CT

The seed for a math MOOC at UW La Crosse was planted in 2007 long before the term became mainstream, when Professor Robert Hoar and his colleagues created a large collection of online learning modules and webcasts to help students enhance their math skills. They gathered data, tracked viewing habits and assessed student performance. What they found was that students showed marked improvement in their math skills over time.

Last year, armed with a solid concept and assessment data, Dr. Hoar was ready to take those math modules to a larger audience. In collaboration with the UW System he applied for a Gates Foundation grant to develop a math MOOC and provide it free online to anyone. The UW La Crosse/UW System Math MOOC was born.

Now, with more than 1,900 students enrolled, the MOOC has attracted students diverse in location and background. More than 40 countries are represented and include those preparing for college, entire high school classes, an 11-year-old prodigy and an even an 83-year-old grandmother.

Join Dr. Hoar and Jim Jorstad from the UW La Crosse as they take you step-by-step through the process of creating their MOOC. They’ll take your questions live, share lessons learned along the way and discuss the future of this groundbreaking class, including:

  • How to break through the hype to discover what the reality and potential of MOOCs truly are. Can they be scalable, sustainable and profitable?
  • How Mediasite was leveraged to explain, promote and disseminate the MOOC concept as well as engage a massive international online audience
  • Data showing online courses support traditional pedagogies and enhance student success
  • How this course lays the groundwork to test the MOOCability of other teaching and learning experiences in other disciplines in the future.

Source and Registration Link Available At 


Guardian > Does Europe Need Its Own Mooc?

Student doing online class, mooc
While Moocs are on the rise in the US, little has happened in the rest of the world, with the exception of Futurelearn, the Open University partnership consisting of 17 UK universities, as well as the Berlin-based iversity. At European Union level, there have been reports about talks at the European Commission, but little action has been taken so far.

In May 2012, WiredAcademic reported that the EU's Erasmus programme might soon go online – a good start if we want to see the equivalent of Coursera on this side of the Atlantic. But this does not go far enough.


What is missing from the equation is an institution that would not just bring together individual universities in Europe, but would be European in essence. At the moment there are no genuinely pan-European higher education institutions, apart from a few niche institutions in Warsaw, Florence and Bruges, specialising in postgraduate research.


Europe and the rest of the world

A European Mooc will need to have its own brand name, degree awarding powers and a viable business model that would attract international students, not just Europeans. Students should have the option to combine online and in-campus education, perhaps by splitting their on-campus time across two or even three countries, as with international dual degrees.


Why does Europe need a Mooc?

There are many reasons – one is that this might be the only means of survival for smaller universities. Even before Moocs became a part of our lives, there was speculation about the imminent shrinking of the industry, with only a bunch of universities around the world, perhaps not more than 50, surviving the next few decades. What was speculation now seems inevitable, as access to online courses reduces demand for on-campus education at mid-tier institutions.


Finally, a European version of Coursera might spark in Britain a debate similar to the one about the UK's membership in the European Union. A European university without a few reputable UK institutions would be a halfway house. Chances are that some of them would be glad to join a partnership including Sorbonne, Freie Universitat and the like. Would this create a split across the UK sector between Europhile and Futurelearn institutions?

Source and Full Text Available At 


Saturday, March 23, 2013

Moocshop: A Research-Oriented Workshop On Massive Open Online Courses > July 2013

The Moocshop will survey the rapidly expanding ecosystem of Massive Open Online Courses. We will foster a cross-institutional and cross-platform dialogue in order to articulate and synthesize the plurality of challenges that arise when evaluating and designing MOOCs. While the forms and functions of MOOCs are currently evolving, we aim to develop a shared foundation for an interdisciplinary field of inquiry moving forward.

We invite researchers, technologists, and course designers from universities and industry to share their approaches and perspectives on key topics, including analytics and data mining, assessment, credentialing, pedagogy, platform design, data standards, and privacy.

Date: July 9 or 13 @ the Artificial Intelligence in Education Conference in Memphis, Tennessee


Submission Deadline: April 22
Camera-Ready Deadline: TBA

Invited Speaker: George Siemens

Topic Areas

  • analytics and data mining
  • pedagogy
  • platform design
    • course features
    • instructor-facing features 
      • authoring tools 
      • dashboards
  • privacy
  • evaluation of efficacy
  • accreditation / credentialing / certification 
  • modalities of use  (present / future)
  • assessment
  • personalization
  • student models
  • data standards

Submission Types

We provide two submission types in order to maximize participation opportunities and create a discussion that is as timely as possible.

  • Short Paper (3-6 pages): Short papers should present work with at least 30% novel, unpublished content. Authors with this type of submission will receive feedback on their submission.
  • Abstract/Title: For early stage or work in progress. We will publish accepted papers and abstracts in a Workshop Proceedings, and with authors’ permission, presentation materials. This Proceedings will also include a summary of the workshop and will be published online under a Creative Commons license.

Submission Instructions


Workshop Format

The final schedule will be based on the number of submissions. Authors of accepted short papers will present for 10-25 minutes and authors of accepted abstracts will present for 5-15 minutes.

