#moocs — Public Fediverse posts

Kurz vor der Jahresendpause laden wir Sie am Montag, den 15. Dezember, ab 14 Uhr zum Online-Workshop „Curricula entwickeln mit #KI und anderen Tools“ ein. Folgende Themen stehen im Fokus:
🟧 „#MOOCs im Curriculum und das vielleicht auch noch KI-gestützt?" mit Priv.-Doz. Dr. Martin Ebner
🟧 "Entwicklung Kompetenzmodellen auf einer graph-basierten Plattform" mit Dr. Stefan Pasterk
🟧 "#Curriculumentwicklung und KI" mit Prof. Dr. Manfred Pfiffner

👉 Zur Eventseite: https://www.e-teaching.org/curriculum-04

Kurz vor der Jahresendpause laden wir Sie am Montag, den 15. Dezember, ab 14 Uhr zum Online-Workshop „Curricula entwickeln mit #KI und anderen Tools“ ein. Folgende Themen stehen im Fokus:
🟧 „#MOOCs im Curriculum und das vielleicht auch noch KI-gestützt?" mit Priv.-Doz. Dr. Martin Ebner
🟧 "Entwicklung Kompetenzmodellen auf einer graph-basierten Plattform" mit Dr. Stefan Pasterk
🟧 "#Curriculumentwicklung und KI" mit Prof. Dr. Manfred Pfiffner

👉 Zur Eventseite: https://www.e-teaching.org/curriculum-04

Kurz vor der Jahresendpause laden wir Sie am Montag, den 15. Dezember, ab 14 Uhr zum Online-Workshop „Curricula entwickeln mit #KI und anderen Tools“ ein. Folgende Themen stehen im Fokus:
🟧 „#MOOCs im Curriculum und das vielleicht auch noch KI-gestützt?" mit Priv.-Doz. Dr. Martin Ebner
🟧 "Entwicklung Kompetenzmodellen auf einer graph-basierten Plattform" mit Dr. Stefan Pasterk
🟧 "#Curriculumentwicklung und KI" mit Prof. Dr. Manfred Pfiffner

👉 Zur Eventseite: https://www.e-teaching.org/curriculum-04

Kurz vor der Jahresendpause laden wir Sie am Montag, den 15. Dezember, ab 14 Uhr zum Online-Workshop „Curricula entwickeln mit #KI und anderen Tools“ ein. Folgende Themen stehen im Fokus:
🟧 „#MOOCs im Curriculum und das vielleicht auch noch KI-gestützt?" mit Priv.-Doz. Dr. Martin Ebner
🟧 "Entwicklung Kompetenzmodellen auf einer graph-basierten Plattform" mit Dr. Stefan Pasterk
🟧 "#Curriculumentwicklung und KI" mit Prof. Dr. Manfred Pfiffner

👉 Zur Eventseite: https://www.e-teaching.org/curriculum-04

Kurz vor der Jahresendpause laden wir Sie am Montag, den 15. Dezember, ab 14 Uhr zum Online-Workshop „Curricula entwickeln mit #KI und anderen Tools“ ein. Folgende Themen stehen im Fokus:
🟧 „#MOOCs im Curriculum und das vielleicht auch noch KI-gestützt?" mit Priv.-Doz. Dr. Martin Ebner
🟧 "Entwicklung Kompetenzmodellen auf einer graph-basierten Plattform" mit Dr. Stefan Pasterk
🟧 "#Curriculumentwicklung und KI" mit Prof. Dr. Manfred Pfiffner

👉 Zur Eventseite: https://www.e-teaching.org/curriculum-04

Join us tomorrow, from 1–2PM, for our next CPD webinar: “The professionalisation of MOOC production in Irish and UK HEIs.” Based on PhD research across 18 institutions, this session explores how MOOCs are evolving and the roles shaping them.
Free for ALT members, register now: https://www.alt.ac.uk/civicrm/event/info?reset=1&id=1030 #altc #MOOCs #HigherEd #DigitalLearning #CPD

Join us tomorrow, from 1–2PM, for our next CPD webinar: “The professionalisation of MOOC production in Irish and UK HEIs.” Based on PhD research across 18 institutions, this session explores how MOOCs are evolving and the roles shaping them.
Free for ALT members, register now: https://www.alt.ac.uk/civicrm/event/info?reset=1&id=1030 #altc #MOOCs #HigherEd #DigitalLearning #CPD

