mies grow, they require new skills to become more competitive. Traditional learning is stillbeyond the means of the majority of workers in our region, let alone acquiring education from topuniversities or institutes abroad. This is where MOOCs are becoming the next disruptive educationinnovation to help South American workers catching up with developed country workers’ productivity.A 2012 study from the World Bank4 highlighted the growing gap between what the education systemoffer and the skills that are valued in the labor market in the Latin America and the Caribbean region.Moreover, the current stock of skilled workers maynot be enough to sustain economic growth andincrease the productivity of the economy.Figure 1 shows one side of this: skilled workers arebecoming scarce and difficult to hire compared toother regions. The other side of the story is thatincentives to acquire more skills are not well placedsince earning premiums of higher education havebeen declining for several years.The education system may be partly responsible fornot providing the required skills to sustain futureeconomic growth. This is where Massive OpenOnline Courses (MOOCs) could add pressure for acomplete overhaul of the way the education system offers a particular set of skills that are valuable in themarket. The term MOOC was ‘coined in 2008 by a group of Canadian academics to describe thephenomenon of gathering people to discuss a topic online in a structured way. MOOCs have since thenmigrated to Silicon Valley through prestigious universities and private sector initiatives.The New York Times coined 2012 as “the Year of the MOOC.” Their promoters consider that “nothinghas more potential to lift people out of poverty –by providing them with a free education to get a job orimprove in the job they have.” Others discard MOOC as just “re-institutionalizing higher education [inthe US] in an era of budget cuts, sky-rocketing tuition, and unemployed college graduates burdened bystudent debt.” Today the major MOOC platforms are based in the US: EdX started as a non-profitconsortium between Harvard and MIT but now include a dozen universities; Coursera is an equityinvestment from Caltech and UPenn; and Udacity is a company founded by Sebastian Thrun of Stanford.They have been around since 2011-2012 and enroll millions per year. Anyone can register and participate.Most courses attract tens of thousands of students, which is an irresistible draw for many professors.5Now one can usually chose to audit the course for free and open to the public, or, for a fee, take it forcredit/certificate of completion, although often criticized of not being very good at accreditation —“aMOOC is almost designed to make cheating even easier that ever before.” 6Though MOOCs originated in North America, two-thirds of their users are from around the world.International users are adapting the courses offered at Harvard, MIT and Stanford to fit their localcommunities. While the debate about MOOCs in North America has been going on for a few years, the4 C. Aedo and I. Walker (2012), Skills for the 21st Century in Latin America and the Caribbean, Washington D.C.,World Bank.5 Audreay Watters wrote a piece in Inside Higher Education about college credentials, wondering whether students will choose to follow a starprofessor’s individual brand outside the walls of the university.6 It is unable of playing the role of the gate-keeper, which is one of the things universities do. Udacity recently announced plans to have studentspay $80 to take exams at testing centers operated around the world by Pearson, a global education company.FIGURE 1. Average time in weeks to fill a job vacancy,by regions of the worldSource: Almeida, R. and J.J. Filho (2011), “Demand for skills and thedegree of mismatches: Evidence from job vacancies in the developingworld”, unpublished, quoted in Aedo, C. and I. Walker (2012).5debate is just beginning in many places around the world. Sixty eight percent of Coursera’s users comefrom outside the US, with Brazil, India, China and Mexico on the top-ten list.In Rwanda, for example, Kepler University has organized seminar classes, using the resources andaccredited by US universities and online learning will be combined with intensive seminar style learningon campus. Also, University El Salvador has begun teaching a class on electrical engineering, usingMIT’s edX class and students at the Catholic University in La Paz are showing ways of combiningindividual online time with in-person group discussions with peers and mentors. Professors say their inclassstudents benefit from the online materials. Some have rearranged their courses so that students dothe online lesson first, then come to class for interactive projects and help with problem areas.The international aid and academic community is also making use of recent empirical knowledge andresearch to position them in the MOOC debate. The IFC made a symbolic equity investment in Courserain 2013 to promote education in emerging markets, and the World Bank has signed an agreement withCoursera to “meet the demand for practical solutions-oriented learning on pressing issues in developingcountries.” Furthermore, the US government takes the official role of promoting the use of MOOCs aspublic diplomacy. US embassies in over 40 countries are hosting “MOOC camp” sessions.Most of the debate of MOOCs’ potential