Source and Relevant Links Available At 


Digital Literacies Conference 2013 > University of Southampton (UK) > April 24 2013

This is the second year that CITE have run the Digital Literacies Conference.  The theme for 2013 is ‘Online Learning and Massive Open Online Courses’ (MOOCs).  We are pleased that this year we have contributions from a range of academics involved in the development of MOOCS (Edinburgh and the Open University, including Futurelearn.  We also have the student perspective of what it is like to participate in a MOOC.

On the themes of online learning, we have contributions from students on the Curriculum Innovation Module ‘Living and Working on the Web’ about their experience of being  blended learning students.

Participating in the event this year are:

  • Hugh Davis, Director of CITE (University of Southampton)
  • Sheila MacNeil (University of Strathclyde)
  • John Schulz, Senior Teaching Fellow, Education School (University of Southampton)
  • Christine Sinclair (Edinburgh University)
  • Mark Lester – Head of Strategy Development at the Open University
  • Martin Weller (the Open University)
  • Bill Warburton, CAA Manager, iSolutions. (University of Southampton)
  • Tamsyn Smith, Learning Designer. CITE, (University of Southampton)
  • John Wollard, Senior Teaching Fellow, Education School (University of Southampton)
  • Adam Warren, Senior Learning Designer, CITE (University of Southampton)
  • Lisa Harris, Senior Lecturer Digital Marketing, School of Management, (University of Southampton)
  • Gary Kinchen, Programme Director, Education School. (University of Southampton)
  • Sarah Fielding, Learning Designer, CITE (University of Southampton)


9.00 – 9.30 registration Tea/coffee

9.30 – 9.45 WELCOME  - Hugh Davis

9.45 – 10.50  academic view point -Christine Sinclair – lessons from running a mooc

with student viewpoint – Sheila McNeil

10:50 -11:05 Coffee

11.05 – 11:35 Students as online learners (blended learners) presentations including Digital Champions

11:35 – 12:00 Workshop session – cool social media tools

12:00 – 12:30 Martin Weller – Author Digital Scholar and running a MOOC with OU- what is the difference between running a regular DL course and a MOOC?

12:30 – 13:30 lunch/networking

13:30- 14:00 Panel – with Hugh Davis, Sheila MacNeil, Christine Sinclair <and others?>

14:00 – 15:30 Variety of sessions:

What makes a good MOOC (workshop) Tamsyn Smith,  Bill Warburton and  -Adam Warren  or

Speed sessions (10 mins each)

1. John Wooolard – Staying safe on line

2. Gary Kinchen – using Facebook

3. Martin Dyke – Using live video technology for active learning

4. John Schulz – Awesome Apps for educators

5. <TBC>

6. <TBC>

15:30 – 15:45 break for tea

15:45 – 16:15 Futurelearn presentation

16:15 – 16:30 Closing remarks (Hugh Davis)

There is a small charge of £50 for external visitors to the conference to register your place at the conference ... .  Registration is free for all staff and students at the University of Southampton.



Friday, March 22, 2013

Free Webinar > MOOC Madness: What Are We Learning From MOOC Mania? > March 27 2013 > 2:15 EST

mooc madness.jpg

Wednesday, March 27, 2013 2:15 pm EST

Presenter: Ann Taylor, Director of John A. Dutton e-Education Institute, Pennsylvania State University 


Massive Open Online Courses (MOOCs) are taking higher education by storm and oftentimes with as much frenzy as the Road to the Final Four!

Currently, as unpredictable as NCAA brackets, MOOCs are also intriguing and inspiring!  Join expert 

Annie Taylor to open up lively discussion of MOOCs and how they could fit into your institutions overarching mission for access as well as your strategy for student recruitment and retention. 

Topics to be "Bounced Around" are:
  • Current and Future state of MOOCs
  • Various goals, uses, and applications
  • Things to Think About
  • Measuring Effectiveness
About The Presenter

Ann ("Annie") Taylor is Director of the Dutton E-Education Initiative at Penn State University.  In Annie's role as director, she has responsibility for guiding the College’s strategic vision and planning for online learning.  In this role, she works with faculty, administrators, stakeholders, and Institute staff to plan and implement online degree and certificate programs tailored to the needs of adult professionals worldwide. Annie serves on University committees focused on strategic planning, policies, and procedures related to the University’s distance learning initiatives and has been a member of the University Faculty Senate since 2007, where she is an active member of the Senate Committee on Outreach.

Source and Registration Link Available At


Thursday, March 21, 2013

MOOCS: Quels Fonctionnements?

Le Defis des MOOCs Europeennes et le Future de l'Universite Globale

MOOCs - De Nouvelles Formes de Courses Ouverts ...

Embracing OER & MOOCs to Transform Education ... ?

MOOC Model for Digital Practice

Messing With MOOCs

New Frontier of MOOC: Massive Open Online Learning

Massive Open Online Courses (MOOCs): A Snapshot

MOOC: Massive Open Online Course

Everybody Wants To MOOC The World: Academia and the MOOC

Wednesday, March 20, 2013

iversity > Open Courses: Education For Everyone

We are a diverse interdisciplinary team from Berlin. We’ve attended some of the world’s finest institutions. Yet, wherever we went, we were frustrated by the dearth of digital infrastructure in use. That’s why we set out to garner the wealth of opportunities to improve the quality of teaching and learning for future generations of students.