Join us tomorrow, from 1–2PM, for our next CPD webinar: “The professionalisation of MOOC production in Irish and UK HEIs.” Based on PhD research across 18 institutions, this session explores how MOOCs are evolving and the roles shaping them.
Free for ALT members, register now: https://www.alt.ac.uk/civicrm/event/info?reset=1&id=1030 #altc #MOOCs #HigherEd #DigitalLearning #CPD

Join us tomorrow, from 1–2PM, for our next CPD webinar: “The professionalisation of MOOC production in Irish and UK HEIs.” Based on PhD research across 18 institutions, this session explores how MOOCs are evolving and the roles shaping them.
Free for ALT members, register now: https://www.alt.ac.uk/civicrm/event/info?reset=1&id=1030 #altc #MOOCs #HigherEd #DigitalLearning #CPD

How can we effectively manage human pressures on our marine ecosystems? 🌊 Sector-by-sector approaches often miss the bigger picture! Following our previous #MOOCs, next moth we start to explore Ecosystem-based Management (#EBM), an integrated approach that considers the whole system. #GES4SEAS

Future of learning starts in Paris! 🇫🇷
Abstract Technology is at #EMOOCs2025 and afterwards at the #OpenedX Conference 30th June - 4th July 2025‼️

Join us, we will be on stage with the #GermanUDS for a talk packed with Open edX insights
🔗 https://emoocs2025.telecom-paris.fr/

Secure your ticket: https://www.eventbrite.com/e/open-edx-conference-2025-tickets-1073314696149?aff=oddtdtcreator&_gl=1*1xrm5l6*_gcl_au*MTM4ODY2NTkwNi4xNzQxNjgzNDg5*_ga*MTM5MTI4ODc1OC4xNzQxNjEzNzg2*_ga_PZSNQXMM2N*MTc0NDI5MzE2Mi40LjAuMTc0NDI5MzE2Ny41NS4wLjA

#EdTech #MOOCs #OnlineEducation

Online learning completion rates in context: Rethinking success in digital learning networks

The comprehensive analysis of 221 Massive Open Online Courses (MOOCs) by Katy Jordan provides crucial insights for health professionals navigating the rapidly evolving landscape of digital learning. Her study, published in the International Review of Research in Open and Distributed Learning, examined completion rates across diverse platforms including Coursera, Open2Study, and others from 78 institutions. 

• With median completion rates of just 12.6% (ranging from 0.7% to 52.1%), traditional metrics may suggest disappointment. Jordan’s multiple regression analysis revealed that while total enrollments have decreased over time, completion rates have actually increased. 
• The data showed striking patterns in how participants engage, with the first and second weeks proving critical, after which the proportion of active students and those submitting assessments remains remarkably stable, with less than 3% difference between them. 
• The research challenges common assumptions about “lurking” as a participation strategy and provides compelling evidence that course design factors significantly impact learning outcomes. 

These findings reveal important patterns that can transform how we approach professional learning in global health contexts.

Beyond traditional completion metrics

For global health epidemiologists accustomed to face-to-face training with financial incentives and dedicated time away from work, these completion rates might initially appear appalling. In traditional capacity building programs, participants receive per diems, travel stipends, and paid time away from work. They are removed from their work environment, and their presence in the activities is often assumed to be evidence of both participation (often without any actual process metrics) and learning (with measurement often limited to “smile sheets” that measure sentiment or intent, not learning). Outcomes such as “completion” are rarely measured. Instead, attendance remains the key metric. In fact, completion rates are often confused with attendance. From this perspective, even the highest reported MOOC completion rate of 52.1% could be interpreted as a dismal failure.

However, this interpretation fundamentally misunderstands the different dynamics at play in digital learning environments. Unlike traditional training where external incentives and protected time create artificial conditions for participation, MOOCs operate in the reality of participants’ everyday professional lives. They typically do not require participants to stop work in order to learn, for example. The fact that up to half of enrollees in some courses complete them despite competing priorities, no financial incentives, and no dedicated work time represents remarkable commitment rather than failure.

What drives completion?

The accumulating evidence from MOOCs reveals three significant factors affecting completion:

1. Course length: Shorter courses consistently achieved higher completion rates.
2. Assessment type: Auto-grading showed better completion than peer assessment.
3. Start date: More recent courses demonstrated higher completion rates.

The critical engagement period occurs within the first two weeks, after which participant behavior stabilizes.

