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MOOC News Roundup — Tackling Job Openings and Unemployment

Welcome. Here’s your roundup of MOOC News for June 9, 2013

MOOC News RoundUp

Derek Giovanni via Flickr

The hip thing this week is to identify your favorite data points from Mary Meeker’s (of Kleiner, Perkins, Caufield, Byers VC firm) annual Internet Trends slide deck. You probably already knew that MOOCs are growing (slides 99-101). And there’s a ton more in there about online education generally. But a couple pieces of information stood out to me as interesting for anyone tracking the progress of MOOCs. Slide 88 points out that the projected annual deficit in graduates vs. jobs openings in computer science is 71,000 per year. Slide 90 says that a selection of five large tech companies collectively have 10,000 job openings right now in the U.S. Anyone still wondering why Georgia Tech wants to scale its master’s in computer science for 10,000 students over three years?

On the other end of the employment stick, another Arabic-language MOOC was announced this week. Silatech, a Qatar-based employment readiness NGO is partnering with Alison, the Irish online education site, to translate Alison’s portal and several courses into Arabic. Alison particularly focuses on job and career advancement skills with its courses, and this translation project is targeted at youth employment in Arabic-speaking countries.

We previously reported that edX was going to release the platform’s source code for open use, so schools or anyone else can build their own courseware, and that they were partnering with Stanford to bring in its Class2Go code, to boot. The code was released this week. You are now free to roll your own.

While we’re on the subject of Stanford MOOCs, some of their classes tend to fall through the cracks. You’ll find courses from individual Stanford professors on Coursera and edX, but there are are also courses on Coursebuilder, Venture Lab and Class2Go. They’ve got all these collected under one portal at Stanford Online. The next one up is Design Thinking Action Lab through the Epicenter engineering project.

Hybrid Pedagogy, the people behind MOOCMOOC are conducing a one-day online event on June 15 on “MOOCification,” the idea that MOOC pedagogy can be applied to other campus-based and hybrid contexts.

People interested in developing and running a cMOOC about cities titled CityMOOC are invited to join a Google Plus community to discuss it.

We’re excited about the announcement of a new research initiative, called MOOC Research, sponsored by the Gates Foundation and Athabasca University and with the heavy involvement of George Siemens. They’ll be making grants, publishing papers at a research hub and hosting a conference in December.

If the Pope or any of the Cardinals of Vatican City are reading this, you can now build and participate in MOOCs in Latin. Eliadamy is a free learning management system based in Finland that is differentiating itself by supporting lots of localization and now includes supports for teachers working in 14 languages. They’re planning on 40 languages by the end of the year.

Perhaps somewhat more useful than that, Eliademy also released a mobile app last week.

Speaking of mobile MOOCing, remember when the FutureLearn chief took a swipe at how slow other platforms were in developing their mobile platforms? Well, they’ve made their own progress in the meantime by picking out the drapes. (You’re going to want to flip down your sunglasses for this.) Still no sign of classes, though.

Last but not least, though least surprising by this point, the University of Chicago is in.

Is there any big news we’re missing? Let us know in the comments, or be in touch through the contact form. In the meantime, to get this news roundup in your email box, be sure to sign up for our newsletter.

Robert McGuire (52 Posts)

My content marketing services firm provides all-in-one external staff solutions for companies looking to grow their business through thought leadership. I started MOOC News & Reviews in 2013 out of a fascination with the economic, demographic and technological forces impacting edtech, online education and higher education, and I wanted to provide a forum for serious discussion of this new phenomenon. I love building communities of writers engaging in lively critical dialogue about emerging issues.