for developing countries, is still mostly taking place in Westernnews outlets “exporting” MOOCs. However, news such as the full computer science Master’s Degreeprogram offered by Georgia Tech via MOOCs at a reduced price, has spread to computer science facultiesin developing countries. This trend will continue since MOOC platforms are opening up throughout theworld: Spain (UniMOOC), Germany (iVersity), Australia (Open2Study), Brazil (Veduca), China(XuetangX, Ewant), and Rwanda (GenerationRwanda).The emergence of educational degree alternatives based on free online resources might just be the“leapfrog” solution that allows countries full of undereducated youth to move into the middle classes. Butthe main challenges remain to figure out how MOOCs can enhance local education in developingcountries, instead of competing with national education systems, possibly undermining them, washingover cultural norms and educational traditions. Additionally most classes are also offered in English still.Other critics fear a potential two-tier system of global higher education, with a small number of elites ableto participate in traditional university educational environments —benefitting from small, face-to-facegroups in close physical contact with their professors, while the vast majority of students, especially thosein developing countries, have to make do with participating in a watered down educational experiencedelivered through MOOCs. Furthermore, most people that complete MOOC courses are college educated.This is already true in North America. However, just because new technological innovations now benefita small privileged group, does not mean that this will always be the case.The capacity critique questions how local initiatives will be able to develop their proper educationsystems, educate qualified teachers, improve the quality of existing faculty members by merely adoptingtechnologies, developed and maintained by others. The MOOCs might not be the messianic panacea, northe death higher education as we know it, but there are two ways for policymakers to view opportunitiesin MOOCs —they can passively participate in the MOOC wave, as consumers of an imported product, orthey can it as a strategic opportunity to help develop related local capacities.More generally, the question is about finding a balance —MOOCs can offer vast resources, while puttingto test traditional forms of learning (or schooling) and when it comes to developing your proper digitalidentity, MOOCs are great alternatives to traditional ways. The open online courses simply should notintend to do the things traditional teaching does, but in terms of resources, the technology is invaluable.We will hear more news like this in the next years: the Inter-American Development Bank will soon startto offer online courses, after signing an agreement with EdX platform in February 2014. These are goodnews for MOOCs in the region.6Revaluing…
ng way above zero sum worldsocialtrade since knowhow multiplies value in use unlike consuming up things in non-renewable and in scarcity's scaring planet full of wars, and risks externalised to whomever's community/society is least connected with the origin of greedy exploitation
MOOC celebrates woth youth
There is less consensus on whether C is for Course, Curricuum , or Colaboration
This matters because those who see MOOC's endgame as ending in a paper certificate are destroying the original idea of MOOC to help communities of peers develop their livelihoods with [practical skills and shared sustainability challenges
SUSTAINABILTY GOALS MOST VALUABLE MOOC ALUMNI
in effect the whole truth MOOC is a friend of movements concerned with transforning broken education systems wherever they put students into debt instead of into jobs or entrepreneurial livelihoods
if your piurspoe with a MOOC is to chain students to closed learning, expert silos, all the worst consequences of believing education's endgame is a paper certificate, then this web is not for you…
p of 9 minute audio training modules so that www.wholeplanet.tv 2010s can be worlkdwide youth's most productive time
Since 1972 when dad at The Economist and I first observed student experiments with early digital networks, we have been interested in Entrepreneurial Revolution - linking leaders who believe net generation can use collaboration tech to be most productive, heroic and sustainable time for worldwide youth. There are lots of debates over MOOC designs and origins but from our perspective it helps to take a general summary such as the extract from Wikipedia left and add in notes on what designs are scaling to help net generation meet the entrepreneurial revolution goals of the sorts of ER leaders we track at www.wholeplanet.tv
External video TED talks
Shimon Schocken, The self-organizing computer course, October 2012
Daphne Koller, What we're learning from online education, June 2012
Peter Norvig, The 100,000-student classroom February 2012
Salman Khan Let's use video to reinvent education, March 2011
"The New York Times dubbed 2012 'The Year of the MOOC,' and it has since become one of the hottest topics in education. Time magazine said that free MOOCs open the door to the 'Ivy League for the Masses.'”. This has been primarily due to the emergence of several well-financed providers, associated with top universities, including Udacity, Coursera, and edX.
