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John Hawks
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John Hawks

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David R. Bachinsky's profile photoEnrico Lucci's profile photoMatt Whitlam's profile photo
 
Perhaps there were no modern humans until Neanderthals and some other population interbred,  perhaps modern humans are a Neanderthal Hybrid
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John Hawks

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Neat article on the "disruption" of MOOCs
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Here's a post by Kris Olds, considering the current global landscape of MOOCs, a lot about their Canadian origins, and the way that Australia and European sources are reacting. 
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This is a post from two years ago, (embryonic MOOC time) but has a great point about the progress through a course:

"We’ve noticed, MOOC after MOOC that weeks 3 and 4 are the most difficult for students. The ‘newness’ of it all has faded at this point, we’ve covered some of the more basic material, and for many participants, its enough time that they start to sit back and reflect on the experience and evaluate if this is something that they are going to be able to commit 6 more weeks to. Why finish the course? Why continue to participate? How do I get the most out of this process?"
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Wow, here's a bombshell. California legislature to require universities to accept online classes from other institutions?
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Have them in circles
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John Hawks

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I have Denisovan and Neanderthal DNA. My mother's ancestry includes Native American and European. My father's parents were from Galatia (Russia) a melting pot for central Asia.  According to the test- my genes were among the first out of Africa and in the first wave across the Bering Strait. After that it's still a bit vague.
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Thanks!
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edX as an open platform? The big problem with MOOC providers is they don't make it easy to do courses asynchronously, or to provide materials in support of on-campus courses. An open platform might get around those problems.
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Well the advantage will be the community, as always so much ideas will improve the project quickly. Congrats because the decision!
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Really useful observations by Ryan Tracey, thumbs-up and thumbs-down recommendations on different aspects of the recent MOOC.
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A bit of math on the MOOC input to output cost ratios:
 
Duke has produced a report on their Bioelectricity MOOC Fall 2012[1]

From the report, I get these ratios:
Input Hours:Content Hours = 620:11.2 = 55.4
(# Completed*Content Hours):Input Hours = 313*11.2:620 = 5.7

How do these ratios compare to other examples? to face-to-face teaching of 313 students?

It would appear the MOOC approach was inefficient in this case given the "high" input:content ratio relative to the "low" completed:input ratio. 

The approach potentially gains efficiency if 1) authoring time is reduced or crowd-sourced and/or 2) a course remains on-line, accumulating student completions beyond the course "end date".

Another way to look at this is in salaries versus fees. 
Pick a rate, say $27.59/hour[2]. 
Input Hours*Rate = 620*$27.59 = $17,105. 
Divide by # Completed and you get $17,105/313 = $54.65. 

The cost per credit hour at Duke is $1,271[3]. 

Do you see the potential for a 95.7% cost reduction here?

[1] http://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/6216/Duke_Bioelectricity_MOOC_Fall2012.pdf
[2] http://www.salarylist.com/company/Duke-University-Salary.htm
[3] http://www.collegeview.com/schools/duke-university/tuition
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