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NovoEd, the Menlo Park-based massive online course program that aims to support social learning, is debuting on August 15 2013 an online entrepreneurship program. Supporting schools are big names in the business school world including Stanford University, Babson College (which has consistently topped the US News & World Report list of “entrepreneurship education” since 1995) and the Kauffman Fellows Academy among others. The program debuts with more than a dozen courses, including “Technology Entrepreneurship” offered in English, Mandarin, and Spanish by Stanford’s Chuck Eesley. Notable by his absence is Stanford’s Steve Blank, who offers his own “How to build a startup” class over at Udacity.
Here is the partial list of courses offered by NovoEd
- Opportunity and Entrepreneurship
- Technology Entrepreneurship Part 1
- Technology Entrepreneurship Part 2
To know more about the courses offered by NovoEd- Click Here
- Semi-synchronicity: Most MOOCs allow students to go through the course as a ‘semi-synchronous’ cohort of learners. That means each week the group receives the same assignment of video lectures, readings, quizzes and/or threaded discussions, but each member completes that course work on his or her own time. The design of semi-synchronous cohorts provides learners the opportunity to motivate each other as they go through the program.
- Course design: “Flipping the classroom,” or swapping classwork with homework, was first made popular by Khan Academy, and is one of the defining features of MOOCs.This way, the most of the learning happens not through a professor lecturing but by giving students access to course materials and having them study and explore them at home. Then in class, they put their new knowledge to work with role-plays, use cases, and exercises.
- Credentials: Many MOOCs offer college credit or certificates of completion, which help to legitimize and formalize the learning. At leading MOOC providerCoursera, 14 percent of courses offer verified certificates, for which registration costs between $30 and $100 depending on the course’s length and content. Seventy-five different Coursera courses offer verified certificates, through what the company calls its ‘Signature Track,’ and five of those offer college credit eligibility – they include Pre-Calculus and Algebra from UC Irvine, Calculus fromUPenn, and from Duke one class on genetics and evolution and another on bioelectricity.In the workplace, certificates function as an incentive for employees to complete optional training or skill development courses, because they’ll have something to show for all their work.
Taught by longtime Wharton professor Kenneth Shropshire, the online course is modeled after the popular Sports Ventures & Social Impact course that has been offered to Wharton undergrads and MBAs for years. It covers the business angles of such concepts as player salaries, unions, sports agents, stadiums and arenas, and media rights.
To Shropshire, taking the course online is an exciting prospect. “It is a new frontier, and it reaches such a broad audience in terms of both numbers and demographics,” he says. “It is exciting both to prepare the course with that in mind and to contemplate the feedback.” As of Friday, more than 20,000 individuals had signed up for the seven-week course. The large number and diversity of students is a major consideration for Shropshire in how he approaches teaching the online course, especially considering that the traditional in-class offering at Wharton has a student count of only about 60. “That’s part of the challenge,” he says. “To be able to deliver material that is democratic in terms of accessibility in both substance and level.”
According to the school, the online course will include weekly videotaped lectures featuring Shropshire describing various sports business concepts and illustrating them with real-world case studies involving the NFL, NBC Sports, and the FIFA World Cup. Additionally, a few of the lectures will include interviews with leading stakeholders in the industry
In the wake of massive successes in numbers and pro-interest in open access online courses studying comics and graphic novels both in the US and UK, the University of Colorado is gearing up for its own MOOC (massive open online course) starting on September 23rd with space for unlimited numbers. The Comics and Graphic Novels Course will explore the “governing question”: “by what terms can we discuss comic books as literary art?” The workload is set at 3-4 hours of work for students per week and will run for 7 weeks. Professor William Kuskin of University of Colorado, Boulder, who has been heavily involved in promoting the study of comics for some time, will teach the course. Remarkably, the Coursera hosted program is free to all who wish to sign up and there are no purchases required in terms of comics, though students may want to buy the comics anyway.
Mooc stands for a massive open online course.
It is an online course aimed at large-scale participation and open access via the internet
They are similar to university courses, but do not tend to offer academic credit
A number of web-based platforms – including edX, Coursera and Udacity – supported by top universities and colleges offer Moocs in a wide range of subjects.
