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A few quick notes from the MOOC front.... Via Dr. Susan Bainbridge 
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A diagram of the influences on the development of connectivism and MOOCS that also shows the influence of connectivism and MOOCs on subsequent developments. Via Dr. Susan Bainbridge
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MOOCs on the Move: How Coursera Is Disrupting the Traditional Classroom by Knowledge@Wharton, the online business journal of the Wharton School.
Comment: good, sensible interview with Coursera's Daphne Koller, about the difference between xMOOCs and traditional education, about credits and certificates, about (peer) assessment, about the business model. Intesting is her toned-down prediction for where Coursera will be in 10 years time: "I also think that in five to 10 years, from the perspective of the higher education ecosystem, people will look back on the 20th century and say, "I can't believe that we spent so much of our students' time shoveling them into auditoria and having them sit there for 75 minutes while somebody lectured at them." We will all clearly recognize that this is not the best form for getting people to learn material and use it effectively. I think our notion of what makes for a good education will shift drastically. That's right, at least I hope, but that was not the question. I would have loved to hear what she thinks Coursera's or for that matter the MOOCs' role will have been in this. For if we let people watch the sage on the stage through a computer screen rather than in an auditorium, nothing has fundamentally changed. And that is what we need. And there may be room for MOOCs then, or not. (peter sloep, @pbsloep) Via Peter B. Sloep, Peter Mellow
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Dawson College Pedagogical Day – October 12th, 2012The Best Web 2.0 Tools for Teachers - 2012 Edition - Rafael Scapin, Ph.D. Via Let's Learn IT
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Student access to and skills in using technology in an open and distance learning context... Via Ana Cristina Pratas
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“Massive open online courses,” or MOOCs, have caught fire in academia. They offer, at no charge, what was once exclusive to students who earn college admission and pay tuition. Via Ana Cristina Pratas
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But hype aside, it’s worth asking what it means for the traditional LMS players to be marketing themselves as platforms for MOOCs and other open courses. Via Peter Mellow
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In addition to formal education, such communities are increasingly emerging in informal and non-formal lifelong learning environments where learning is happening in a freely organised manner, bringing together learners, experts, and other parties. This study aims to examine these new learning communities in order to find innovative pedagogical and organisational practices that support lifelong learning in different settings and foster innovations in the interaction of teachers, learners and organisations. Via Nik Peachey
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WHO'S CHEATING WHO?Ongoing controversy over how to measure MOOC achievement speaks to both the rapid growth of the MOOC movement and our unhealthy obsession with measuring what we hardly understand... Via Ana Cristina Pratas
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"I feel that I am witnessing the first true example of an innovation ecosystem in higher education. I say this because I am pretty sure that it is innovations like those at Antioch that are catalyzing the remarkable evolution of MOOCs, and innovations like Coursera that are catalyzing the acceptability growth of MOOCs, and innovations like MOOCs that are enabling innovations like those at Antioch. I am not sure how long this phase of it will last, I am not sure if the outcomes will be "good," but I do think that it will be interesting for a while. I hope that hangover is not so bad." Via Kim Flintoff
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Robin Good: I just discovered that Dr Corinne Weisgerber, a social media professor and Internet researcher at St. Edward’s University in Austin, has introduced this year a "curation assignment" in her social media class with the specific goal of utilizing a curation approach to instigate a more effective learning experience.
She writes: "To talk content curation, we really need to think through the duties of a museum curator for a second. A curator scours the art world, selects the finest works, gathers them together around a unified theme, provides a frame to understand the artists’ messages and then hosts a conversation around the collection. That’s not unlike the 21st century teacher who must comb through an overabundance of information to discover the significant and relevant, bundle those ideas into course modules, contextualize them for the class and then create an environment for students to explore those ideas and enter into a conversation about them. Over the last couple of years, I’ve come to think of my role as a teacher as that of a curator of ideas (also see my SXSWedu presentation on the topic). I’ve also come to believe that the steps involved in the curation process are key new media literacies which we should teach our students. That’s why this spring, I introduced a brand-new curation assignment (described on the back of the syllabus) in my social media class."
Worth imitating. 8/10
Check out also Dr Weisberger excellent presentation here: http://www.slideshare.net/corinnew/building-thought-leadership-through-content-curation
Via Robin Good
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Following the emergence of MOOCs, what will be the future of education? Would it be based on the MOOC model, as I have explored last year? With the proliferation of MOOCs this year, MOOC providers ... Via Ana Cristina Pratas
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Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. MOOCs — or Massive Open Online Courses — have been getting a lot of attention lately. Via Ana Cristina Pratas
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Massive open online courses are the educational happening of the moment. Everyone wants in. No one is quite sure what they’re getting into.
The MOOC certainly presents challenges. Can learning be scaled up this much? Grading is imperfect, especially for nontechnical subjects. Cheating is a reality. “We found groups of 20 people in a course submitting identical homework,” says David Patterson, a professor at the University of California, Berkeley, who teaches software engineering, in a tone of disbelief at such blatant copying; Udacity and edX now offer proctored exams. Via Kim Flintoff
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UPDATE 08.14.2012: This week marks the launch of MOOC MOOC, and given the insane amount of content that\'s already been produced, we\'re going to hold off on updating this ongoing list o\' links. Via Ana Cristina Pratas
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Coursera, the largest provider of massive open online courses (MOOCs), has entered into a contract to license several of the courses it has built with its university partners to Antioch University, which would offer versions of the MOOCs for credit as part of a bachelor’s degree program.
The deal represents one of the first instances of a third-party institution buying permission to incorporate a MOOC into its curriculum -- and awarding credit for the MOOC -- in an effort to lower the full cost of a degree for students. It is also a first step for Coursera and its partners toward developing a revenue stream from licensing its courses.
Antioch will pay Coursera an undisclosed amount for permission to use several courses, including ones from Duke University and the University of Pennsylvania. The company will share that revenue with the universities, which own intellectual property rights for their courses as part of their contracts with Coursera.
Via Kim Flintoff
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So. This morning, Inside Higher Ed announced that Coursera has contracted with Antioch University to license MOOC courses for credit, as part of Antioch’s bachelor’s degree programs.
This is, as Steve Kolowich pointed out in the article, a step towards lowering the cost of a degree for students. It is also, he noted, “a first step for Coursera and its partners toward developing a revenue stream from licensing its courses.”
It’s revenue time in MOOCland. It’s where we start to see how some of the “disruption or bust” rhetoric that’s seized higher ed since last spring plays out in reality. Via Peter Mellow
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