In the fall of 2011 Stanford University launched three courses, each of which had an enrollment of about 100,000. The first of those courses, Introduction Into AI, was launched by Sebastian Thrun and Peter Norvig, with the enrollment quickly reaching approximately 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Sebastian Thrun launched Udacity and Daphne Koller and Andrew Ng launched Coursera, both for-profit companies. Coursera subsequently announced partnerships with several other universities, including the University of Pennsylvania, Princeton University, Stanford University, and The University of Michigan.
Concerned about the commercialization of online education, MIT launched the MITx not-for-profit later in the fall, an effort to develop a free and open online platform. The inaugural course, 6.002x, launched in March 2012. Harvard joined the initiative, renamed edX, that spring, and University of California, Berkeley joined in the summer. The edX initiative now also includes the University of Texas System, Wellesley College and the Georgetown University.
In November 2012, the first high school MOOC was launched by the University of Miami Global Academy, UM's online high school. The course became available for high school students preparing for the SAT Subject Test in biology, providing access for students from any high school. About the same time Wedubox, first big MOOC in Spanish, started with the beta course including 1,000 professors.
In January 2013, Udacity launched MOOCs-for-credit, in collaboration with San Jose State University. This was followed in May 2013 by the announcement of the first-ever entirely MOOC-based Master's Degree, a collaboration between Udacity, AT&T and the Georgia Institute of Technology, costing $7,000.
During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business, and 6% in mathematics. Udacity offered 26 courses. Udacity's CS101, with an enrollment of over 300,000 students, is the largest MOOC to date.
In Brazil, the startup Veduca launched the first MOOCs in Latin America, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Professor Vanderlei Salvador Bagnato, and Probability and Statistics, taght by Professors Melvin Cymbalista and André Leme Fleury. In the first two weeks since the launching event, that took place at Polytechnic School of the University of São Paulo in June 12, 2013, more than 10,000 students have enrolled in the courses.
There are few standard practices or definitions in the field yet. A number of other organisations such as Khan Academy, Peer-to-Peer University (P2PU) and Udemy are viewed as being similar to MOOCs, but differ in that they work outside the university system or mainly provide individual lessons that students may take at their own pace, rather than having a massive number of students all working on the same course schedule. Note, however, that Udacity differs from Coursera and edX in that it does not have a calendar-based schedule (asynchronous); students may start a course at any time. While some MOOCs such as Coursera present lectures online, typical to those of traditional classrooms, others such as Udacity offer interactive lessons with activities, quizzes and exercises interspersed between short videos and talks.
Instructional design approaches
10 Steps to Developing an Online Course: Walter Sinnott-Armstrong, Duke University
Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University
According to Sebastian Thrun's testimony before The President’s Council of Advisors on Science and Technology (PCAST) on November 26, 2012, MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself". Because of the massive scale of learners, and the likelihood of a high student-teacher ratio, MOOCs require instructional design that facilitates large-scale feedback and interaction. There are two basic approaches:
Crowd-sourced interaction and feedback by leveraging the MOOC network, e.g. for peer-review, group collaboration
Automated feedback through objective, online assessments, e.g. quizzes and exams
Connectivist MOOCs rely on the former approach; broadcast MOOCs such as those offered by Coursera or Udacity rely more on the latter.
Because a MOOC provides a way of connecting distributed instructors and learners across a common topic or field of discourse, some instructional design approaches to MOOCs attempt to maximize the opportunity of connected learners who may or may not know each other already, through their network. This may include emphasizing collaborative development of the MOOC itself, or of learning paths for individual participants.
The evolution of MOOCs has also seen innovation in instructional materials. An emerging trend in MOOCs is the use of nontraditional textbooks such as graphic novels to improve students' knowledge retention. Others view the possibility of the videos and other material produced by the MOOC as becoming the modern form of the textbook. "MOOC is the new textbook," according to David Finegold of Rutgers University.
Instructional cost of MOOC delivery
In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation," though some instructors' pre-class preparation was "a few dozen hours." The professors then spent 8–10 hours per week on the course, including participation in discussion forums, where they posted once or twice a week.