This insight aligns with what emerging networked learning approaches have demonstrated in practice.

Rather than judging digital learning by metrics designed for classroom settings, we must recognize that participation patterns may reflect authentic integration with professional practice.

The measure of success should not necessarily be focused solely on how many complete the formal course. Rather, we should be considering how learning connects to real-world problem-solving and contributes to sustained professional networks.

Moving beyond MOOCs: peer learning networks

The Geneva Learning Foundation’s learning-to-action model offers a distinctly different model from conventional MOOCs. While MOOCs typically deliver standardized content to individual learners who progress independently, the Foundation’s digital learning initiatives are fundamentally network-based and practice-oriented. Rather than focusing on content consumption, their approach creates structured environments where health professionals connect, collaborate, and co-create knowledge while addressing real challenges in their work.

These learning networks differ from MOOCs in several key ways:

1. Participants engage primarily with peers rather than pre-recorded content.
2. Learning is organized around actual workplace challenges rather than abstract concepts.
3. The experience builds sustainable professional relationships rather than one-time course completion.
4. Assessment occurs through peer review and real-world application rather than quizzes or assignments.
5. Structure is provided through facilitation and process rather than predetermined pathways.

The Foundation’s experience with over 60,000 health professionals across 137 countries demonstrates that when learning is connected to practice through networked approaches, different metrics of success emerge:

• Knowledge application: Practitioners implement solutions directly in their contexts
• Network formation: Sustainable learning relationships develop beyond formal “courses”
• Knowledge creation: Participants contribute to collective understanding
• System impact: Changes cascade through health systems

Implications for global health training and learning

For epidemiologists and health professionals designing learning initiatives, these findings suggest several strategic shifts:

1. Modular design: Create shorter, more connected learning units rather than lengthy courses.
2. Real-world integration: Link learning directly to participants’ practice contexts.
3. Peer engagement: Provide structured opportunities for health workers to learn from each other.
4. Network building: Focus on creating sustainable learning communities rather than isolated training events.

The future of professional learning, beyond completion rates

The research and practice point to a fundamental evolution in how we approach professional learning in global health. Rather than replicating traditional per diem-driven training models online, the most effective approaches harness the power of networks, enabling health professionals to learn continuously through structured peer interaction.

This perspective helps explain why seemingly low completion rates should not necessarily be viewed as failure. When digital learning is designed to create lasting networks of practice, knowledge emerges through collaborative action. Completion metrics therefore capture only a fraction of the impact.

For health systems facing complex challenges that include climate change, pandemic response, and health workforce shortages, this networked approach to learning offers a promising path forward—one that transforms how knowledge is created, shared, and applied to improve health outcomes globally.

Reference

• Jordan, K., 2015. Massive open online course completion rates revisited: Assessment, length and attrition. IRRODL 16. https://doi.org/10.19173/irrodl.v16i3.2112

Sculpture: The Geneva Learning Foundation Collection © 2025

#climateAndHealth #completionRates #learningMetrics #MOOCs #networkedLearning #onlineEducation #onlineLearning #professionalLearning

Online learning completion rates in context: Rethinking success in digital learning networks

The comprehensive analysis of 221 Massive Open Online Courses (MOOCs) by Katy Jordan provides crucial insights for health professionals navigating the rapidly evolving landscape of digital learning. Her study, published in the International Review of Research in Open and Distributed Learning, examined completion rates across diverse platforms including Coursera, Open2Study, and others from 78 institutions. 

• With median completion rates of just 12.6% (ranging from 0.7% to 52.1%), traditional metrics may suggest disappointment. Jordan’s multiple regression analysis revealed that while total enrollments have decreased over time, completion rates have actually increased. 
• The data showed striking patterns in how participants engage, with the first and second weeks proving critical, after which the proportion of active students and those submitting assessments remains remarkably stable, with less than 3% difference between them. 
• The research challenges common assumptions about “lurking” as a participation strategy and provides compelling evidence that course design factors significantly impact learning outcomes. 

These findings reveal important patterns that can transform how we approach professional learning in global health contexts.

Beyond traditional completion metrics

For global health epidemiologists accustomed to face-to-face training with financial incentives and dedicated time away from work, these completion rates might initially appear appalling. In traditional capacity building programs, participants receive per diems, travel stipends, and paid time away from work. They are removed from their work environment, and their presence in the activities is often assumed to be evidence of both participation (often without any actual process metrics) and learning (with measurement often limited to “smile sheets” that measure sentiment or intent, not learning). Outcomes such as “completion” are rarely measured. Instead, attendance remains the key metric. In fact, completion rates are often confused with attendance. From this perspective, even the highest reported MOOC completion rate of 52.1% could be interpreted as a dismal failure.

