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La enseñanza de Introducción a la Sociología es algo casi automático para Mitchell Duneier, catedrático de la Universidad de Princeton en Nueva Jersey: la ha impartido 30 veces y el manual que coescribió ya va por su octava edición. Pero el pasado verano, mientras transformaba su clase en un curso gratuito en Internet, se vio enfrentado a algunos interrogantes novedosos: ¿dónde deberá centrar la mirada mientras una cámara graba sus clases? ¿Cómo podrían compartir sus ideas los 40.000 estudiantes que se matricularon online? ¿Y cómo saber lo que están aprendiendo?
By Richard Vedder Although difficult to measure, it is unlikely that higher education has had any productivity advance in the 50 years since I finished college. Economists like Princeton's William Baumol have argued that rising college costs are inevitable, given inherent limitations on reducing the cost of disseminating knowledge -only so many people can fit into a room to hear a lecture. A Cautious Word about MOOCs (by J.M. Anderson): http://www.mindingthecampus.com/originals/2012/12/a_cautious_word_about_moocs.html
MOOCs get a bad rap. Dismissed as prescriptive, or teacher-centric, or unsocial, or something else, it’s like a badge of honour to espouse why you dislike MOOCs. Despite their pedagogical flaws, however, MOOCs provide unprecedented access to quality content for millions of learners.
Once, students had to pay a pretty penny to get access to Ivy League courses and top-tier educational resources. Those days are long gone, as there are now thousands of free online learning opportunities available from some of the biggest names in education and business in the world.
Ya han transcurrido unos años desde que, en julio de 2009, se llevaron a cabo las primeras Jornadas de Campus Virtuales en Tenerife. La necesidad de mantener abierto un foro de estas características, donde compartir experiencias e inquietudes, ha hecho que, desde entonces, ya podamos hablar de un evento consolidado.
Nos complace, pues, tomar el relevo de Oviedo y celebrar en la Universitat de les Illes Balears las IV Jornadas Internacionales de Campus Virtuales.
Si la innovación ha sido una constante en la vida de los servicios de nuestras universidades, los especiales momentos que atravesamos no deben ser un obstáculo para que siga siendo un elemento que guie la práctica de todos los profesionales que los conforman. Por ello, consideramos que la celebración de estas jornadas cobra una especial significación y puede constituir, no solo un espacio de intercambio, sino también de unión en la búsqueda de soluciones que permitan mantener los estándares de calidad, pese a la merma de recursos que nos afecta de manera generalizada.
Nos gustaría invitaros a participar en las jornadas a todos los que estéis interesados en las temáticas abordadas.
Esperamos que sean de vuestro interés. Un cordial saludo. Comité de Organización de las Jornadas
This winter, when Mary Liu sits down to take the final exam in an online course on epidemiology and biostatistics, she’ll do so from the comfort of her own home. She’ll have 24 hours to complete the test, which accounts for 60% of the final grade in the online course, but no one will be peering over her shoulder to make sure she completes the exam on her own without the aid of any of her 50,000 classmates or Wikipedia. Read more: http://nation.time.com/2012/11/19/mooc-brigade-can-online-courses-keep-students-from-cheating/#ixzz2D97popwG
Providing faculty training for ed tech tools is a waste of time, unless accompanied by instruction that shows instructors how to incorporate the tools to enhance teaching. In this post I share reasons why tech training for course instructors must include pedagogical instructional methods and how instructors and institutions can incorporate such strategies into faculty ed tech training.
Via LaiaJoana
Graham Attwell, "Siete cosas que hemos aprendido acerca de los MOOC": Muy claras e interesantes afirmaciones
Stephen Downes pubish this list of MOOCs, with the detailid link to each one !!! Thanks. Very valuable work for a revision on this topic.
To read about higher education today, one might get the impression that the whole ivy-covered edifice is on shaky ground, ready to collapse. Universities are certainly facing big challenges, but much of what’s being said seems to me wildly pessimistic. The metaphors used to describe this parlous state I find particularly amusing.
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By Jesse Stommel Online learning is not the whipping boy of higher education. As a classroom teacher first and foremost, I have no interest in proselytizing for online learning, but to roundly condemn it is absurd. Online learning is too big and variable a target. It would be like roundly condemning the internet or all objects made from paper.
Por José Luis de Vicente - El Cultural.es Un nuevo modelo de educación en internet está revolucionando las mayores universidades del mundo. Los MOOCs prometen ser la mayor transformación de la enseñanza en décadas. Un fenómeno sin marcha atrás. ¿Es el futuro de las aulas gratuito y global? Ejemplo de un profesor español realizando un MOOC. Alberto Cairo uno de los mayores expertos en infografía y gráficos de prensa: http://www.thefunctionalart.com/2012/11/second-intro-to-infographics-and-data.html
If you haven’t heard of MOOCs, you no doubt will, because these Massive Open Online course are becoming all the rage, tagged as the biggest thing in public education since, well, the dawn of public education. (It wasn’t long ago that the Khan Academy was). My colleague Nick Anderson reported about the emergence of the MOOCs movement as a disruptive force in higher education. But there are reasons to think MOOCs are being hyped, and below, former schools superintendent Larry Cuban explains why. Cuban is a former high school social studies teacher (14 years, including seven at Cardozo and Roosevelt high schools in the District), district superintendent (seven years in Arlington, VA) and professor emeritus of education at Stanford University, where he has taught for more than 20 years. His latest book is “As Good As It Gets: What School Reform Brought to Austin.” This appeared on his blog.
23-11-2012 / 13:00 h EFE Universidades politécnicas y colegios de ingenieros, entre ellos de Zaragoza, así como profesorado, asociaciones de padres de alumnos, sindicatos y empresas se han unido para defender la inclusión y refuerzo de las enseñanzas de tecnología en la futura Ley Orgánica para la Mejora de la Calidad Educativa (Lomce).
Dr. Yong Zhao, Associate Dean for Global and Online Education will be delivering a keynote speech at ISTE 2012 on Tuesday, June 26th. Global, Creative, and Entrepreneurial: Defining High-Quality
Over-concern for one's own future is often an invitation to those who present themselves as the 'strong man/women' ready to save the country/institution/etc. As Hayek and others warned us a long time ago, these people are dangerous. Thinking of others needs to come before self-interest. Universities are currently rather over-concerned about their future, preferring to worry about that than the terrible burden that is to be carried by their students.
Sustainability and MOOCs in Historical Perspective November 15, 2012 by Stephen Downes
Keynote presentation delivered to Simposio Internacional Estado Actual Y Prospectiva De La Educacion Virtual, Bogota, Colombia. Overview of the historical factors leading to the development of massive open online courses, and discussion of what this history can tell us of the sustainability of MOOCs in the future.
US academics are using the web to offer world-class tuition – free – to anyone who can log on, anywhere in the world. Publishing, music, shopping, journalism – all revolutionised by the internet. Next in line? Education. Now US academics are offering world-class tuition – free – to anyone who can log on, anywhere in the world, is this the end of campus life?
About the OCW Consortium The OpenCourseWare Consortium is a worldwide community of hundreds of higher education institutions and associated organizations committed to advancing OpenCourseWare and its impact on global education. Learn more here.
Hay tres plataformas de LMS ( por llamarlo de la manera más clásica ya que integran abertura y networking en su diseño. Seguro que hay más y saldrán más en este contexto global) que están creando un paso más allá de lo que entendemos por aprendizaje online hasta ahora. Se trata de Lore, Canvas Network y OpenClass.
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