MIT and German research on the [appalling] use of video in xMOOCs
Hansch, A. et al. (2015) Video and Online Learning: Critical Reflections and Findings From the Field Berlin DE: Alexander von Humbolt Institut für Internet und...
10 key takeaways about differences between classroom, blended, online and open learning
Lucky readers: you get a bonus! This is really a brief summary of all of the ten previous posts on this topic, which constitute...
A future vision for OER and online learning
For each chapter of my online open textbook, Teaching in a Digital Age, I am developing imaginary but hopefully realistic scenarios. In this scenario,...
Networking (and novelty) as criteria for media selection
Almost there! This section covers the 'N' in the SECTIONS model for the chapter on media selection for my online open textbook, Teaching in...
Seeking the unique pedagogical characteristics of social media
Social media are still in a very volatile state of development, and many faculty worry about the negative aspects of students who are continually...
A ‘starter’ bibliography on MOOCs
For the increasing number of students doing Masters' dissertations or Ph.D's on MOOCs I have collected together for convenience all the references made in...
Why MOOCs are only part of the answer for higher education
OK, except for the next post, which will be a list of publications on MOOCs for graduate students studying the topic, and a scenario for...
The strengths and weaknesses of MOOCs: Part 2: learning and assessment
The writing of my book, Teaching in a Digital Age, has been interrupted for nearly two weeks by my trip to England for the...
The strengths and weaknesses of MOOCs: Part I
How many times has an author cried: 'Oh, God, I wish I'd never started on this!'? Well, I wanted to have a short section...
What students learned from an MIT physics MOOC
Colvin, K. et al. (2014) Learning an Introductory Physics MOOC: All Cohorts Learn Equally, Including On-Campus Class, IRRODL, Vol. 15, No. 4
Why this paper?
I...