However, this interpretation fundamentally misunderstands the different dynamics at play in digital learning environments. Unlike traditional training where external incentives and protected time create artificial conditions for participation, MOOCs operate in the reality of participants’ everyday professional lives. They typically do not require participants to stop work in order to learn, for example. The fact that up to half of enrollees in some courses complete them despite competing priorities, no financial incentives, and no dedicated work time represents remarkable commitment rather than failure.

What drives completion?

The accumulating evidence from MOOCs reveals three significant factors affecting completion:

1. Course length: Shorter courses consistently achieved higher completion rates.
2. Assessment type: Auto-grading showed better completion than peer assessment.
3. Start date: More recent courses demonstrated higher completion rates.

The critical engagement period occurs within the first two weeks, after which participant behavior stabilizes.

This insight aligns with what emerging networked learning approaches have demonstrated in practice.

Rather than judging digital learning by metrics designed for classroom settings, we must recognize that participation patterns may reflect authentic integration with professional practice.

The measure of success should not necessarily be focused solely on how many complete the formal course. Rather, we should be considering how learning connects to real-world problem-solving and contributes to sustained professional networks.

Moving beyond MOOCs: peer learning networks

The Geneva Learning Foundation’s learning-to-action model offers a distinctly different model from conventional MOOCs. While MOOCs typically deliver standardized content to individual learners who progress independently, the Foundation’s digital learning initiatives are fundamentally network-based and practice-oriented. Rather than focusing on content consumption, their approach creates structured environments where health professionals connect, collaborate, and co-create knowledge while addressing real challenges in their work.

These learning networks differ from MOOCs in several key ways:

1. Participants engage primarily with peers rather than pre-recorded content.
2. Learning is organized around actual workplace challenges rather than abstract concepts.
3. The experience builds sustainable professional relationships rather than one-time course completion.
4. Assessment occurs through peer review and real-world application rather than quizzes or assignments.
5. Structure is provided through facilitation and process rather than predetermined pathways.

The Foundation’s experience with over 60,000 health professionals across 137 countries demonstrates that when learning is connected to practice through networked approaches, different metrics of success emerge:

• Knowledge application: Practitioners implement solutions directly in their contexts
• Network formation: Sustainable learning relationships develop beyond formal “courses”
• Knowledge creation: Participants contribute to collective understanding
• System impact: Changes cascade through health systems

Implications for global health training and learning

For epidemiologists and health professionals designing learning initiatives, these findings suggest several strategic shifts:

1. Modular design: Create shorter, more connected learning units rather than lengthy courses.
2. Real-world integration: Link learning directly to participants’ practice contexts.
3. Peer engagement: Provide structured opportunities for health workers to learn from each other.
4. Network building: Focus on creating sustainable learning communities rather than isolated training events.

The future of professional learning, beyond completion rates

The research and practice point to a fundamental evolution in how we approach professional learning in global health. Rather than replicating traditional per diem-driven training models online, the most effective approaches harness the power of networks, enabling health professionals to learn continuously through structured peer interaction.

This perspective helps explain why seemingly low completion rates should not necessarily be viewed as failure. When digital learning is designed to create lasting networks of practice, knowledge emerges through collaborative action. Completion metrics therefore capture only a fraction of the impact.

For health systems facing complex challenges that include climate change, pandemic response, and health workforce shortages, this networked approach to learning offers a promising path forward—one that transforms how knowledge is created, shared, and applied to improve health outcomes globally.

Reference

• Jordan, K., 2015. Massive open online course completion rates revisited: Assessment, length and attrition. IRRODL 16. https://doi.org/10.19173/irrodl.v16i3.2112

Sculpture: The Geneva Learning Foundation Collection © 2025

#climateAndHealth #completionRates #learningMetrics #MOOCs #networkedLearning #onlineEducation #onlineLearning #professionalLearning

