Research into MOOCs – massive, open, online courses – is proliferating as they become increasingly popular in the UK.The study reported here sought in-depth accounts of learning on a MOOC from ten people who completed one of the University of Southampton’s first two such courses during 2014. Its goal is to better understand their motivations for studying in this way, and the learning opportunities and problems they encountered. Findings were discussed with five academics involved in leading, developing and teaching on the MOOCs in order to explore issues from both perspectives. Given the small-scale nature of the project no specific recommendations are made as a result of it. Instead, the final paragraphs offer reflections from the project team about how the research is likely to impact their own practice in the future, and suggestions about how learners might make the most of the opportunities MOOCs offer.
En 2014, les MOOCs ont été un accélérateur d’innovation dans l’enseignement supérieur. L’année 2015 voit la poursuite de la révolution numérique dans l’enseignement supérieur. Le début de l’année 2015 sera riche en MOOCs puisque 37 cours seront proposés entre janvier et mars 2015 sur la plateforme FUN-MOOC, mise en place par le ministère de l’Education nationale, de l’Enseignement supérieur et de la Recherche : 19 nouveaux cours et 18 cours en « session 2 ».
En 2014, ce sont probablement les MOOC et la classe inversée qui ont joui de la plus grande visibilité sur le plan du potentiel pédagogique. Quelles sont les tendances pédagogiques dont nous entendrons parler en 2015 et dans les années à venir? Des réponses se trouvent peut-être dans un récent rapport.
L’Open University, une institution universitaire britannique dispensant de la formation en ligne, publie depuis 2012 un rapport annuel portant sur les formes de pédagogie innovante. Elle vient récemment de publier le rapport de 2014, intitulé « Innovating Pedagogy 2014: Exploring new forms of teaching, learning, and assessment, to guide educators and policy makers ». Ce rapport, produit par des membres de l’Institute of Educational Technology, identifie 10 tendances pédagogiques susceptibles de se développer dans les prochaines années.
EMMA MOOCs first pilot well underway
The first pilot phase of EMMA MOOCs was launched on 20 October and more than 1000 students have enrolled in the courses since then, most of these first MOOCs are now entering their final weeks. The MOOCs are progressing well, and initial feedback from participants has been positive, a thorough evaluation of the pilot will be one of the main topics at the upcoming project meeting which will be held in Madrid just before Christmas. In February you can expect several new MOOCs to launch, you can find the latest info on our MOOCs on the EMMA platform at: http://platform.europeanmoocs.eu/courses. In this newsletter, we will take you behind the scenes of two EMMA MOOCS provided by the University of Leicester, further on you will find links to two recently published reports, the first by The Open University, « Innovating Pedagogy 2014 » and the second by the European Commission on « Modernisation of Higher Education », which includes a mention of EMMA, both reports provide interesting ideas as to how we should move forward in education. We wish you an informative read!
The study, which was launched in November 2014, presents and analyses the results of a survey conducted by EUA between October and December 2013 which gathered 249 answers from higher education institutions from across Europe.
The goal of the survey was to map European university capacities for e-learning and assess perceptions regarding its general impact on learning and teaching.
The survey asked about the type of e-learning institutions use, their experiences in this area and their expectations. It considered blended and online learning in various formats. Given the strong interest in Massive Open Online Courses (MOOCs), a large section of the report is also dedicated to this issue. The survey also posed questions regarding support structures and services, intra-institutional coordination, quality assurance and recognition.
The results of the survey showed that the vast majority of institutions offer blended learning and online learning courses (91% and 82% respectively). Less frequent, but seemingly also on the rise, were other forms of provision such as joint inter-institutional collaboration and online degree courses. Furthermore, nearly half of the surveyed institutions said they already had an institution-wide strategy (for e-learning) in place, and one fourth were preparing one.
The survey also demonstrated for example that Massive Open Online Courses (MOOCs) are still of high and seemingly growing interest at European universities. At the time of the survey at the end of 2013, only 31 of the responding institutions (12% of the sample), offered MOOCs or were just about to launch them. But almost half of the institutions that did not offer MOOCs indicated their intention to introduce them.
The study results will be used by EUA in the European higher education policy debate, with regard to the EC Communication on “Opening up education” (September 2013) and the ongoing discussion on teaching and learning in the Bologna Process. EUA will also use them to devise measures for supporting and providing networking opportunities for higher education institutions committed to or interested in the topic.
For the publication, please click here.
Avec une approche marketing très poussée, la plateforme Udemy applique les codes du e-commerce au marché de léducation… et fait de tout un chacun un enseignant en puissance.
« Never stop learning ». Le slogan de Udemy sert également de code daccès au wifi du vaste open space de la start-up au cœur de San Francisco États-Unis. L’entreprise de la Silicon Valley a grossi comme un champignon. Elle propose aujourd’hui plus de 20.000 cours en ligne qui rassemblent 4 millions détudiants dans près de 200 pays.
Bon, on en a pas encore terminé avec les questions de sousous. Nous avons déjà parlé du coût du projet dans son ensemble, puis nous sommes entrés dans le détail de lots comme l’avant-projet, la communication ou l’animation de la formation. Aujourd’hui, j’aimerais aborder avec vous le principal lot de travail (ou du moins en général), à savoir, la production des ressources. Presque 500 heures de travail pour le MOOCAZ – un véritable cauchemar. Qu’est-ce qui coûte le plus cher dans cette étape, et quelles sont les erreurs à éviter ?
The HANDSON MOOC is based in the use of Learning Design Studio, an innovativethat encourages educators to support participants in developing the design or redesign of learning activities with digital technologies.
With the help of a group of facilitators and that of your peers, you will be able to design your learning proposal and solve specific challenges through a creative learning design methodology.
Some of the features of the course, related with Learning Design are:
- An emphasis on peer-mentoring bringing educators with wide and diverse backgrounds from around the world together;
- A methodology (the Learning Design Studio) that encourages the team to redesign the learning process as a result of specific challenges in order to create a final product that is adapted to your learning context and students.
- The advantage of facilitators with expertise in Online Learning, Creativity and Learning Design methodology who will work with the participants to explore the potential of this learning method;
- The opportunity to observe, practice and learn about methods for mentoring other professionals as well as students;
- The creation of practical artefacts that can be reused by other educators when they are incorporated in the final product.
The learning materials and activities instructions are in English. However 7 different groups have been created inside the course in 7 different languages. Join the group language preferred by you to develop the course.