Former US President Bill Clinton said recently the higher education industry needs to undergo a “dramatic change”.
“I think the only sustainable answer is to find a less expensive delivery system,” he said.
The Mooc could just be the answer. The question is, at what cost?
Click here to read more.
According to a survey of participants in courses on the Canvas Network,
- 76% students said they signed up because of the topic,
- 75% because it was free,
- 61% for professional development, and
- 44% because they wanted to find out what MOOCs are all about.
- It turned out that 72% of those who enrolled were themselves professional educators.
Students who enroll in massive open online courses (MOOCs) enroll mostly out of sheer interest in the topic, and when they don’t finish it’s often because life got in the way. The survey, conducted in May and June, polled 1,834 people from the Canvas Network registration database, including 696 who had just enrolled and 1,138 who had completed MOOC courses.
Although not a major motivation at time of enrollment, the study did find that credentials or college credit could increase MOOC completion rates. About two-thirds of respondents said they would be more likely to complete a MOOC that offered a certificate or transferable college credit. About 10% who didn’t complete noted lack of incentive as the main reason. Although the survey didn’t necessarily capture a representative sampling of all those who dropped out, of those who said they did not complete a MOOC, 68% said they got too busy and 20% said they lost interest. “Time is a very valuable commodity, and things do come up. When the course is electronic or virtual, it’s easier to walk away than it would be from an in-person engagement.”
The study also found that only 60% of incoming students planned to participate in MOOC discussion forums, but 72% of those who completed the course wound up engaging in online discussions. Students who were highly engaged in discussions were six times more likely to complete a course, according to the survey. Of the incoming students, 30% had taken a MOOC previously, most commonly with Coursera (81%), followed by another Canvas Network course (36%), an edX course (22%) or one from Udacity (20%). Many were building on prior higher education, meaning a four-year degree (19%), a master’s (37%) or a doctoral degree (11%).
“They tend to be lifelong learners or people who have advanced degrees already,” said Misty Frost, Instructure’s VP of marketing. “They’re people who are interested in learning — and interested in learning interesting things.” If they find that the material is not interesting, it’s easy enough for them to drop the course, she said. Perhaps that’s why the Canvas Network’s number-one course is one on “Gender Through Comic Books.” “It has that edutainment value,” Frost said. Instructure worked with Qualtrics to poll students in an effort to better understand what attracts MOOC students. The LMS provider is in the MOOC business to support its customers who want to experiment with the medium, she said.
Let your platter not be more full than what you could take in. Take 1 or 2 courses at a time.
Have a fixed study time just as like we have it the universities ans stick to the schedule. Most of these courses demand 5-7 hours a week. Don`t watch all the 5 lectures at one single stretch. Watch only one video per day and understand the indent of it.
Take notes as you watch the lecture. Pay utmost attention to the lecture as you would do in a traditional course. Sign out from G talk, Facebook and all the other distracting features such as ad`s in the sidebar. Keep all browser tabs closed except the one that is needed. Needless to say, avoid distractions at home/office and keep your cell phone in silent mode.
Participate in the discussion forums. Involve yourself in these discussion forums. I made many friends from many countries through the discussion forums. Ask your questions here, answer other students question. Be kind of others. I have seen lot of rude dominating activities in these discussion forums. Refrain from these kinds of activities and keep in mind that the professor keeps a eye on the discussion forums. Discussion Forums are meant to help others, so keep it clean.
Try honestly to solve the assignments. Here is a warning : If you go through the discussion forums, you will find the answers/solution tips, but avoid doing this. Only if you could not answer/dint understand the questions, go to the discussion forums. The objective is learn by doing, not learn by copying.
Tell to your family, friends and colleagues that you are taking a course. Put it up on your social media websites. This makes you accountable and answerable, hence, you would stay focused on completing the course.
Don`t do the course just for the sake of certificate. The certificate is just a piece of paper and has no real value in market or it will not help you get a promotion or increase the value of your resume. So, focus on learning concepts rather than certificate.
Video by Neal Gillis
Created through funding received by the University of Prince Edward Island through the Social Sciences and Humanities Research Council’s “Knowledge Synthesis Grants on the Digital Economy