Instellingen voor hoger onderwijs kunnen financieel zwaardere tijden tegemoet zien. Biedt online leren om de markt van een leven lang ontwikkelen aan te boren een kans? Neil Mosley beschrijft hoe Britse universiteiten omgaan met online onderwijs en welke lessen ze kunnen trekken uit het verleden. Ik voeg hier commentaar aan toe, mede vanuit Nederlands perspectief. #levenlangontwikkelen #onlineleren #onderwijs #moocs #edutoot
https://www.te-learning.nl/blog/online-leren-als-langetermijninvestering-in-plaats-van-kortetermijnkans/

Instellingen voor hoger onderwijs kunnen financieel zwaardere tijden tegemoet zien. Biedt online leren om de markt van een leven lang ontwikkelen aan te boren een kans? Neil Mosley beschrijft hoe Britse universiteiten omgaan met online onderwijs en welke lessen ze kunnen trekken uit het verleden. Ik voeg hier commentaar aan toe, mede vanuit Nederlands perspectief. #levenlangontwikkelen #onlineleren #onderwijs #moocs #edutoot
https://www.te-learning.nl/blog/online-leren-als-langetermijninvestering-in-plaats-van-kortetermijnkans/

Instellingen voor hoger onderwijs kunnen financieel zwaardere tijden tegemoet zien. Biedt online leren om de markt van een leven lang ontwikkelen aan te boren een kans? Neil Mosley beschrijft hoe Britse universiteiten omgaan met online onderwijs en welke lessen ze kunnen trekken uit het verleden. Ik voeg hier commentaar aan toe, mede vanuit Nederlands perspectief. #levenlangontwikkelen #onlineleren #onderwijs #moocs #edutoot
https://www.te-learning.nl/blog/online-leren-als-langetermijninvestering-in-plaats-van-kortetermijnkans/

Instellingen voor hoger onderwijs kunnen financieel zwaardere tijden tegemoet zien. Biedt online leren om de markt van een leven lang ontwikkelen aan te boren een kans? Neil Mosley beschrijft hoe Britse universiteiten omgaan met online onderwijs en welke lessen ze kunnen trekken uit het verleden. Ik voeg hier commentaar aan toe, mede vanuit Nederlands perspectief. #levenlangontwikkelen #onlineleren #onderwijs #moocs #edutoot
https://www.te-learning.nl/blog/online-leren-als-langetermijninvestering-in-plaats-van-kortetermijnkans/

Instellingen voor hoger onderwijs kunnen financieel zwaardere tijden tegemoet zien. Biedt online leren om de markt van een leven lang ontwikkelen aan te boren een kans? Neil Mosley beschrijft hoe Britse universiteiten omgaan met online onderwijs en welke lessen ze kunnen trekken uit het verleden. Ik voeg hier commentaar aan toe, mede vanuit Nederlands perspectief. #levenlangontwikkelen #onlineleren #onderwijs #moocs #edutoot
https://www.te-learning.nl/blog/online-leren-als-langetermijninvestering-in-plaats-van-kortetermijnkans/

In de zomervakantie heeft het bedrijf 2U een faillissement aangevraagd. 2U is sinds juni 2021 eigenaar van edX, het bekende platform waar je deel kunt nemen aan massive open online courses en andere online programma’s van onder andere Harvard, MIT en TU Delft.
https://www.te-learning.nl/blog/2u-heeft-faillissement-aangekondigd/
#marktwerking #platformisering #elearning #massiveopenonlinecourses #moocs #edutoot #onderwijs

Infos zu #OER in den verschiedenen Bildungsbereichen gibt's übrigens auch bei uns:
👉 https://www.bildungsserver.de/oer-in-den-verschiedenen-bildungsbereichen-12235-de.html
#Schule #Hochschule #Moocs #Berufsbildung #Erwachsenenbildung #elearning #Weiterbildung

📅 25. April – Wieder geht's um #GenAI & #Communities!

Wir gehen an die Quelle, zur internen Kommunikation bei #Microsoft:

🎤 Special Guest: Gerrit Grella von Microsoft – Der M365 Copilot im Employee Engagement bei Microsoft.

Und dann holen wir uns Inspirationen für unseren Community Engagement Werkzeugkoffer:

🛠️ "Massiv aktiviert!" mit Simon Dückert – Inspirationen für unseren #Community Werkzeugkoffer mit "#MOOCs".

🔗 Anmeldung jetzt!

https://cogneon.de/event/21-c3managers-meetup-am-25-04-2024/

#GenerativeAI durchdringt gerade alle Bereiche - auch #Communities! Am 25. April, 16 Uhr schauen wir genauer hin!

