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Less than 10 percent of MOOC students, on average, complete a course. That's the conclusion of Katy Jordan of Open University, who published her analysis, pul Via Nik Peachey, Peter Mellow 
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This Is Generation Flux: Meet The Pioneers Of The New (And Chaotic) Frontier Of Business was recently published by Fast Company. It's intent is to introduce and describe some of the key movers and ... Via Grainne Conole
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A Georgetown professor uses Google+ to transform a classroom full of students into a community of learners. See how.
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You need to detect student problem areas and make corrections before it's too late. The new course Retention Center in Blackboard Learn automatically brings ...
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In order to implement modern technology in your classroom, you better know about the important skills modern teachers must have in order to succeed. Via NikolaosKourakos
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As project-based learning picks up steam, faculty members are turning to innovative software tools to foster better collaboration among students.
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Promoting student cooperation and teamwork. Exploring tools for teamwork.
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The mismatch between some academics and social media is not so much fear of technology, but concerns over losing control, says Claire Warwick, but spare them the beginner's guide
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TEENAGE giggles and lively classroom chatter spilt into the hallway at University of NSW's museum of human disease.
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by Brian Lamb It’s risky to talk about wikis as if they’re all the same. In practice, the term wiki (derived from the Hawaiian word for "quick") is applied to a diverse set of systems, features, approaches, and projects. Even dedicated wikiheads engage in perpetual arguments about what constitutes true wikiness. But some fundamental principles (usually) apply.2
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The possibilities inherent in digital learning won't in and of themselves flatten the global playing field for students, according to new research, unless we first give attention to the idea of creating "connected learning environments."...
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In his Coding Horror blog, Jeff Atwood makes the case that online discussions should be flat rather than threaded. “Flat” means a discussion consists of a single linear chain of message...
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Despite the tremendous growth of online education programs, student retention for online courses remains problematic. The attrition rate from online universities is often cited as 20% to 50% (Diaz, 2002). Via Dr. Susan Bainbridge
Nancy L Zingrone's curator insight,
December 13, 2012 11:17 PM
A good list of requirements that focus on the need to respond fast and with empathy and encouragement.
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Publication » Second Life: Harnessing Virtual World Technology to Enhance Student Engagement and Learning.
ABSTRACT Technology is often used in higher education to deliver a range of online materials to students. Most commonly this online delivery occurs through learning management systems such as Blackboard, Moodle and Sakai. However, with the emergence of virtual worlds there is an opportunity to harness this technology to enhance student engagement and learning in new and innovative ways. Outlined in this paper is an examination of how Second Life has been used in three pilot studies at the University of New England and argues that there are effective gains to be made in the future by using this medium for learning and teaching, particularly for off-campus
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To established members of the higher education community, the idea of using digital badges to mark academic accomplishments might seem juvenile, like getting a gold star on a kindergarten alphabet test instead of a real grade. However, many of the academics who are tied to technology see badges as harbingers of an educational revolution, and they might be right.
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From
qz
Online education has been around for a long time. But massive open online courses are finally making it respectable. Maybe even cool. Let’s not forget, though, that they are still experiments. Via Dr. Susan Bainbridge
Dr. Susan Bainbridge's curator insight,
March 22, 2013 3:46 PM
Good insights into the future and design of online learning. 
Roberto Ivan Ramirez's comment,
April 11, 2013 7:55 PM
Why boring? not is enough the online tools and activities, or need other innovative systems and models
Andreas Kuswara's curator insight,
April 17, 2013 9:38 PM
“Before smartphones, we went online roughly five times a day, in long chunks, according to Joe Kraus, a partner at Google Ventures. Today, with smartphones, it’s 27 times, in much shorter bursts. Twentieth century instructional methods just don’t work as well for busy, distracted 21st-century learners.”
Well written and concise sobering and critical opinion piece; can help us refocus on few critical points in designing MOOCs or any online learning actually, especially when you are in the high euphoric phase.
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A Georgetown professor uses Google+ to transform a classroom full of students into a community of learners. See how.
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Are your students reading what you're displaying?
Professor of Instructional Technology Scott Fredrickson and Associate Professor of Educational Administration Patricia Hoehner, both of the University of Nebraska at Kearney, provide eight factors to consider when presenting text for online courses.
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A Kansas State University scholar finds himself rethinking the fundamentals and questioning whether technology is the best way to engage students.
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Some thoughts about the PLE. Some of the comments are very thought provoking also!
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MORE Australians are eschewing traditional textbooks to seek out online instructional videos on everything from science to cooking.
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Could this free video conferencing platform provide a way for a Michigan university to perform student teacher observations when the distance was too far to drive?
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Turn facilitation responsibilities to your students in the online classroom. This will empower students, increase participation, and improve learning.
Learning Futures's insight:
Some tips regarding asking students to facilitate discussions online: Start, Steer and Summarize
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This project sought to identify effective strategies that teachers can use within a blended learning environment to enhance learner engagement and achievement. A mixed-method approach was used to collect and analyse data. In total, 541 participants from two North Island universities participated in this project.
Ten effective engagement strategies were identified, covering engagement at the beginning of a course, during a course, and re-engaging learners.From the project findings, five conclusions were reached...
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Some main points:
"Less than 10 percent of MOOC students, on average, complete a course. That’s the conclusion of Katy Jordan of Open University"
"But with no negative academic consequences from dropping out, that information is less about the effectiveness of the courses themselves, and more about the reasons people might be enrolling, she said."
This blog post does discuss some reasons why students enroll in MOOCs, but doesn't really talk much about why they drop out.
One big reason - FRUSTRATION. When a learner gets stuck and can't get individualized meaningful feedback, it creates a failed learning experience. I think we discount how important those personal encounters are in helping learners.