Following an EXIST-Founder Scholarship from the German Federal Ministry of Science and Technology, iversity received more than 1 million Euros in funding from the BFB Frühphasenfonds Brandenburg (EU 75% / Brandenburg 25%) and bmp media investors in July 2011. In December of 2012 Marcus Riecke joined the team and invested in the company together with the existing investors, the business angel Masoud Kamali and T-Venture, the venture arm of Deutsche Telekom AG.

MOOC Production Fellowship

250,000 Euros for online teaching and learning

Apply by April 30, 2013 for one of ten €25,000 fellowships to produce your own online course!

[] aggregates the best free and open courseware for students and professionals, all in a conveniently searchable online courseware platform. Search, track, and share progress on over 500 university and college level classes globally. Formerly known as, we continue to carefully select and share with you new courses every week. Our passion for developing and sustaining OCW projects drives us to curate the best. From biology to accounting, foreign languages to science, ensures you get a world-class education from the world's top schools and scholars anytime, anywhere.

Monday, March 18, 2013

MOOC Categories for Survey For Future Postings ?


Over the past several months, I have identified thousands of news items relating to MOOCs.

I am interested in surveying colleagues to identify the general topics of greatest interest for future posts.

I have identified several:

  • Accreditation 
  • Business models
  • Challenges and criticisms
  • Copyright
  • Courses
  • Digital Badges 
  • Evaluation
  • Future developments
  • History
  • Library role
  • Non-U.S. initiatives
  • Platforms 
  • Potential benefits
  • Subjects
  • Technology

Are there others have been omitted ? And Are there particular sub-topics of interest?

A formal MonkeySurvey will be created with these topics/subtopics to learn of particular preferences and will be available no later than April 1 2013.

Please contact me directly at 

Thanks for your assistance !



CourseSites MOOC Catalog

_MOOCs and Libraries_ Blog Launched

Say MOOC ...


CHE > The Professors Who Make the MOOCs

Photo illustration

What is it like to teach 10,000 or more students at once, and does it really work? The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors, often successful. Nearly half of the professors felt their online courses were as rigorous academically as the versions they taught in the classroom.

The survey, conducted by The Chronicle, attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded.


Source and Full Text Available At


Sunday, March 10, 2013

A/V Available > MOOCs: An Evolving Model of Curriculum Delivery and Assessment


Universités : Promesse de FUN pour les Plates-formes Pédagogiques Ouvertes en Ligne

Deux rapports, une communication officieuse de la ministre de l’enseignement supérieur et de la recherche, et voilà le projet France Université Numérique (FUN) sur des rails (encore potentiels). De quoi mettre le projecteur sur les premières initiatives de Mooc’s (Massive Open Online Courses) francophones (dont des cursus IT) lancées jusqu’à présent en ordre dispersé. Et amorcer une réplique à l’offensive américaine sur ce terrain. Les enseignants concernés attendent de voir.

Un vice-président numérique pour chaque université. 20% des cours en ligne d’ici à 2017. Des moyens mobilisés pour former les futurs enseignants à des modalités pédagogiques qui privilégient l’interactivité, les enseignements en petits groupes plutôt que les sempiternels cours en amphi. Tout est sur le papier. Dans deux rapports remis à l’exécutif (le 17 décembre, à l’issue des Assises de l’Enseignement supérieur et de la recherche (ESR), par Vincent Berger), le 14 janvier dans sa version parlementaire, par le député Jean-Yves Le Déaut). Des propositions confirmées par ailleurs par la ministre Geneviève Fioraso lors d’un débat à l’université Paris-Diderot. Le tout résumé par un acronyme : FUN, pour France Université Numérique. Un projet qui devrait être présenté au conseil des ministres courant février, annoncé comme « un service public d’ingénierie pédagogique pour l’enseignement supérieur en ligne ».

« Au moins, la prise de conscience de la nécessité de réagir à l’offensive américaine sur ce terrain se manifeste au plus haut niveau », constate Jean-Marie Gilliot, maître de conférence à Télécom Bretagne, co-initiateur d’Itypa, un des tout premiers Mooc (Massive Open Online Courses) français. Un Mooc modeste ! En comparaison, outre-atlantique, ceux nés à Stanford (Udacity), au MIT et à Harvard (edX), et surtout Coursera ralliant 14 universités (dont l’EPFL, Polytechnique Lausanne), ont su très rapidement se faire des millions d’adeptes. Principalement des étudiants des pays émergents (Brésil, Inde, Chine). La gratuité et la validation potentielle des acquis (crédits) par des universités prestigieuses y sont pour beaucoup. Mais là n’est pas l’essentiel.


Source and Full Text Available At


Saturday, March 9, 2013

IV Jornadas Internacionale de Campus Virtualles 2013


Ya han transcurrido unos años desde que, en julio de 2009, se llevaron a cabo las primeras Jornadas de Campus Virtuales en Tenerife. La necesidad de mantener abierto un foro de estas características, donde compartir experiencias e inquietudes, ha hecho que, desde entonces, ya podamos hablar de un evento consolidado.

Nos complace, pues, tomar el relevo de Oviedo y celebrar en la Universitat de les Illes Balears las IV Jornadas Internacionales de Campus Virtuales.

Si la innovación ha sido una constante en la vida de los servicios de nuestras universidades, los especiales momentos que atravesamos no deben ser un obstáculo para que siga siendo un elemento que guie la práctica de todos los profesionales que los conforman. Por ello, consideramos que la celebración de estas jornadas cobra una especial significación y puede constituir, no solo un espacio de intercambio, sino también de unión en la búsqueda de soluciones que permitan mantener los estándares de calidad, pese a la merma de recursos que nos afecta de manera generalizada.