The medians were: 33,000 students enrolled in a class; 2,600 receiving a passing grade; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos in the course, 75% used open educational resources, and 27% used other resources. 9% of the classes required the purchase of a physical textbook, and 5% required the purchase of an e-book.
In May 2013 Coursera announced that it would be offering the free use of e-textbooks for some courses in partnership with Chegg, an online textbook-rental company. Students would need to use Chegg's e-reader which limits copying and printing and could only use a textbook while enrolled in the class.
As MOOCs have evolved, there appear to be two distinct types: those that emphasize the connectivist philosophy, and those that resemble more traditional and well-financed courses, such as those offered by Coursera and edX. To distinguish between the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC".
Connectivist MOOCs are based on several principles stemming from connectivist pedagogy. The principles include:
Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time.
The second principle is remixing, that is, associating materials created within the course with each other and with materials elsewhere.
Re-purposing of aggregated and remixed materials to suit the goals of each participant.
Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world.
The term MOOC was coined in 2008 during a course called "Connectivism and Connective Knowledge" that was presented to 25 tuition-paying students in Extended Education at the University of Manitoba in addition to 2,300 other students from the general public who took the online class free of charge. All course content was available through RSS feeds, and learners could participate with their choice of tools: threaded discussions in Moodle, blog posts, Second Life, and synchronous online meetings. The term was coined by Dave Cormier of the University of Prince Edward Island, and Senior Research Fellow Bryan Alexander of the National Institute for Technology in Liberal Education in response to the course designed and led by George Siemens of Athabasca University and Stephen Downes of the National Research Council (Canada).[16
.We are interested in how to scale training to millions of youth that can be used to job create or collaborate around heroic goals which were unimaginable before the internet as the greatest communications revolution ever (1984 book Norman Macrae summarizing 10 year of Entrepreneurial Revolution Dialogue in The Economist).
What has happened in 2012 is scale has been reached by 2 opposite types of MOO content - coursera partners typically announce any specific (world best) course as a once a year evente so if you want that course you better sign up simultaneously with large (eg 100000) crowds. A coursera course typically runs 8 weeks with about 60 to 90 minute of content organsied in maximum 9 minute online modules and about 5 hours of associated activities per week including assigmnents, testing, peer group discussion
Khan academy also uses 9 minute training modules but over time as in khan's maths course - these become a definitive always online resource. So while Khan Academy doesn't simultaneoulsy connect large crowds of students to each other - over time it impacts more students. While Khan alumni may need to do more work to find each other, we posit that khan type labs can be networked out of any extraordinary information source youth need to collaborative act on. Ultimately the coursera model of content disappearing 44 weeks in a year is a weakness.
Interestingly because founders of both cousrera an khan academy agree max 9 minute mainly audio training modules are key - there is no reason why best for world content of this sort shouldn't be shared in both types of platform. Please note having said that 9 minute training modules are key- so are other features but which these are does depend on whether you have 100000 simulateanous audience or a 24.7 audience that initially studies content 1 by 1
A lot of the other defintions of origins of mooc in wikpedia are interesting to record but they do not address the issue of now we know a core module needed to scale-
Taking 9 minute modules as core -what other features segment how scaling and types of youth interaction impacts evolve? There are many additional possibiliities to those khan and coursear are currently featuring - eg why not integrate a youth entrepreneur completion into an innovation course; how does the whole world of ebooks and hyperlinking interface mooc? Have we designed features and platform that minimize bandwidth so minimising exclusion of on any online person on planet
.We would be extremely surprised if a best for world course took less than 100 hours to assemble however we are looking for people who want to do this with the margins of their time and because they are passionate about sharing with youth actions that create jobs etc. This wikipedia extract's implication that a MOOC is costly to produce is biased in the sense that traditional books take far longer than 100 hours but historically few people have claimed that as a reason from not authoring a book
We happily accept 2008 as where the acronym MOOC was coined partly because as co-Rheingold Associates we worked virtually with Btian Alexander around 2000 and know him to value the original dynamics of the web intended by Berners Lee,
s, American Spaces, and other public spaces around the world. Facilitated discussions are led by alumni who have participated in U.S. government exchange programs, such as the Fulbright program, and U.S. Embassy staff, who are familiar with the course materials and volunteer their time. U.S. Embassies and Consulates in more than 60 countries are currently participating, in subjects ranging from entrepreneurship and college writing to science and technology. Course content is drawn from major MOOC providers, including Coursera, edX, and Udacity, as well as from multiple Open CourseWare providers.