1) Gerrit Grella spricht über den Einsatz des #M365 #Copilot in der internen #Kommunikation bei Microsoft

2) Mit @simondueckert lassen wir uns von "Massive Open Online Courses" ("#MOOCs") inspirieren - am Beispiel des #lernOS #KIMOOC24.

Zum Event: Cross-Company Community Managers Meetup #C3Managers - hier könnt ihr ein Outlook-Event herunterladen:

https://cogneon.de/event/21-c3managers-meetup-am-25-04-2024/

‘When people who had been prominent in the MOOC research were approached by us, many of them responded along the lines of “I don’t have anything to do with MOOCs anymore and I don’t want to write about them”. It was as if this was a shameful period in their past, now it’s like “MOOCs? No, doesn’t ring a bell, did he play for Chelsea?”’Don’t look back in anger (or anything else) – The Ed Techie #education #moocs https://blog.edtechie.net/mooc/dont-look-back-in-anger-or-anything-else/

Interesting reflection by Audrey Watters in fate of Udacity MOOC https://2ndbreakfast.audreywatters.com/i-told-you-so/ #education #moocs

Een terugblik op tien jaar massive open online courses
Ongeveer tien jaar geleden was er veel aandacht voor massive open online courses (MOOCs). Aan deze vrij toegankelijke online cursussen namen grote aantallen mensen over de hele wereld aan deel. Melissa Highton van de Universiteit van Edinburgh blijkt in A look back over 10 years of Moocs terug op deze ontwikkeling aan haar universiteit.
https://www.te-learning.nl/blog/een-terugblik-op-tien-jaar-massive-open-online-courses/
#massiveopenonlinecourses #moocs #geschiedenis #reflectie #edutoot #onderwijs

Do you know there are "tracks" of online courses available on Leanpub? You can gain knowledge and skills from the authors on Leanpub! Check out the tracks they have so far: https://leanpub.com/bookstore?type=track #courses #learning #MOOCs

Did you know you can take online course "tracks" on Leanpub and learn new stuff? There aren't that many tracks yet, but there's already lots to learn from Leanpub authors! https://leanpub.com/bookstore?type=track #courses #learning #MOOCs

“We were never in it for the money.” Excellent summary of why we got into MOOCs https://www.timeshighereducation.com/campus/look-back-over-10-years-moocs #MOOC #MOOCs #OnlneLearning

ICYMI: Learning online is common these days. I have tried and tested some of the available platforms and am still a fan. Compared to when I started taking #MOOCs the range of possible courses is great. Check out my top 5 online learning sites:

🔗 http://itsmoreofacomment.com/2022/01/14/learning-online/

#MOOCs bieten in Kombination mit offenen und Fernlernmethoden beispiellose Möglichkeiten für eine nachhaltige Entwicklung. Wir möchten hier auf die #moodle Kursliste des Niedersächsischen Bildungsservers verweisen, auf dem diverse schulische Bildungskonzepte in meist offenen Kursen zur Verfügung stehen: https://mooc-dev.moodle-nds.de #FediLZ #edubw #Schule #Bildung #Unterricht

Remember MOOCs?

#MOOC #MOOCs

When I am not on here, it usually means I am not on social media at all, or just glancing. Currently I am taking #MOOCs on #linguistics and experiencing problems with my #ubuntu pc again. While my computer does boot again, I do experience #dependency problems. I mean IT-wise. No substance or anything! 🧵 1

As of today, we have 923 621 registered users on the Elements of AI course. Looks like we'll break the 1M mark this year. That'd call for a proper party
#ElementsofAI #AI #MOOCs #OpenEducation

I've been reading a paper by Cope and Kalantzis on the future of learning, where they are presenting their own learning platform "CG Scholar". Many of their ideas are great, but much of what they describe sounds like #cMOOCs (they criticize #MOOCs, but seem to be only aware of xMOOCs) plus #LearningAnalytics. Also, some of their critique of conventional teaching/e-learning bordered on strawman arguments. Yes, all the deficits they described exist, but alternative practices exist, too.

Avoid social media user joins yet another platform. I’m looking forward to connecting with colleagues, friends and interesting people.

My topics: #Education #EducationUK #HigherEd #HigherEdLife #Academic #AcademicChat #Academia #Learning #Teaching #Schools #EdTech #LearningDevelopment #loveLD #loveHE #pedagogy #MOOCs #Lego #Research #Geography #Geographer #Digital #DigitalCapabilities #Technology #AI #NVivo #SocialResearch #SocialMedia #Academies #Governance #SchoolGovernor #Trustee #Charities

:orcid: https://orcid.org/0000-0002-5254-1349
:wp: http://www.LeeFallin.com

Avoid social media user joins yet another platform. I’m looking forward to connecting with colleagues, friends and interesting people.

