E-Learning-Inclusivo (Mashup)

This study actually proves that digital/online learning is generally more effective than traditional learning. I can honestly say that I was a bit surprised. I am a firm believer in classroom settings as I felt as if I was "forced" to pay a lot more attention when sitting in front of the teacher, but I guess I am not the majority. 
Now the next question is "which kind" of digital learning is best: distance education, online learning or blended learning? If I had to guess, I would guess blended learning, because it combines face-to-face teaching with online learning. That leaves the students and teachers with a lot more options for communication and learning/teaching methods.

accessibility - free online tutorials

Another MOOC report, this time from University of London. Section 6 specially interesting for MOOC making. 

Project Planning a MOOC

The course teams involved with our MOOCs included experienced academics with familiarity in developing materials on a learning platform. Nonetheless, for each of them it was their first experience of MOOCs, as it was for the project planning team.

Delivering a MOOC

A range of styles and learning methods were adopted by the four MOOCs, appropriate to the subject matter covered. A MOOC structure of six weeks and 5-10 student effort hours per week of study appeared to be just right for the majority of students (55%). Some considerations for future delivery include:

< Well designed announcements at the beginning and end of each week that articulate with the topic coverage, learning activities and assessment methods can be effective at maintaining student interest and motivation.

< Management of forum threads and posts is a critical factor in dealing with massive scale short courses to ensure the majority of students are not affected negatively by the behaviour of a small number of the community, while preserving the openness of the discussion areas.

< The Coursera platform tools are significant and comprehensive in terms of plotting overall student activity, allowing evaluation of assessment data, as well as usage statistics on video resources and other learning activities; however, further refinement of these tools to enable both students and teaching staff to understand their progression at an individual level is necessary (and underway).

** Learning Resource Development

University of London MOOC Report .

I Barney Gracinger, U. London

"If the two concepts are so different, what does that mean for you? Well, it means that you have a lot of options when it comes to creating your own learning materials.

Gone are the days of creating worksheets and relying on PowerPoint presentations. You can now create materials to encourage learners to actually lean in and get involved with what’s happening."

Another MOOC report, this time from University of London. Section 6 specially interesting for MOOC making. 

Project Planning a MOOC

The course teams involved with our MOOCs included experienced academics with familiarity in developing materials on a learning platform. Nonetheless, for each of them it was their first experience of MOOCs, as it was for the project planning team.

Delivering a MOOC

A range of styles and learning methods were adopted by the four MOOCs, appropriate to the subject matter covered. A MOOC structure of six weeks and 5-10 student effort hours per week of study appeared to be just right for the majority of students (55%). Some considerations for future delivery include:

< Well designed announcements at the beginning and end of each week that articulate with the topic coverage, learning activities and assessment methods can be effective at maintaining student interest and motivation.

< Management of forum threads and posts is a critical factor in dealing with massive scale short courses to ensure the majority of students are not affected negatively by the behaviour of a small number of the community, while preserving the openness of the discussion areas.

< The Coursera platform tools are significant and comprehensive in terms of plotting overall student activity, allowing evaluation of assessment data, as well as usage statistics on video resources and other learning activities; however, further refinement of these tools to enable both students and teaching staff to understand their progression at an individual level is necessary (and underway).

** Learning Resource Development

University of London MOOC Report .

I Barney Gracinger, U. London

Another MOOC report, this time from University of London. Section 6 specially interesting for MOOC making. 

Project Planning a MOOC

The course teams involved with our MOOCs included experienced academics with familiarity in developing materials on a learning platform. Nonetheless, for each of them it was their first experience of MOOCs, as it was for the project planning team.

Delivering a MOOC

A range of styles and learning methods were adopted by the four MOOCs, appropriate to the subject matter covered. A MOOC structure of six weeks and 5-10 student effort hours per week of study appeared to be just right for the majority of students (55%). Some considerations for future delivery include:

< Well designed announcements at the beginning and end of each week that articulate with the topic coverage, learning activities and assessment methods can be effective at maintaining student interest and motivation.

< Management of forum threads and posts is a critical factor in dealing with massive scale short courses to ensure the majority of students are not affected negatively by the behaviour of a small number of the community, while preserving the openness of the discussion areas.

< The Coursera platform tools are significant and comprehensive in terms of plotting overall student activity, allowing evaluation of assessment data, as well as usage statistics on video resources and other learning activities; however, further refinement of these tools to enable both students and teaching staff to understand their progression at an individual level is necessary (and underway).

** Learning Resource Development

University of London MOOC Report .

I Barney Gracinger, U. London

Planning an online course takes a great deal of work up front. You have to create an online infrastructure for learning to take place (the learning management system (LMS)). You have to plan a syllabus for the online environment. You have to plan assignments and assessment. And, you have to develop a calendar with attainable weekly tasks.