Will this be a new trend for admissions? Is demonstrating success with a school's curriculum a strong indicator of a learner's readiness/preparedness to be matriculated at their institution? And, if so, might more granular versions of this play a prominent role in the future of HE admissions? And, while there are reasons to see such approaches being in service of access and equity, what concerns are we wise to consider to protect against implementations that might be harmful to equity efforts?

https://threadreaderapp.com/thread/1553503322023362560.html

Using video is more than content delivery. When employing universal design to the video content the asset will support critical and digital learning outcomes.

Article critiques the "big sell" of MOOCs claiming that MOOCs are an oversell in terms of access and change in educational practice. Author explores these assertions though the lens of andragogy, ultimately finding that while there is potential in MOOCs, these environments are not being utilized to their greatest potential. Rating 8/10

Full article available on EDSCO.

Article presents characteristics of MOOCs such as varied definitions of "openness," barriers to completion, and structure. Concept of MOOCs is connectivist by design, yet researchers found that pedagogical application typically takes one of two approaches: either directed instruction stemming from cognitive-behaviorist or social constructivism. Rating 7/10

Article explores learners' perspectives about their motivation and success in a four-week MOOC. Author states that while much attention has been given to the study of MOOCs very little of that research has leveraged participants interpretations of their personal experiences. This article delivers information about MOOC learners' motivations and goals for participation in a MOOC. Article interprets these factors from the perspective of SDL and self-determination frameworks. Rating 7/10

Educational Technology offers free articles with sources.

Rating: 5/10

Forbes is a business website that also focuses on innovation and technology

Rating: 8/10

As one of those folks still working in MOOCs, it has been fascinating to watch the ups and downs, and the twists and turns, that perceptions of this vehicle have taken. I wonder how much the narrative of "life and death" of edtech tools or strategies distorts the nature of how we use them? MOOCs are still proving to be powerful triggers and invitations for faculty at Boulder to think more mindfully and intentionally about their teaching practices. Isn't that a form of life as well?

Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?

Does it? Even with interactive tools like Hypothesis?

I value the power of face to face conversation above all else, but there's no doubt in my mind that various forms of interactive technology have occasioned conversation where there never could have been and extended and deepened conversation that has taken place in person.

Will CBL follow the pattern of MOOCs? Wait, what pattern did MOOCs follow? They are certainly not gone...

I'd want to be very clear about what is included in this category before I could understand the conclusion.

If this means MOOCs, then it's no surprise to me that they might benefit advantaged folks more.

Alan Levine’s comment also needs to be kept for posterity:

I so appreciate the framing of this history for the oMOOC (Original) as "courses of lectures" which seems not focused on the lectures but the discussions generated. And thanks for the mention of the ds106 assignment bank (a concept I seem to suggest in every project) but I must make a small historical credit. Grant Potter was definitely part of the foundation, but his great contribution was DS106 Radio. The person who credit for the Assignment Bank must go to is Martha Burtis who did this and more for co-creating DS106, but she's often invisible in the Shadow of Groom. I did the archeology on the Assignment Bank history: http://cogdogblog.com/2016/10/ds106-history-details/ I dream that someone would fund you to roll out the model described, maybe it's a dMOOC (Downsian) not that it would likely overtake the xMOOC Hype Train (which all its is shiny conductors have jumped off the train, i just keeps rolling through burgs like EdSurge).

In some ways, the strongest indictment of the MOOC hype.

That sure is one way to put it. Same expectation for #NGDLE?

I think one lesson we've learned over the past four years is that the Coursera/Udacity model doesn't really work. But MOOCs come from opening up f2f courses - the value of open perhaps is not in what the course gives away, but in what it can draw in, what the larger online community adds to it, and what the class gains from connecting to that community. The connected courses model is worth considering.

ds106

This is where MOOCs come from.

Starting off with revisionist history is a problem. It is no secret that the movement goes back more than four years, and the lessons of the near past are important for this article.

Coursera announces Coursera for Business, shifting toward corporate learning. Udacity has already followed the same path.

Coursera mission statement from early 2012: "We are committed to making the best education in the world freely available to any person who seeks it." 2016: "Meh."

A postcolonial Internet, yes. Especially if we revisit the current one’s history. But the piece is mostly about postcolonial MOOCs and that’s much more specific.

My thoughts exactly. Same was true of McG’s Tony Massi saying that MOOCs got a few science teachers to rethink their teaching for the first time in decades.

I truly believe that social annotation could be the mechanism that brings authentic, engaging conversation to MOOCs. For one, annotation takes place on top of content (in all its slick delivery) rather than in a siloed discussion forum.

Was this before @judell joined @hypothes_is?

MOOCs is a community service for which, I expect, every university has a budget. It is the universities' moral obligation to serve the interested groups\communities\society with MOOCs. It is mutually beneficial - the universities get their brand, research and teaching practices distributed, while the public shares with them personal data and comments, and opinions (which are extremely costly, compare this with the cost of those massive public opinion surveys conducted prior to the election campaigns, or market research) ... Hopefully the universities and academia can add ethical rigor to the way the big massives of private data is used.

MOOCs widen access for those who already have some higher level education and are looking for professional and intellectual development. Thus already privileged groups are getting better access to more educational resources.

a counterargument: MOOCs can be locally used as a well structured educational resource by local development organizations to serve the underprivileged groups; this will not become a social mobility device, but can potentially serve as a mass literacy tool (including various forms of literacy - basic elements of critical thinking; basic statistics, essential ecological literacy skills.

locally implemented MOOCs can become a valuable alternative to one-directional broadcasts, a way to organize local developments basing on scientific knowledge and research as opposed to propaganda and superstiions

lagunita.stanford.edu/courses/StanfordOnline/O.P.E.N./CourseDesign/courseware

"SPOC

A SPOC represents a blended teaching approach that utilizes the power of online platforms in a more intimate, traditional course setting. In many cases, the online content is not created by the instructor teaching the face-to-face portion of the course but rather is adopted from a MOOC."