Nos gustaría invitaros a participar en las jornadas a todos los que estéis interesados en las temáticas abordadas.

Esperamos que sean de vuestro interés.

Un cordial saludo.
Comité de Organización de las Jornadas

Source and Links Available At


Profesores Gratis y al Alcance de un Clic

En Internet, están disponibles los mejores profesores universitarios, gratis y además para todo el mundo.

En el ámbito universitario, la herramienta estrella son los MOOCS (cursos en abierto a través de Internet), son cursos sobre temas muy variados a los que pueden acceder alumnos desde cualquier punto del mundo, sólo se necesita un acceso a Internet.

Durante el pasado año se han dado a conocer masivamente, gracias a los acuerdos firmados por algunas de las universidades más importantes del mundo, sobre todo americanas, para ofrecer formación a precios muy bajos o gratuitamente a través de algunas plataformas como Coursera,, con más de 33 Universidades y más de 200 cursos de todas las ramas, EdX, o Udacity,, estas dos últimas con pocos cursos y centrados en las tecnologías y las ciencias. Cabe destacar que la mayoría de los cursos son de Ciencias, mientras que las humanidades no tienen prácticamente presencia.

También en España el fenómeno MOOCS se está desarrollando, la UNED, la Universidad Nacional de Educación a Distancia, ha lanzado su canal UNED Abierta con el programa COMA (Cursos Online Masivos y Abiertos), para atender esta nueva demanda.

Coursera afirma que se han matriculado 2.000.000 de alumnos. A través de Edx, 40.000 alumnos se matricularon en un curso de sociología y en Udacity 160.000 alumnos de 190 nacionalidades distintas se matricularon en un curso de Inteligencia artificial.

Son cifras altísimas para la comunidad universitaria, es por ello por lo que este fenómeno está sorprendiendo a políticos, rectores y profesores. Los cuales llevan afirmando hace años que la educación superior no puede ni sabe evolucionar.    Parece que se equivocan.

España es el segundo país del mundo en oferta académica no presencial a través de Internet. Superando a países como Estados Unidos e incluso países con mayores tasas de penetración de Internet como Suecia o Finlandia. De cada 10 cursos que se imparten en España, 4 se realizan a través de internet.

Los MOOCS son la respuesta a la crisis universitaria: eliminarán las desigualdades por razones económicas y los problemas de deuda, al tiempo que permitirán a cualquier universitario del mundo recibir instrucción de los mejores profesores, independientemente de dónde viva. A simple vista, todo son ventajas. Sin embargo, también suscitan escepticismo, sobre todo entre los profesores y los directivos de las universidades.


Source and Full Text Available At


Debat en el Món Universitari per l'Aparició de Cursos en Línia Gratuïts Ofertats per Universitats de Prestigi


A la Universitat Oberta de Catalunya estan analitzant el fenomen, però hi veuen molts riscos. Tenir accés a una documentació no vol dir tenir accés a un ensenyament. Pensen que els MOOC tenen més a veure amb l'autoaprenentatge, perquè no disposen de professors que tutelin en bones condicions tants alumnes.

Albert Sangrà de la Universitat Oberta de Catalunya dona la seva opinió; "Ens hem de plantejar si el simple accés a l'informacio o als continguts és el que fa que la gent aprengui", "Estem parlant de milers d'estudiants i la veritat, fer una tasca de seguiment i d'acompanyament per milers d'estudiants és francament difícil fer-ho bé"

Des d'aquesta setmana, la Universitat Pompeu Fabra ofereix a la seva web els primers dos cursos MOOC sobre àlgebra i emprenedoria. Pensen que pot ser un complement a l'oferta docent, però tenint en compte els avantatges i les limitacions del sistema.

Segons l'organitzadora dels cursos MOOC a la UPF, Vanessa Daza, "A una universitat darrera sempre hi ha un pla d'estudis un cap d'estudis, un director, un degà, que garanteix que el que s'està fent és una cosa amb cap i peus, això son unes quantes assignatures amb las quals tu adquireixes certs coneixements"

Els MOOC encara estan en un estat molt embrionari. Hi ha qui pensa que pot ser una estratègia de màrqueting d'universitats de tot el món, però el nou fenomen ja és motiu d'un debat obert.

Source and Full Text Available At

Miríada X

Las Mejores Plataformas para Cursar MOOCs en Inglés y Castellano

Decía el escritor estadounidense Eric Hoffer que, en tiempos de cambio, quienes estén abiertos al aprendizaje se adueñarán del futuro, mientras que aquellos que creen saberlo todo estarán bien equipados para un mundo que ya no existe. ¿No le faltaba razón, verdad?

Nosotros compartimos esa visión del aprendizaje como un proceso que no debe concluir al salir de una universidad, sino prolongarse a lo largo de nuestra estancia en este planeta. Renovarse o morir, dicen.

Es más, si traemos esa observación al contexto de falta de oportunidades que vivimos hoy en España, podríamos añadir que los que tengáis una voluntad real de seguir aprendiendo estaréis en disposición de mejorar vuestras aptitudes y adquirir otras nuevas que siempre pueden ser útiles para vuestro trabajo actual o, quién sabe, para conseguir futuros empleos. Hacednos caso, las ganas de aprender os harán destacar en un mercado laboral que se ha vuelto muy oscuro para todos.

