The purpose of this document is two-fold: - to offer an online history of the development of the Massive Open Online Course (MOOC) - to use that history to describe major elements of a MOOC Each chapter of this guide looks at one of the first MOOCs and some early influences. It contains these parts: - a description of the MOOC, what it did, and what was learned - a description of the element of MOOC theory learned in the offering of the course - practical tools that can be used to develop that aspect of a MOOC - practical tips on how to be successful Contribute to this Book You are invited to contribute.
“ MOOCs and Beyond” is the title of issue number 33 of eLearning Papers, a quarterly online magazine published by the European Commission. Guest edited by Dr Yishay Mor, Senior Lecturer in Educational Technology at the UK’s Open University, he believes the publication is coming out in an “incredibly timely” moment, at a point when “we are getting over the initial excitement about MOOCs [Massive Open Online Courses] and people are trying to get a more critical view” about them.
While MOOCs are new, scholars have wrestled with questions about cultural barriers for years in the OER community. Some educators worry a one-way transfer of educational materials from the rich north to the poor south will amount to a wave of “intellectual neo-colonialism.” Lani Gunawardena is the co-author of a forthcoming book on global culture and online education.
Millions of students have signed up for massive open online courses, and hundreds of universities are offering some form of Web-based curriculum.
Recently I wrote a post arguing that xMOOCs such as Coursera, edX and Udacity will likely evolve and that “while the current examples of massive online courses are interesting, the real potential of MOOCs will be revealed in future generations.” Today Antioch College announced that it is creating a new MOOC-for-credit partnership with Coursera. The key points as summarized by Tony Bates (via Inside Higher Ed article ):
One way to approach evaluation can be to try to define what would indicate that an intervention or change has been successful.
The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Cousera highlight what happens when pedagogical methods fail to adapt. Divided pedagogy
I'm going to delete these MOOC blogs in a couple of weeks because they aren't interesting.
February 14, 2013 Martin Bean
Like traditional education institutions, identity and reputation are important in MOOCs.
Like many educators I know, the start of 2013 has been about MOOCs. I’ve been participating in #etmooc — the Educational Technology & Media MOOC started by Alec Couros, Alison Seaman and a great team, and #edcmooc — E-learning & Digital Cultures , organised by another great team at the University of Edinburgh (and hosted by Coursera). Both have gotten off to lively starts, with thousands participating and activity spread across Google+ Communities, Twitter, Facebook, course blogs and thousands of participant blogs, among other places.
I’ve been taking the Coursera course Fundamentals of Online Education for the last week.
On December 14, 2012, a group of 12 assembled in Palo Alto for a raucous discussion of online education. Hybrid Pedagogy contributors Sean Michael Morris and Jesse Stommel gathered together with folks from a diverse array of disciplines and backgrounds, representing STEM fields, the humanities, schools of education, corporations, non-profits, ivies, community colleges, and small liberal arts colleges.
Do MOOCs inherently help develop digital literacies?
You may have seen this week’s announcement from Instructure of their new Canvas Network to support MOOCs and other open courses. Blackboard has already been dipping its toe in this water, having had Curtiss Bonk run a MOOC on CourseSites.