The Department of State is committed to identifying new models that offer broad learning opportunities, help meet the aspirations of young people around the world, and offer skills and knowledge that they can use to succeed in life. MOOC Camps do exactly that – all the while offering students a chance to test-drive a U.S. higher education experience. Program participants will also be able to learn more about opportunities to study in the United States through EducationUSA, a network of hundreds of student advising centers around the world that the State Department supports. Participation in the program is free and open to the public.
Interested in volunteering to host a MOOC Camp or in partnering with us? Contact the nearest U.S. Embassy or Consulate.
Facilitators of MOOC Camps can access the first version of our Guide for Facilitators online. One of the goals of the program is to learn about what works in blending MOOCs with in-person learning experiences. The practices in the guide are drawn from recommendations by facilitators, staff from our Embassies and Consulates, course professors, and MOOC providers. We are sharing this document publicly so that others can draw from past experiences and so that others can contribute recommendations where there are currently gaps. If you have a good practice you would like to share, send it to MOOC-WG@state.gov.
MOOC Camp, One Year Later
The MOOC Camp initiative was launched in August 2013 and formally announced in October 2013. After one year, we are excited to share some of the result of the program over the last year.
Embassies, Consulates, and partner institutions hosted more than 200 total courses in more than 60 countries.
In our first year, over 4000 students participated in the program.
On average, between 40 and 60 percent of participants completed their courses. Camps in Kolkata, Kinshasa, Jakarta, and many other locations had more than 80 percent of their participants complete their courses.
In Spring 2014, the most popular subjects were English Language learning and teaching (60% of courses) and entrepreneurship and business (20% of courses).
In September 2014, we published the first version of our Guide for Facilitators
Below are locations that are hosting MOOC Camps. This list is updated regularly as new locations are added.
MOOC Camp Courses
MOOC Camp Courses
Course: To Be DeterminedDiscussion Location: YerevanContact: firstname.lastname@example.org
Course: Introduction to Business EnglishDiscussion Location: AntananarivoStart Date: TBDEnd Date: TBDContact: PAOAntananarivo@state.gov
Course: Introduction to SustainabilityDiscussion Location: LimaStart Date: To Be DeterminedContact: email@example.com
Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MontevideoStart Date: TBDEnd Date: TBDContact: firstname.lastname@example.org
- See more at: http://eca.state.gov/programs-initiatives/mooc-camp#sthash.yPkoLuxZ...
ArmeniaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: YerevanStart Date: January 23, 2014End Date: February 28, 2014Contact: email@example.com
BeninCourse: Grow to Greatness: Smart Growth for Private Businesses, Part 1Discussion Location: CotonouStart Date: January 20, 2014End Date: February 28, 2014Contact: IRCCotonou@state.gov
BermudaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: HamiltonStart Date: March 18, 2014End Date: May 2, 2014Contact: HmlAmConGen@state.gov
15.390x Entrepreneurship 101: Who is your customer?
Final course details are being wrapped up at this time. Your final standing will be available shortly.