La mejor respuesta a esta creciente necesidad de aprender nuevos conocimientos es la proliferación, en los últimos años, de lo que se conoce como MOOCs, las siglas en inglés de Massive Online Open Courses, cursos volcados en la Red por las propias universidades para el uso y disfrute gratuito de todo el mundo, sin límite de plazas ni procesos de admisión. Conocimiento gratis al alcance de todos, vaya.

Así de fácil. Desde tu casa, con el único requisito de un ordenador conectado a Internet, podrás acceder sin coste alguno a los vídeos, presentaciones y demás material de numerosos cursos de algunas de las universidades más prestigiosas del mundo. Y es que son muchísimas las instituciones educativas que se han sumado ya a esta revolución del ámbito docente. Para nuestra alegría, la “fiebre” por los MOOCs ha iniciado ya su expansión al mundo hispanohablante con el nacimiento de plataformas de cursos en español como Miríada X o UNED Abierta.


Source and Full Text Available At 



Oberta la Inscripció al Primer MINI #MOOC

Pedagogia mòbil a l’Aula

Pedagogia mòbil a l'aula és un curs obert, gratuït i en línia (MOOC) per a la formació de docents i famílies que vulguin aprendre l’ús  educatiu dels dispositius mòbils i tauletes tàctils com a eina d'ensenyament-aprenentatge.

Un dels objectius del curs és potenciar el canvi metodològic, oferint experiències on els estudiants siguin protagonistes, passant d'espectadors a part activa del procés, motivada i emocionada.

Contingut del curs

1. Imatge i Vídeo com a recurs pedagògic.
2. Escoltem i parlem: podcast imprescindible.
3. Creant contingut multimèdia.
4. Educació Artística: potenciant la creativitat.
5. Llegim i compartim.
6. Escrivim i col•laborem.
7. Apps imprescindibles per a l'escola i institut.

Si vols consultar tot el programa fes clic aquí.

Seguim una metodologia activa, aprenem fent i en xarxa, persones com tu et donaran suport a través de la nostra comunitat a Google Plus

Si vols participar només necessites disposar d'una tauleta tàctil o dispositiu mòbil i connexió a Internet.

El curs està obert del 12 de febrer al 16 abril de 2013 i qualsevol persona pot incorporar-se dins d'aquestes dates.

Si vols certificat del curs et cal inscriure't aquí i haver superat el 80% de les pràctiques proposades. Estem fent tràmits per aconseguir suport de les administracions o universitats per a que certifiquin el curs, però NO garantim res. ;-)

De moment, certificarem des de CEL Working

Si el que t'importa és aprendre, aquest és el teu curs!

Source and Link Available At


Los Cursos Online MOOC, Una Tendencia Formativa en Auge

Los Massive Open Online Courses (MOOC) que ofrecen algunas de las mejores universidades del mundo son una tendencia que está cobrando fuerza. Aunque se trata de formación que lleva tiempo realizándose, no ha sido hasta 2012 cuando ha crecido su popularidad, especialmente al recibir el apoyo de universidades estadounidenses.

¿En qué consiste el modelo MOOC? Son cursos gratuitos, masivos y online, ofrecidos por universidades que se caracterizan por dar valor a las herramientas multimedia (videos online, textos, participación en foros, tests para evaluar, etc.)

En nuestro país, UNIMOOC, ha logrado que más de 12.000 personas se inscribieran en el curso experimental AEmprende, impartido por empresarios, docentes e investigadores expertos en emprendeduría. Esta plataforma ha sido llevada a cabo por la Universidad de Alicante, la Universidad de Murcia, la Universidad de Cantabria, la UNED, la Universidad Internacional Menéndez Pelayo, Universia, la UOC, el Gobierno de Cantabria, el Banco Santander, la fundación Santa María la Real y Google, entre otros.

Otra iniciativa de interés es la impulsada por 18 universidades iberoamericanas: Miríada X, la plataforma MOOC que inicia su actividad ofreciendo formación gratuita a través de 58 cursos.

A nivel internacional, las páginas que agrupan cursos en inglés como Coursera son las que acogen a más estudiantes y universidades. En concreto, esta ofrece más de 200 cursos de 33 universidades y alcanza los 2 millones de estudiantes.


Source and Full Text Available At


MOOCs: Negar la Evaluación, Negar la Metodología,...Negar al Estudiante


Sin tener nada que ver con lo anterior, no he podido evitar al ver los debates, los mensajes que reproduce de Coursera y de los suyos,  recordar los de nuestros alumnos en EDUDIST en 1998, en un curso, este sí lo era, comenzado en octubre de 1997 en la Universidad de Murcia, reseñado en un post anterior y en el informe TEEODE de la Unión Europea, en el apartado de Postgrados.

Los debates en algunos aspectos no se diferencian mucho de los reseñados por Siemens, pero esto no es lo más relevante. Hay otros que tienen un contenido sustancial, plantean reflexiones en aquella época sobre las características de ese tipo de hacer y de aprender, de las diferencias con la enseñanza presencial, de las necesarias reformas en las metodologias docentes y en la organización. Y sobre todo se aprecia el papel del profesor con moderador y conductor "socrático" del debate centrandol as discusiones y evitando los planteamientos banales y las pérdidas de tiempo y de dedicación: Eso no constituye una ganancia pedagógica.

