Earlier this morning I wrote my final Daily Wrap for the Observing and Analysing Performance in Sport small open online course (SOOC).
What a wonderful month it has been at the SOOC.
During November in Australia, Mark and Danny have been with me on the day shift in the Southern Hemisphere. In the Northern Hemisphere, Darrell and Adam have been the custodians of the SOOC.
As I was compiling the Wrap I received a link to a new version of Burn Note. This application takes communication to a different level. What’s a Burn Note?
A Burn Note is an online message which can be viewed only one time by the recipient. Each Burn Note is displayed using our patent pending Spotlight system for resisting copies. A timer starts when the recipient opens the note and automatically destroys the Burn Note once the recipient is finished reading it. Once a Burn Note has been deleted it cannot be viewed again.
In contrast, the Observing and Analysing Performance in Sport course will remain online and available. Adam Brimo writes:
The course will remain at the same url. What we can do to make it more open is remove it from the our homepage and remove or change the landing page to reflect that the course is open but no longer facilitated.
My hope is that more visitors will find the content relevant and interesting as it remains open. I am thinking it has the potential to become a dynamic wiki so that it updates links and references. We planned the course to be an introduction but we hoped there would be something for everyone.
To my knowledge this was the first SOOC of its kind. We aimed to present a fallible mode of sharing and to learn from the experience. I particularly liked the idea that it was an open course that encouraged non-linear journeys. I did enjoy the excitement of having Augmented Reality available from the first day if you chose to go there … as many did.
Whilst writing the Wrap, I received some timely links about massive open online courses (MOOCs).
Alan Levine (via a Stephen Downes alert) points out that in a recent Coursera Social Networks Analysis class:
61,285 students registered, 25,151 watched at least one video, 15,391 tried at least one in-video quiz, 6,919 submitted at least one assignment, 2,417 took the final exam. 1303 earned the regular certificate. Of the 145 students submitting a final project, 107 earned the programming (i.e. ‘with distinction’) version of the certificate.
You see, the course moves at the speed it wants to, not mine. This mode does not use any of the affordances of online learning to be able to flex time and space for me to do work- it just marches on everyone rowing the boat together (or falling over).
Ryan Stacey discusses 15 ways MOOCs will change education. Item 7 on pedagogy is:
While MOOCs typically comprise video clips and perhaps a quiz, they will inevitably include more instructional devices to assist distance learning (and remain competitive). Over time, content providers will supplement their core offerings with live webinars, interactive exercises, discussion forums, wikis, social networks etc. Some may even organise real-life meetups at selected sites around the world.
As of today we had 517 enrollments on the course. It has been the most delightful month of meetings and glimpses.
We had a total of 23,490 page visits from 91 countries.
32% of the visits were from Australia, 27% from the UK, 8% from the USA, 7% from India, 5% from Ireland, 2% from France, New Zealand and Greece.The Seeing and Observing and Augmented Reality pages proved particularly popular.
The wonderful thing about an open world is that we do not have to say we will be back … we will always be here.
[…] is a growing (daily) discussion of the structure of massive open online courses (MOOCs). Yesterday I linked to posts by Alan Levine and Ryan Stacey. Today I was interested to read Dave Cormier’s post […]