Elearnspace

Coursera needs to start acting like a platform

Coursera is now in an enviable position among MOOC providers: they have more students than all the other providers combined (Udacity, edX, FutureLearn, peripheral players like LMS companies). At this stage, Coursera is most like Google in its positioning (edX most like Apple in its attention to detail and quality).

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Group work advice for MOOC providers

The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible.

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Responding to the fragmentation of higher education

In early February, I had the pleasure of delivering a presentation to University of Victoria on the state of higher education and challenges of fragmentation. Thanks for Valerie Irvine and Jillianne Code from TIE Lab and the Faculty of Education for hosting me. Video and slides are embedded below.

Slides from the talk:

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Request: Partners and Pilot

Kuhn emphasized how most activity in science is evolutionary, operating within an existing framework. At a few rare points, anomalies arise that can no longer be addressed by existing frameworks and entirely new conceptions of a field arise. This model of change is relevant in education today.

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Negating the learner in the learning process

Yesterday, a Coursera course was closed after the first week of delivery. 40,000 students were left somewhat confused. I posted a few thoughts on this on our xeducation site. The interesting stuff is in the comments and that’s what I’d like to emphasize here.
Sarah Pravitra states:

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Open Course: Learning Analytics and Knowledge

For the past several years, in preparation for our Learning Analytics Conference (this year in Leuven, Belgium, registration is now open), we’ve been running an open online course on learning analytics. During this time, I’ve used Moodle and gRSShopper (the system Stephen Downes developed and that we’ve used for all of our joint MOOCs).

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Connections: Deconstruction and Connectivism

I haven’t really spent much time with modern French philosophers. They vex me and use many words to say few, but ambiguous, things.
However, I’ll spend time revisiting Derrida and others (notably Latour, but he is a sociologist, so I have more tolerance), especially after a student in the MDDE622 course that Rory McGreal and I taught at Athabasca University, posted an interesting learning module on Deconstruction and Connectivism. Stella Bastone agreed to share the module. From the module:

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Supporting EdTech Journalists

There are many active contributors to conversations about educational technology, elearning, online learning, whatever learning. Some folks do it while gainfully employed (Stephen Downes, Alec Couros), others have made it part of their consultancy work (Jay Cross, Harold Jarche), and some (edsurge) who are VC funded.

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Stanford Learning Analytics Summer Institute

MOOCs have been rather selfish, absorbing all of the attention in the edtech space in 2012. It has been all MOOC all the time. In the background, many initiatives have continued to advance including entrepreneurship in education, participatory pedagogies, the maker movement, and learning analytics.

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