Los primeros debates recogidos datan de enero de 1998, en EDUDIST una lista de RedIris, la Red Académica Española, pero antes hay otros de las listas de la Universidad d eMurcia que no he encontrado.

La lista de RedIris se llamaba EDUDIST, se habilitó para el postgrado pero era abierta y en ella se inscribía cualquiera que lo solicitase, esa fue la condición de RedIris para concedérnosla  De manera que coincidíamos gentes del curso y gentes de fuera, en abierto.


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Wednesday, March 6, 2013

FridayLive! > sMOOChers Debrief with Amy Woodgate > March 8 2013 > 2:00-3:00 pm (ET)

Amy Woodgate, University of Edinburgh MOOC project director, joins
"sMOOChers" who participated in THE INTENTIONALLY EXPERIMENTAL #EDCMOOC "eLearning and Digital Cultures,"  They will discuss their experiences, lessons learned, recommendations, druthers, things to avoid.   This is one of six MOOCs being offered by the University of Edinburgh.  Edinburgh was offering this "course" both as a MOOC and as a more traditional course simultaneously, so Amy can also compare and contrast the two approaches and how they might fit together.  We will also explore ways in which faculty  can integrate MOOCs (entirely or by selecting modules)  hosted by other colleges and universities in their own undergraduate courses. For the last 15 minutes, participants will be invited to discuss emerging plans for the TLT Group to offer a MOOC-ish experience based on John Sener's recent book "Seven Futures of American Education:  Improving Teaching and Learning in a Screen Captured World."

Source and Link To Required Registration Available At

Sunday, March 3, 2013

Online Learning: Everything Old Is New Again

The massive open online course, or MOOC, has been a hot topic over the past year. In fact, according to the New York Times, 2012 was the "Year of the MOOC." But while MOOCs offer an interesting new perspective on online learning, the emergence of this particular model of digital delivery shouldn't suggest that online learning is a new phenomenon. Quite the contrary.

Online learning has been widely used in higher education with great success for nearly two decades, both through fully online and blended courses. At my institution, the University of Central Florida, we began offering online courses in 1996. Since that time, online learning has become a significant element of our institutional strategy and culture. Today, more than one-third of UCF's credit hours are delivered through online learning, and we are experimenting with non-credit MOOCs, which we offer through the Canvas Network.

The reality is that -- at UCF and beyond -- online learning has become an increasing part of the higher education experience for years and has accumulated a convincing body of evidence supporting its effectiveness as a medium for teaching and learning. According to "Changing Course: Ten Years of Tracking Online Education in the United States," published by the Babson Survey Research Group in January 2013, more than 6.7 million students took at least one online course last year, a year-over-year increase of 570,000 students. Today, nearly one-third of all college students take at least one course online -- hardly reflective of a trend in its nascent stages.


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GradHacking the MOOC

tagxedo edcmooc cow

Its undeniable that we are currently living in the time of the MOOC (Massively Open Online Course, just in case you were catching up on Downton Abbey and missed it). Every day new headlines pop up at Inside Higher Ed and The New York Times discussing the impact of MOOCs, who’s joined forces with Coursera or Udacity or edX or some combination of the three, what Higher Ed thinks about MOOCs, what Silicon Valley thinks of MOOCs, who’s doing well with MOOCs, and who isn’t doing so well at MOOCs. As a graduate student, I am approaching the MOOCsplosion from both the student and instructor angle. First, I figured I’d better take one or two or four to see what the fuss is all about.  And second, it stands to reason that if I someday work in Higher Ed, I’d better have some conceptual frame to think about what it might take to teach or support a MOOC, as well as an informed opinion about what to make of it all.


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University of Minnesota to Join Wave of Massive Open Online Courses, Offering Five Classes in Science Fields


The University of Minnesota will create and offer free massive open online courses for students and the general public this year.

The University last week was one of 29 schools to announce it will partner with California-based Coursera to produce classes available for free on the Internet.

Administrators began considering working with Coursera in the fall and asked professors who already had extensive online content if they’d be interested in conducting MOOCs.

The University will offer five science courses in May, which students can already sign up for.

Senior Vice President for Academic Affairs and Provost Karen Hanson said there’s no substantial financial impact on the University as a result of the MOOCs right now.

“We don’t expect any big monetary effect in the short run,” she said. “The production of the MOOCs has been proceeding essentially by volunteer work.”

Although the classes are free, Coursera generates revenue through small fees for course certificates, records and career services that connect employers with students. The University will share any revenue generated from the MOOCs with Coursera.

While some say MOOCs are the future of higher education, others argue online courses take away from the learning experience of face-to-face time with faculty and peers.

Hanson said the MOOCs will be advantageous for both faculty and students, such as allowing faculty to get feedback from a larger sample of students.

“They’ll be able to tell from a massive number of people what has gotten through in the course and what people are still struggling with,” she said.

Andrew Ng, co-founder of Coursera, said the company has more than 2.7 million students.

“We started Coursera because with the technology one professor can teach not just 50 students in a class but 50,000,” Ng said. “I think there’s a potential to transform higher education and give everyone in the world access to a great education, not just the privileged few.”