My topics: #Education #EducationUK #HigherEd #HigherEdLife #Academic #AcademicChat #Academia #Learning #Teaching #Schools #EdTech #LearningDevelopment #loveLD #loveHE #pedagogy #MOOCs #Lego #Research #Geography #Geographer #Digital #DigitalCapabilities #Technology #AI #NVivo #SocialResearch #SocialMedia #Academies #Governance #SchoolGovernor #Trustee #Charities

:orcid: https://orcid.org/0000-0002-5254-1349
:wp: http://www.LeeFallin.com

Avoid social media user joins yet another platform. I’m looking forward to connecting with colleagues, friends and interesting people.

My topics: #Education #EducationUK #HigherEd #HigherEdLife #Academic #AcademicChat #Academia #Learning #Teaching #Schools #EdTech #LearningDevelopment #loveLD #loveHE #pedagogy #MOOCs #Lego #Research #Geography #Geographer #Digital #DigitalCapabilities #Technology #AI #NVivo #SocialResearch #SocialMedia #Academies #Governance #SchoolGovernor #Trustee #Charities

:orcid: https://orcid.org/0000-0002-5254-1349
:wp: http://www.LeeFallin.com

Avoid social media user joins yet another platform. I’m looking forward to connecting with colleagues, friends and interesting people.

My topics: #Education #EducationUK #HigherEd #HigherEdLife #Academic #AcademicChat #Academia #Learning #Teaching #Schools #EdTech #LearningDevelopment #loveLD #loveHE #pedagogy #MOOCs #Lego #Research #Geography #Geographer #Digital #DigitalCapabilities #Technology #AI #NVivo #SocialResearch #SocialMedia #Academies #Governance #SchoolGovernor #Trustee #Charities

:orcid: https://orcid.org/0000-0002-5254-1349
:wp: http://www.LeeFallin.com

Avoid social media user joins yet another platform. I’m looking forward to connecting with colleagues, friends and interesting people.

My topics: #Education #EducationUK #HigherEd #HigherEdLife #Academic #AcademicChat #Academia #Learning #Teaching #Schools #EdTech #LearningDevelopment #loveLD #loveHE #pedagogy #MOOCs #Lego #Research #Geography #Geographer #Digital #DigitalCapabilities #Technology #AI #NVivo #SocialResearch #SocialMedia #Academies #Governance #SchoolGovernor #Trustee #Charities

:orcid: https://orcid.org/0000-0002-5254-1349
:wp: http://www.LeeFallin.com

@netzpolitik_feed Interessant! Dass wusste ich nicht, dass wir da in Ö da mal die Nase vorne haben. Da hilft die kleine Größe des Landes wohl etwas, wobei bei uns durch den Föderalismus mit neuen Bundesländern und den lokalen „Kaisern“ oft genug gute Dinge blockiert werden. Das ist in D definitiv wohl noch viel ärger…

Über die Qualität der -#MOOCs kann man streiten und vor allem… gibt‘s Konsequenzen wenn jemand diese verweigert. Denke nicht.

Anyone has here some good advice or work flows on how to improve writing in a #researchgrant and how generate more #ideas for #research ?

I would be especially interested in good #books, #MOOCs or other resources I can study on my own.

US Justice Dept reaches agreement w UC Berkeley re #accessibility #a11y: "Much of this online content is not accessible to people with disabilities because it lacks captions and transcripts ... and alternative text .... It is also formatted in a way that does not allow individuals with disabilities to access the content using screen readers or other assistive technology." #HigherEd #Moocs https://www.justice.gov/usao-ndca/pr/justice-department-secures-agreement-university-california-berkeley-make-online

To spread the news about a free online course on AI for beginners here on Mastodon too, here’s a nice piece on Wired UK from a couple years ago #ElementsofAI #ArtificialIntelligence #MOOCs #learning #FutureSkills #UniversityofHelsinki #MinnaLearn https://www.wired.co.uk/article/finland-artificial-intelligence-online-course

This Atul Gawande story seems particularly germane to #MOOCs: newyorker.com/reporting/2013…

Spreading Slow Ideas