View Archived CourseUnregisterEmail Settings
Enrolled as:HONOR CODE
Course Completed - Apr 08, 2014
ChinaCourse: Introduction to Public SpeakingDiscussion Location: ShenyangStart Date: March 31, 2014End Date: June 6, 2014Contact: firstname.lastname@example.org
Czech RepublicCourse: Understanding Terrorism and the Terrorist ThreatDiscussion Location: PragueStart Date: January 27, 2014End Date: March 21, 2014Contact: email@example.com
EgyptCourse: Introduction to Public SpeakingDiscussion Location: CairoStart Date: March 31, 2014End Date: June 6, 2014Contact: firstname.lastname@example.org
Course: Developing Innovative Ideas for New Companies: The First Step in EntrepreneurshipDiscussion Location: CairoStart Date: February 3, 2014End Date: March 21, 2014Contact: email@example.com
IndiaCourse: Entrepreneurship 101: Who Is Your Customer?Post Location: KolkataStart Date: March 18, 2014End Date: May 2, 2014Contact: KolkataMOOC@state.gov
Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: New DelhiStart Date: January 23, 2014End Date: February 28, 2014Contact: AmCenterND@state.gov
Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MumbaiStart Date: January 23, 2014End Date: February 28, 2014Contact: firstname.lastname@example.org
IndonesiaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: JakartaStart Date: January 23, 2014End Date: February 28, 2014Contact: email@example.com
IraqCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: BaghdadStart Date: January 23, 2014End Date: February 28, 2014Contact: BaghdadEnglishLanguageOffice@state.gov
Course: Grow to Greatness: Smart Growth for Private Businesses, Part IDiscussion Location: BaghdadStart Date: January 20, 2014February 28, 2014Contact: BaghdadEnglishLanguageOffice@state.gov
KenyaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: NairobiStart Date: March 18, 2014End Date: May 2, 2014Contact: firstname.lastname@example.org
LithuaniaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: VilniusStart Date: January 23, 2014End Date: February 28, 2014Contact: WebEmailVilnius@state.gov
MacedoniaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: SkopjeStart Date: January 23, 2014End Date: February 28, 2014Contact: EmbSkoWebM@t-home.mk
MadagascarCourse: Grow to Greatness: Smart Growth for Private Businesses, Part 1Discussion Location: AntananarivoStart Date: January 20, 2014End Date: February 28, 2014Contact: PAOAntananarivo@state.gov
Course: College Writing 2.2x: Principles of Written EnglishDiscussion Location: AntananarivoStart Date: January 23, 2014End Date: February 28, 2014Contact: PAOAntananarivo@state.gov
Course: Entrepreneurship 101: Who Is Your Customer?Discussion Location: AntananarivoStart Date: March 18, 2014End Date: May 2, 2014Contact: PAOAntananarivo@state.gov
MexicoCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: Mexico CityStart Date: January 23, 2014End Date: February 28, 2014Contact: Emb.email@example.com
NigeriaCourse: Introduction to Public SpeakingDiscussion Location: LagosStart Date: March 31, 2014End Date: June 6, 2014Contact: firstname.lastname@example.org
PeruCourse: E-Teacher: TESOL Methods for Teachers of EnglishDiscussion Location: LimaStart Date: March 31, 2014End Date: May 2, 2014Contact: email@example.com
Course: Entrepreneurship 101: Who Is Your Customer?Discussion Location: LimaStart Date: March 18, 2014End Date: May 2, 2014Contact: firstname.lastname@example.org
RussiaCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MoscowStart Date: January 23, 2014End Date: February 28, 2014Contact: email@example.com
Course: Introduction to Public SpeakingDiscussion Location: MoscowStart Date: March 31, 2014End Date: June 6, 2014Contact: firstname.lastname@example.org
Course: Beyond Silicon Valley: Growing Entrepreneurship in Transitioning Ec...Discussion Location: MoscowStart Date: April 28, 2014End Date: June 13, 2014Contact: email@example.com
SloveniaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: LjubljanaStart Date: March 18, 2014End Date: May 2, 2014Contact: USEmbassyLjubljana@state.gov
SpainCourse: College Writing 2.2x: Principles of Written EnglishDiscussion Location: MadridStart Date: January 23, 2014End Date: February 28, 2014
Course: E-Teacher: TESOL Methods for Teachers of EnglishDiscussion Location: MadridStart Date: March 31, 2014End Date: May 2, 2014
Course: Introduction to Public SpeakingDiscussion Location: MadridStart Date: March 31, 2014End Date: June 6, 2014
TanzaniaCourse: Entrepreneurship 101: Who Is Your Customer?Discussion Location: Dar es SalaamStart Date: March 18, 2014End Date: May 2, 2014Contact: firstname.lastname@example.org
- See more at: http://eca.state.gov/programs-initiatives/mooc-camp#sthash.yPkoLuxZ...…
vely open online courses to use their knowledge—and numbers—for good.
By Nabeel Gillani | 2 | Mar. 11, 2013
Everyone’s talking about massively open online courses (MOOCs) these days. Just before the New York Times named 2012 the year of the MOOC, Time magazine dedicated its October Issue, titled “Reinventing College,” to an analysis of the role that MOOCs could play in repairing our higher education system—a system that is becoming more expensive while failing to prepare a growing pool of students to succeed in the workforce.