The content University of Minnesota professors develop for MOOCs will be the property of the school but can be used in credit-worthy classes on campus.


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A/V Now Available > SXSW 20013 > MOOCs: Hype or Hope?

Tuesday, March 5 / 3:00PM - 3:15PM / Hilton Austin Downtown / Room 415AB

Josh Coates/ Canvas by Instructure - CEO


To some people, MOOCs (Massively Open Online Courses) are not only the next big thing, but they are destined to transform and save education. To others, they are simply an experimental distraction with no business model that is the current flavor of the week. The truth is somewhere in between — and how does this relate to in 1994? Josh Coates, CEO of Instructure, takes a measured approach to exploring the past, present, and future of MOOCs and predicts where it will all end up.


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A/V Available At


Northwestern Partners With Coursera on MOOCs

February 21, 2013 | by Storer H. Rowley

EVANSTON, Ill. --- In its newest entry into online education, Northwestern University has signed an agreement with Coursera to provide selected Northwestern courses to global students through Coursera’s digital platform for massive open online courses, or MOOCs.

The University and Coursera announced Wednesday (Feb. 20) that they will be partners in the latest group of 29 international and U.S. institutions to work with Coursera to make some of their courses available to anyone, anywhere, for free.

Coursera announced agreements with Northwestern and 28 other universities from 13 countries to bring more than 90 new courses online and available globally to any interested lifelong learner. The new group of universities -- including members from across America and from Mexico, Europe and Asia -- joins the 33 other institutions currently offering courses on Coursera. For a list of all partners, visit Coursera.


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Links to Potential MOOCs


Keeping an Eye on Online Test-Takers

MILLIONS of students worldwide have signed up in the last year for MOOCs, short for massive open online courses — those free, Web-based classes available to one and all and taught by professors at Harvard, Duke, M.I.T. and other universities.

But when those students take the final exam in calculus or genetics, how will their professors know that the test-takers on their distant laptops are doing their own work, and not asking Mr. Google for help?

The issue of online cheating concerns many educators, particularly as more students take MOOCs for college credit, and not just for personal enrichment. Already, five classes from Coursera, a major MOOC provider, offer the possibility of credit, and many more are expected.

One option is for students to travel to regional testing centers at exam time. But reaching such centers is next to impossible for many students, whether working adults who can’t take time off to travel, or others in far-flung places who can’t afford the trip.

But now eavesdropping technologies worthy of the C.I.A. can remotely track every mouse click and keystroke of test-taking students. Squads of eagle-eyed humans at computers can monitor faraway students via webcams, screen sharing and high-speed Internet connections, checking out their photo IDs, signatures and even their typing styles to be sure the test-taker is the student who registered for the class.


Source and Full Text Available At 

Business and MOOCs

March 2, 2013 by Viplav Baxi

Jay Cross anchored a fascinating conversation on Google Hangouts recently. Thinkers and practitioners on both sides of the MOOC divide (x-MOOC and c-MOOC) such as George Siemens, Stephen Downes, Dave Cormier, Lal Jones-Bey, Jerry Michalski and Terri Griffiths came together. The purpose was to discuss how MOOCs could possibly be used by businesses.

Dave (at around 44 mins into the discussion) responded to my comment about how business regards MOOCs as being non-deterministic and thus non-reliable (the cMOOCs at least), by saying it depended upon the type of organization, really. If businesses want to survive and grow in the years to come, they must embrace uncertainty.



MOOCs and the Myths of Dropout Rates and Certification

When the second iteration of my free mathematics MOOC starts this weekend, I anticipate at least 30,000 students will sign up. Not as many as the 65,000 I got last year, when it had novelty value -- and a lot less competition! -- but still a substantial number.

By the end of week three, that number will likely have dropped to 10,000 (it was 20,000 last time round), and by the end of the course a "mere" 5,000 (10,000 before), with maybe as few as 500 taking the optional final exam in order to earn a certificate with distinction (1,200 in 2012).

This seems to fit the attrition pattern that commentators have most typically described as "worrying" or "a problem," hinting that therein lies a seed of the MOOC's eventual demise. But is an 85 percent attrition rate really a problem? In fact, is it significantly different from traditional higher education?

For comparison, the equivalent figure for my own university, Stanford, is 95 percent. That's right, 95 percent; a higher attrition rate than my online course. That's not Stanford's published "graduation rate," of course. Of students admitted, 79 percent graduate in four years and 96 percent within six. But that's comparing apples with oranges. Anyone who decides to take a MOOC simply logs onto the website and signs up, thereby becoming one of the statistics. So a fair comparison would be to take the number of students who apply to Stanford. That figure is around 35,000, by chance about the number of students I expect will sign on for my course. So considerably more students who sign up for my free online course will graduate than will occur with students who "sign up" (i.e., apply) to Stanford, which graduates about 1,700 students a year.


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MOOCs Forum: The Public Venue for Sharing and Shaping Developments in Massive Open Online Courses

New Rochelle, NY, February 26, 2013–Mary Ann Liebert, Inc., publishers announces the launch of MOOCs Forum to serve as the host and chronicle for discussions, debates, announcements, and advancements for all issues and constituents in the Massive Open Online Courses community. The Journal will be published online with Open Access options and in print.

