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Researchers are gaining a better understanding of how people learn—both what works and what doesn’t go so well—in the classroom. The next step is t 
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Four years after the launch of edX, the data generated by massive open online courses still mystifies many institutions. Could inter-university collaboration unlock the secrets to better course delivery?
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The issue progresses from a simple definition and explanation of what big data is into more complex issues.
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Massive open online course providers are collecting troves of data about their students, but what good is it if researchers can't use the information?
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QUT is looking to tap the power of analytics with a plan to mine data from multiple systems including massively open online courses.
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How can Learning Analytics be used to bring about the true revolution traditionally assumed for MOOCs? With audiences in the thousands of users, the key is mass
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TED Talks Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn.
Each keystroke, comprehension quiz, peer-to-peer forum discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed and, most importantly, absorbed.
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Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation
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Insufficient academic preparation is a major barrier to student success in higher education in the United States, and a large percentage of students who require remedial education become mired in courses that are taught using the same deficit-based pedagogy that contributed to their failure to master the curriculum in high school. In 2011, declining state revenues in California and shrinking budgets for education prompted a review of massive open online courses (MOOCs) as a means to improve access to college. However, MOOCs are often designed for students who already possess the kinds of study skills and habits that many remedial students lack. Could a MOOC be designed to serve remedial students without strong study skills and habits? Crafting an Effective Writer: Tools for the Trade (CEW) was designed to create a noncredit option for remedial students to help build their skills before they enter college and thus reduce the remedial instruction needed.
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In a paper published this spring, the CSAIL team outlined some key findings on what online learners want from videos. These include:
Stephen Bright's curator insight,
July 29, 2014 6:06 PM
Analysis from MIT about the features of online videos used in MOOCs that online learners prefer. Interesting analysis for MOOCs but these features could be applied to videos used in any implementation of blended learning.
Also shows that the slick, production theatre videos with a highly professional look may not be the ones that students prefer to watch. 
Nigel Robertson 's curator insight,
July 31, 2014 8:04 AM
What we already knew and any academic should intrinsically understand this if they are in tune with the people they teach,
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MOOCs should be the Holy Grail of student data, but they aren't there yet.
One of the great promises of massive open online courses, besides making education more accessible for more students, is the treasure trove of student data collected on a grand scale.
Large amounts of data are exactly what higher education needs to stay relevant in this era of disruptive change, as Arizona State University's Adrian Sannier pointed out in his keynote at last year's Campus Technology annual conference. The only way to make sure colleges and universities are continually boosting student success, he said, is evidence-based pedagogy. And that requires scale: "You can't take evidence one class at a time, one person at a time — it takes too long, you don't get a broad enough sample…. I'm not sure you can do it at a university, at a single institution. You may not have enough scale, you may not have enough size."
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Stanford's Lytics Lab gathers data from massive open online courses to learn more about how we learn. The group studies student behavior to measure interaction and performance. Via Dr. Susan Bainbridge
Marci Segal, MS's curator insight,
April 13, 2013 10:57 AM
Good to have a peek inside what's going on, eh? Ready to take the plunge? 
Daniel Tan's curator insight,
July 4, 2014 9:42 PM
The greatest contribution of MOOCs to education will not be the demographic and geograhic reach it claims to provide, but the disruption it creates on the limitations and previous beliefs of the instructivist pedagogy model. Data and learning analytics will document how the student, and more specifically, how the brain learns. The truism that "(s)he who speaks the most learn the most" will be based on data Collected and analyzed. For now, we content that in teaching a class, that teacher has learned the most. :)
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So where will online growth come from? A report last week from Moody’s indicated that massive open online courses (MOOCs) represent a “pivotal development” in higher education and could revolutionize the industry.
A ton of educational innovations are coming down the pike as a result of big data, which effectively turns “learning” – heretofore somewhat ineffable – into a living, breathing body that can be monitored: closer to medicine than education has ever been.
It is for this reason – the “massive” element – that MOOCs may prove to be important. With mass comes big data. And with big data comes better product and engagement of traditional age students. But massive courses aren’t the only path to big data. Smaller courses with much higher completion rates could prove to be a better source of data.
Regardless, in the coming years education research will allow us to check the two hard boxes: product and engagement of traditional age students. Real growth for online education – what we call Online Education 2.0 – will come when we’re firing on all four cylinders, not just two.
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