The Professors Behind the MOOC Hype – Technology – The Chronicle of Higher Education

The Professors Behind the MOOC Hype – Technology – The Chronicle of Higher Education.

– extracts from the article –

Many professors teaching MOOCs had a similarly positive outlook: Asked whether they believe MOOCs “are worth the hype,” 79 percent said yes.

Many of those surveyed felt that these free online courses should be integrated into the traditional system of credit and degrees.

The result was an online class that he describes as “significantly more rigorous and demanding than the on-campus version.”

Each platform then gives professors the ability to see data that could tell them, for example, which methods and materials help students learn and which ones they find extraneous or boring.

The idea is to glean insights from the online courses that professors can apply in the traditional classroom, where such data are hard to come by.

“I have evidence that the online measurements of outcomes may be better than what we have been doing in class,” Mr. Cima said. “This surprised me and caused me to challenge some of my assumptions about how well we do assessment in a residence-based class.”

Most of the professors whose MOOCs had completed at least one term reported the number of students who had “passed” the courses. The average pass rate was 7.5 percent, and the median number of passing students was 2,600.

In lieu of credit toward a degree, most professors offer certificates to students who complete massive online courses. Three-quarters of the professors surveyed said they offered some sort of document certifying that a student had completed a MOOC.

Asked if students who succeed in their MOOCs deserve to get course credit from their home institutions, 72 percent said no.

朝日新聞デジタル:(花まる先生 公開授業)紙コップなぜ飛んだ 東京・筑波大付属小、佐々木昭弘さん


朝日新聞デジタル:(花まる先生 公開授業)紙コップなぜ飛んだ 東京・筑波大付属小、佐々木昭弘さん.

– extracts from the article –


Moving to the next chapter on free online textbooks | BC Newsroom

Moving to the next chapter on free online textbooks | BC Newsroom.

– extracts from the article –

because open textbooks are digital and open, they can be modified and adapted by instructors to fit their unique instructional needs.

BCcampus, working with the Ministry of Advanced Education, Innovation and Technology has identified the 40 most highly enrolled first- and second-year subject areas in the provincial post-secondary system.

The list contains 26 first-year subjects and 14 second-year subjects in 27 different disciplines across the arts, humanities, social sciences, natural sciences, formal sciences and applied sciences. Some or all of these courses are delivered by almost all of B.C.’s public post-secondary institutions.

The open textbooks will be rolled out in three phases. In the first phase, existing open textbooks that link to the 40 high-enrolment courses will be reviewed for use in British Columbia. A Call for Proposals for reviews will be issued in April 2013. It is anticipated that 10 to 20 existing open textbooks will be adopted and available online for B.C. students and faculty by September 2013.

In the second phase, existing open textbooks will be adapted and remixed for use in British Columbia. And in the third phase, new open textbooks will be created as required for courses that cannot be served by existing or adapted open textbooks.
In order of course registrations per year, starting with the highest, the 40 courses are:

English – 1st year

Math and Stats – 1st year

Psychology – 1st year

Economics (macro and micro) – 1st year

Biology- 1st year

Math and Stats – 2nd year

Accounting – 1st year

Chemistry – 1st year

Physics and Astronomy – 1st year

Sociology – 1st year

Philosophy – 1st year

Computer Science – 1st year

Chemistry – 2nd year

Business, Business Administration and Management – 1st year

Psychology – 2nd year

Criminology – 1st year

Accounting – 2nd year

Economics (macro and micro) – 2nd year

Marketing – 1st year

Biology – 2nd year

Commerce – 2nd year

Anthropology – 1st year

Business Information Systems/Business Computer Systems/Business Information Technology – 1st year

Visual Arts, Media and Design – 1st year

Earth, Ocean and Atmospheric Science – 1st year

Kinetics/Kinesiology- 1st year

Communications – 1st year

English – 2nd year

Geography – 1st year

Human Resources and Organizational Behaviour – 2nd year

Applied Science – 1st year

French – 1st year

History – 1st year

Political Science – 1st year

Visual Arts, Media and Design – 2nd year

Communications – 2nd year

Sociology – 2nd year

Applied Science – 2nd year

Political Science – 2nd year

Human Resources and Organizational Behaviour – 1st year

New Test for Computers – Grading Essays at College Level –

New Test for Computers – Grading Essays at College Level –

– extracts from the article –

“It allows students to get immediate feedback on their work, so that learning turns into a game, with students naturally gravitating toward resubmitting the work until they get it right,” said Daphne Koller, a computer scientist and a founder of Coursera.

With increasingly large classes, it is impossible for most teachers to give students meaningful feedback on writing assignments, he said. Plus, he noted, critics of the technology have tended to come from the nation’s best universities, where the level of pedagogy is much better than at most schools. “Often they come from very prestigious institutions where, in fact, they do a much better job of providing feedback than a machine ever could,” Dr. Shermis said. “There seems to be a lack of appreciation of what is actually going on in the real world.”

How The Common Core Is Changing Math Instruction For Indiana’s Youngest Students

How The Common Core Is Changing Math Instruction For Indiana’s Youngest Students

– extracts from the article –

“So you start looking at it, and you see your child missed 11 minus 5 because he wrote 11 minus 5 was 6, but he forgot to draw 11 pairs of pants and cross 5 of them out.”