Multidisciplinary in scope, MOOCs Forum will be the public venue for examining key issues paramount to the success of MOOCs such as increasing course completion rates, course content and examination security, student identification, successful business models, and all evolving topics related to the field.

The Editor-in-Chief of MOOCs Forum is Jack M. Wilson, PhD, President Emeritus, the University of Massachusetts and Distinguished Professor of Higher Education, Emerging Technologies, and Innovation. Widely considered a thought leader, and sometimes critic, for MOOCs, Wilson was recently the keynote speaker at the University of Pennsylvania Higher Education Leadership Conference: Innovation in an Era of Disruptive Change, as well as delivering two keynotes on MOOCs at the recent annual meeting of the Association of American Colleges and Universities. Wilson states, “The sudden attention garnered by MOOCs is evidence of the rapidly changing environment for higher education.  Over the last 10 years online learning and other technology driven innovations have begun a transformation of post-secondary education.  Online enrollments passed 6 million in 2010 and were nearing 7 million by the end of 2011.  MOOCs have attracted audiences of over 100,000 in a single course, but face challenges in retaining students to completion.”

Key members of the Editorial Board include: Eren Bali, Udemy; Tom Do, Coursera; John Flores, United States Distance Learning Association; Nish Sonwalkar, MIT; Phil DiSalvio, University of Massachusetts, Boston; and Peter Lange, Duke University.

Company founder and CEO Mary Ann Liebert comments, "MOOCs are an important and growing resource with great promise to improve the education and consequently the quality of life for people everywhere. This Forum will accelerate the development, acceptance, and use of MOOCs by universities and their students, employers and employees, as well people committed to continuous learning around the world."



Saturday, March 2, 2013

What's the Matter with MOOCs?: A Critical Conversation

The Center for 21st Century Studies (C21) is hosting a roundtable entitled "What's The Matter With MOOCs? A Critical Conversation." MOOCs (or Massively Open Online Courses) are large-scale online learning communities that charge no fee for classes, often have some form of assessment and certification, but do not offer college credit. The aim of this conversation is to raise questions and concerns that may have been ignored or swept aside in the current rush to MOOCs, both nationally and locally.

"What's the Matter with MOOCs?" is not framed as a debate of the pros and cons of MOOCs, both because the media rhetoric and public discourse on MOOCs has been largely one-sided in its enthusiasm and because, at least in the short run, MOOCs appear here to stay. What we are hoping to do is to raise some questions that need to be addressed before UWM and higher education more generally proceeds to invest their dwindling resources in these online platforms.

Each invited participant will offer a brief statement or position paper in regard to MOOCs as a way to open up a wide-ranging discussion among participants and audience members, giving special attention to how the MOOC phenomenon might affect the work we do at UWM.


  • Gerry Canavan (Assistant Professor of English, Marquette University)
  • Richard Grusin (Director, Center for 21st Century Studies)
  • Greg Jay (Senior Director, Cultures and Communities Program, UWM)
  • Wilhelm Peekhaus (Assistant Professor, SOIS)
  • Kristi Prins (English 101 coordinator/Ph.d. candidate, English department)
Source Available At 


Call for Submissions - MOOCs and Beyond: eLearning Papers Issue 33

eLearning Papers is currently welcoming submissions which address the challenges and future of Massive Open Online Courses, a trend in education that has skyrocketed since 2008. Issue 33, MOOCs and Beyond, seeks to both generate debate, and coalesce a variety of critical perspectives into a fruitful body of research.

Educators today are confronted with several questions regarding MOOCs. These include: What role do they play in the undergraduate degree system? In particular, what threat do they pose to higher education as it currently operates? Also, what does the path towards proper accreditation for these classes look like?

On a broader level, MOOCs offer another site from which to explore the intersection between technology and pedagogy, in the effort to improve our understanding of how to support learning. How do MOOCs differ from face-to-face, or even on-line closed courses? What is particular about the MOOC learning experience, and what does that teach us?

Contributors are invited to present theoretical or empirical research, specifically regarding the following topics::
  • Experiences speaking to the design, implementation or assessment of a MOOC.
  • The impact of MOOCs within Higher Education.
  • Learning analytics and MOOCs.
  • Peer-to-peer learning and MOOCs.
  • Analyses of the impact and reach of MOOCs – considering course completion, global recognition.
The guest editor for this edition is Yishay Mor.

Deadline: March 25th, 2013.

Source and Link To Full Call Available At


6 MOOCs You May Not Know About

Considering MOOCs: Pros, Cons, Questions

How Collaborative Learning Works in Closed Online Courses vs. MOOCs

My previous post about the MOOC disaster at Coursera with the Fundamentals of Online Education [FOE] course generated constructive and worthy discussions among readers that focused on the value and purpose of the MOOC, the role of the instructor and student, and how learning happens within this type of course.


‘The Happening’, by willaryerson, #edcmooc

In this post I explore how collaborative learning works in two types of online courses—one in the all-familiar massive, open and online course, MOOCs, and the other a closed, fee-based course, COLC, which is the acronym I’m using to label a closed, online, for-credit learning, course. There are hundreds of COLCs available from virtually all higher education institutions within the U.S. Visit any higher education institution’s website (Ivy schools excluded) and search for online learning. Following are just a few examples of schools and the availability of COLCs—University of Central Florida, Arizona State University, Michigan State University, University of Delaware, and Penn State University.


Source and Full Text Available At