To me, the most compelling part of the issue’s feature article was the story of an 11-year-old girl from Pakistan named Khadijah Niazi. She started a challenging college-level physics course on Udacity in late 2012 when the Pakistani government decided to block access to YouTube. However, her peers—other students from around the world—were determined to help her succeed. They banded together to ensure that Khadijah could access course lectures and assignments by sending her links to materials posted on private servers. She eventually finished the course with the highest distinction.
An article in early November in the Guardian told another story, this one about a Mongolian boy, Batthushig, who received a perfect score in edX’s offering of Circuits and Electronics through MIT. For some, this was no surprise. Looking back to the Fall 2011 Stanford artificial intelligence course that launched the MOOC revolution, the instructors found that the top 400 performers in the course weren’t Stanford students.
These stories reveal the most powerful attribute of MOOCs: their ability to open up channels to some of the most intelligent, motivated people around the world in the name of knowledge dissemination. But while using these channels simply to help spread knowledge is exciting, using them to facilitate new content creation could be revolutionary. How can we engage the talented, passionate, and often educationally disenfranchised students in MOOCs to help solve real-world problems?
The notion of connecting with large bodies of people to address outstanding challenges is not without precedent. Crowdsourcing has gained popularity over the past decade as a means of leveraging access to millions of people with diverse backgrounds to solve real-world problems. Platforms such as Innocentive,ChallengePost, and Kaggle, to name a few, have used crowdsourcing models to address problems across disciplines, in both industry and academia.
But MOOCs are particularly well positioned to encourage and benefit from crowdsourced problem-solving. In fact, educational theories highlight numerous benefits to real-world collaborations. Social constructivism emphasizes the importance of student interaction with peers to maximize learning outcomes. Activity theory supports the notion that students from different cultures may look at the same problem and come up with different solutions, each valid in its own right. Situated cognition argues that for educational content to truly sink in, it cannot be separated from its domain of application. Using MOOCs to facilitate real-world problem solving offers benefits to organizations that have problems; it can also help learners gain the skills and confidence they need to be productive members of society.
Stanford’s Venture Lab is already bringing together teams of students from different countries to envision new products. But there’s something to be said about integrating students into a web of existing challenges and asking them to innovate. We could enable students in a data science MOOC to share insights into how a resource-strapped nonprofit could improve its services, or empower those taking an artistic programming course to create infographics that help NGOs communicate their social impact to donors. The possibilities are endless. There’s no telling what motivated, passionate students with unique cultural perspectives can accomplish if they believe that what they create can change the world.
I’m excited to explore real-world problem solving in MOOCs through my master’s dissertation this year. Professor Michael Lenox at the University of Virginia and I are piloting this idea to see how students in his business strategy MOOC may provide recommendations to small-enterprises and nonprofits on their strategic direction. Over the next few months, I’ll be working on a team to scale this approach through the development of Coursolve, a platform that connects organizations with courses to empower students to solve real-world problems.
In a world where resources are scarce and education systems often struggle to prepare students for the future, it makes sense to empower students to address real challenges. Let’s use MOOCs to promote learning from the world, for the world.
Nabeel Gillani is currently pursuing a Master’s in Learning and Technology at the University of Oxford’s Department of Education and is also co-founder of Coursolve.org. He finished his undergraduate education in Applied Mathematics and Computer Science at Brown University in 2012.
