Massive open online courses are attempts to create open access online courses that provide no constraints on class size. They run over a defined period of time and are open to all. The early instantiations followed a pattern of ‘let’s put on a course here, right now’. More recent offerings take the form of free courses based on existing university teaching materials freely available online, with computer marked assessment and certificates of completion. Some courses have each engaged over one hundred thousand participants.
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- Tony Hirst on Publisher led mini-courses
- admin on Seamless learning
- Nataly on Seamless learning
- George on MOOCs
- Muvaffak GOZAYDIN on MOOCs
Admin
A MOOC is not a thing, it is a strategy: Hybrid Pedagogy have a good post on describing a purist MOOC
MOOCs are useful if credits and degrees can be obtained .
Now ANTIOCH University is doing is.
How to get credits and degrees from MOOCs
http://www.savecolleges.blogspot.com
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An interesting article in ‘Inside Higher Ed’ on how traditional universities are considering how to respond to MOOCs, and whether they should provide credit-gaining MOOCs.
http://www.insidehighered.com/news/2012/08/02/conventional-online-universities-consider-strategic-response-moocs#ixzz25luiMCDa
Daphne Koller, Coursera co-founder, gives a TED talk:
http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html
And Tony Bates responds:
http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/
A couple of relevant blog posts:
Geoff Cain lookas at MOOCs from an instructional design perspective, focusing on student motivation, facilitated connections, self-organisation and content curation http://cain.blogspot.ca/2012/07/why-moocs-work.html
Bonnie Stewart looks at the significance of ‘MOOC’ becoming a buzzword http://www.insidehighered.com/blogs/university-venus/slouching-towards-bethlehem-unpacking-mooc-buzzword
Hybrid pedagogy has an interesting post on “the march of the MOOCs”:
http://www.hybridpedagogy.com/Journal/files/MOOC_MOOC.html
Another related emerging concept is Cloud Learning Environments (CLEs). See:
Mikroyannidis, Alexander (2012). A semantic framework for cloud learning environments. In: Chao, Lee ed. Cloud Computing for Teaching and Learning: Strategies for Design and Implementation. Hershey, PA: IGI Global, pp. 17–31. http://oro.open.ac.uk/33220/
And:
International Workshop on Cloud Education Environments
Guatemala, 15 & 16 / November 2012.
http://ges.galileo.edu/cloud-education-environments-workshop/
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, Seb Schmoller now invites you to consider whether Mass Online Tutoring Systems (MOTS) might be the next big thing.
http://fm.schmoller.net/2012/07/the-emergence-of-mass-on-line-tutoring-systems-mots.html
Lefevre, co-founder of Epigeum, is quoted as saying (of courses like those offered by Coursera):
Human tutors are present but the delivery system allows them to operate largely at a meta level and therefore teach many more students than is possible via more traditional methods. ….. As anyone who has taken a course on these systems will attest, the learning experience does not feel impersonal. The effect is a rich, engaging experience far removed from the solitary browsing experience provided by OpenCourseWare.
[Thanks to Tita Beaven, Faculty of Education and Language Studies
The Open University]