From Campus Technologies:
University of Central Florida (UCF) and Educause have re-launched a no-cost massive open online course (MOOC) that offers facilitated assistance to faculty members and instructional designers who want to develop blended courses. It is the 5th round of this course.
BlendKit2017: Becoming a Blended Learning Designer, hosted on Instructure‘s Canvas Network, will be facilitated by Sue Bauer and Baiyun Chen, instructional designers at UCF’s Center for Distributed Learning. Throughout the five-week course, participants will explore key issues related to blended learning and best practices. They will also receive step-by-step guidance on developing design documents, creating content pages and other materials needed for a blended course.
The MOOC includes:
- Practical step-by-step “how to” guides;
- Assessment and critique on design work from course experts and peers;
- Blogging and social networking opportunities; and
- Weekly webinars with guest presenters.
BlendKit2017 runs Feb. 27 to May 22. The course is free, but students can choose to participate in the $89 certification track to have their portfolios reviewed (this is optional!). The track includes a certificate and digital badge from UCF and Educause.
There are some great professional development opportunities to take this February, March, May.
All MOOCs are free and you can pick and choose…
You can find all details here: https://campustechnology.com/Articles/2016/02/10/8-MOOCs-for-Better-Technology-Enhanced-Teaching.aspx
Please share with your students, TAs, and colleagues.
Access the full listing at EdTech Review.
MOOCs, and now GROOCs…
According to the article: “McGill University is partnering with edX to launch what they institutions are calling a “GROOC,” or a massive open online course (MOOC) for groups. The new course, “Social Learning for Social Impact,” launches next month and “aims to inspire social change through global collaboration of like-minded people working to create positive, sustainable impact,” according to a news release.”
It might be useful analytics to predict any (not only MOOC) dropouts
Researchers at the Massachusetts Institute of Technology have developed a “fairly accurate” means of determining when students will drop out of a massive open online course. Researchers took a number of factors into consideration, including “time spent per correct homework item and amount of time spent on learning resources such as video lectures.” CampusTechnology.com
“According to eCampus News, the concept combines elements of Twitter and massive open online courses to offer a feed of short videos and other educational content to subscribers.” More on latest EdDive.
The Chronicle posted some highlights and the latest figures from the Babson Survey Research Group’s annual survey, which was based on a 2014 survey of more than 2,800 academic leaders and was released recently. Interesting findings… Read more here.
From the International Review of Research in Open and Distance Learning: “The Employer Potential of MOOCs: A Mixed-Methods Study of Human Resource Professionals’ Thinking on MOOCs.”
More about MOOCs see my Diigo.
At this time we are not able to identify a MOOC done in Kazakhstan. We are entertaining some ideas about it though and identifying the topic and impact. We do have a collection of resources assembled at our diigo, but this article provides an interesting view of MOOCs in developing countries.
Good idea, in general. And we welcome all research to improve educational experiences of our students. Google’s scope is somewhat limited, I am afraid: “…to develop platforms intelligent enough to mimic the traditional classroom experience.”. Why???? MOOCs are not classrooms. At all. Let’s see what will come out of this 2-3 year research project.