year d-lab mit- desperately trying to retrospectively linkin to a minimum critical mass of delegates - mail me if you intended to be an alumni of the gteatest development conference that never was
email@example.com microeducationsummit.com and wholeplanet.tv remembrance leadership projects of The Economist's Norman Macrae
=====================================FEB NEXT CONNECTIONS IN FREE YOUTH ECONOMICS WORLD WITH MOOCS
40 years after dad at The Economist and I first started experiments with online youth at UK National Development Project for computer assisted learning, these things are almost certain to me about moocs http://planetmooc.com (though I welcome comparing "almost certainties") -incidentally on feb 24 I am flying half way round the world to discuss them with the person (sir fazle abed winner of first wise oscars of education) I rate number 1 in changing education (though delighted to try and linkin others nomination of who can change edu most with your help)
2013 will see a war over moocs between those who want to keep the cost and power over education as per norrnal and those who want to free job creating education to be up to to 10 times more economic for net generation
while a mooc links in many ways that peer to peer students can learn virtually with each other, you only need 2 things to be a mooc content contributor
a 12 minute viral slide show that millions of youth needs to know exists and question how to collaboratively action all at the same time
a friendly university that will let your 12 minute module be included in a course that they want to be a first million youth course
so the partners I am trying to converge are firstly one of 3 types: believers net gen can be 10 times more employed with this million times more collab and open tech (this includes those epicentral to making millennium goals happen)
university leaders who dare join in as above
people with a 12 minute slide show that they want to connect with up to a million youth's actions and social networking
of course there are many other things to bring especially for tech wizards but its the above combination I need to use my dad's youth economics friends branding and mediation competences to unite
if this is your sort of thing please reply to all here or to me at firstname.lastname@example.org
many thanks chris macrae washington dc 301 881 1655…
uences than students getting individually certified as having a theoretical expertise
1 Microeducationsummit replace 5000-citizen Microcreditsummits (97-13, 09-15) ? SO will the greatest millennium goal-action summits of the future blend summit and mooc - the first case of a summit and mooc blending appeared during the first week of the UN year 2013-2014
agenda of first summit-mooc…
o do, and even better, those who actually engage in face to face conversations about the content of their MOOC courses, do much better on the tests than those who do not: http://chronicle.com/blogs/wiredcampus/mooc-students-who-got-offline-hel... This is great news for all of us who believe in connected learning, where participation is important. It reminds everyone that participation is not "natural" or "easy" (even face to face) but that it matters.
What I like best about MOOCs is how much the reassert (I know this seems counterintuitive so bear with me) the importance of higher education. The last three decades has seen not only progressive defunding of higher ed but a rhetoric that we don't need it....it turns out that the world is (a) clamoring for an opportunity to learn (b) that face to face learning still matters and that (c ) the majority of us online are lurkers and that is ALSO true of the majority, the research shows, in a classroom. So a great face to face teacher also must learn from this to find ways for ENGAGED individual and peer-to-peer participation, as true for our classrooms as it is for online learning....
- See more at: http://edf.stanford.edu/readings/mooc-research-underscores-importance-engaged-participation#sthash.i3JeVwrw.dpuf…
(Let us call everyone students irrespective of whether they are in college, school or working since we are all here to learn). We can view it from two different lenses – we are here to learn, or we are here to equip ourselves with skills needed for brighter career prospects. I’m confident many of you would agree with me when I say “the process of learning comes full circle with a job”.
Now that we all are in agreement (I hope we are) that we want to learn and at the same time equip ourselves with skills that would propel our careers forward, how do we plan to make ourselves accessible to corporations? How do corporations know if we actually learned something from the MOOC courses we enrolled for? Did we acquire the skills that they are looking for? I, as a MOOC learner, would definitely want answers to these questions.
We, at Aspiring Minds, decided to take the first initiative to connect MOOC-takers with jobs by doing a partnership with edX.
As part of an experiment, we asked edX’s Indian learners (second largest population for edX) to opt-in to register on Aspiring Minds’ platform to get job opportunities. A large number of learners registered for this. Our team started working on making these students accessible to corporations who are currently hiring.
We are pleased to report that our first student among this group got a job last week. The student is in the final year of his computer engineering in the state of Rajasthan in India. His campus does not have a good placement record with 60-70% percentage students being without a job. India has more than 3000 engineering colleges, and companies hire from the top 20% most of the time. This student got to know about edX from the Internet and took the course, “Introduction to Computer Science and Programming” among three others. Once, he shared his profile with us, he went through a test and the recruitment process of a subsidiary of a US-based software company with an office in Rajasthan. After the interview, he was offered the job of a Software trainee, to be promoted to iOS developer or PHP developer after the training period.
This first example is encouraging, and it demonstrates how committed MOOC learners, even those with limited job opportunities, can be connected to employers. This is a first step in achieving the vision of an ideal education-employment ecosystem through MOOCs and we look forward to learning a lot more from this experiment in the next 3-6 months.
Varun Aggarwal is currently the CTO and COO at Aspiring Minds. Apart from leading delivery and operations, Varun specifically looks after product design, research and new initiatives.…
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