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The MOOC Moment and the End of Reform A shortened version of this paper was given at UC Irvine last week, with the great Tressie McMillan Cottom talking about MOOCs and for-profit education. You can see video of both of us and the respondents here. Much thanks to Catherine Liu, Michael Meranze, and Peter Krapp for organizing and participating. The MOOC phenomenon has happened very quickly, to put it mildly. The MOOC phenomenon is also a shift in discourse, a shift that’s happened so quickly and so recently, that it fills up our mental rear-view mirror. This is why it’s interesting to note that Inside Higher Education’s new booklet of essays, “The MOOC moment,” introduces its subject by writing that: “The acronym MOOC (for massive open online course) first appeared in Inside Higher Ed in December 2011, in reference to a course offered by a Stanford University professor. For example. Where does such a person get this kind of conviction? I mean that in two different ways. I’m evoking two kinds of time here. For example.

Quels modèles économiques et pédagogiques pour les MOOC ? 1En matière de formation à distance, le modèle économique le plus souvent retenu est celui des économies d’échelles. Exprimé simplement, il s’agit de réduire les coûts par étudiant en tirant parti du fait que, dans une formation à distance les coûts fixes sont habituellement élevés alors que les coûts variables sont généralement réduits. En fonction de cette structure de coûts, il est possible de réduire les coûts fixes par étudiant en répartissant ceux-ci entre un grand nombre d’étudiants, ce qui justifie l’ambition affichée par ce type de formation de viser le grand nombre pour offrir aux apprenants une formation à prix réduit. À ce propos, John Daniel vante les mérites des méga-universités c’est-à-dire des universités qui comptent plus de 100 000 étudiants en les présentant comme une voie d’avenir pour l’université de demain, du moins pour les pays en développement. 4Pour ce qui est des coûts variables, tout dépend du modèle pédagogique que l’on a choisi d’implanter.

Master%27s%20Thesis%20-%20Louren%c3%a7o%20Bento.pdf 5 Potential Ways MOOCs Will Evolve In order to understand where MOOCs are heading (at least taking a stab at guessing their future), it’s important to know what the stated goals are. In case you’re still new to MOOCs, here’s a helpful rundown of the guiding principles behind MOOCs : Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time. An earlier list (2005) of Connectivist principles from Siemens also informs the pedagogy behind MOOCs: Learning and knowledge rest in diversity of opinions. Now that you’re a MOOCs expert, let’s examine where they could lead. 1) Most Likely: More Startups, More Schools Offer MOOCs 2) Sorta Likely: Many Schools Join edX & Similar Alliances, Large Companies Try To Make Money Off MOOCs

On-Campus or Online?: Two Generations Compare MOOC Experiences Hello everyone. This is Robert McGuire with MOOC News and Reviews, and today we have a very interesting interview. We’re going to hear from two students who were learning the same online material from different perspectives and for different reasons and at very different points in their careers. However, they have something else in common that should make this an interesting discussion. [Enjoy this interview with two generations of Duke University students who compare MOOC experiences. Before I introduce them, let me explain what class in common they had. Most recently, Professor Noor taught that MOOC and at the same time adapted his on-campus class into a flipped version where the Duke University undergraduates followed along while the masses of people around the world were in the MOOC, and the Duke students were doing that as their homework, and then they would come to the lecture hall for small group work. Wu Yep, that’s right. McGuire Welcome James. Wu Thank you. Welcome Ben. Somberg No.

Les MOOC changeront-ils le rôle des universités ? 1À propos de l’usage des MOOC, Bernadette Charlier pose deux questions de fond. Comment améliorer le fonctionnement des universités tout en garantissant un enseignement de qualité ? Quel rôle peut-on assigner à l’université dans une société où les adultes poursuivent leur formation tout au long de leur vie ? « Enfin, au-delà des enjeux de marketing qui semblent mobiliser certains, les MOOC ne seraient-ils pas une occasion à ne pas manquer de se centrer davantage sur la qualité de l’enseignement à l’université et sur les missions de l’université de demain ? Il s’agirait en effet d’interroger l’ouverture de l’université, la nature des savoirs ou des connaissances transmises ou construites ainsi que les effets des dispositifs offerts sur et pour les apprenants et, plus largement, pour la société. » 1 On peut pratiquement tout apprendre avec un livre. 2L’efficacité et l’efficience de l’enseignement peuvent-elles être améliorées par l’usage de MOOC par les étudiants ?

MOOCs - Massive Open Online Courses - University of South Africa (UNISA) Mobile There are thousands of free images,architectural designs, artefacts, graphs, maps, artworks, photographs, video clips, texts, educational works, etc. on the Creative Commons website - see link below. There are various licences to choose from. Read their conditions carefully. Material under Creative Commons licences may be included in theses and dissertations, as long as the conditions of the licence are abided by and that the non-commercial licence does not apply. Creative Commons have a number of different types of licences, e.g. Attribution Attribution Share AlikeAttribution No DerivativesAttribution Non-CommercialAttribution Non-Commercial SharealikeAttribution Non-Commercial No DerivativesCreative Commons Zero (CCO) Creative Commons licences are irrevocable, so make sure you are selecting the correct one if you want to publish your works under one of these licences.

Why we want MOOCs (even though they might work best in theory) › Hybrid Publishing Lab Notepad Reading about the “revolution of college education” or the “year of the Massive Open Online Course (MOOC)”, you might think that the MOOC concept has been invented just recently. But as often noticed: concepts evolve from previous concepts. The original idea of MOOCs came up in the 1960s and there were run some successful MOOCs as early as 2008. Moreover, there are two different schools of thought behind the MOOC idea, they are currently referred to as „xMOOCs“ and „cMOOCs“: Those initiatives by Stanford and Harvard and their partners (platforms such as Coursera and edX) represent the xMOOC-model whereas the cMOOC-model goes back to the connectivism theory by George Siemens, a professor at Athabasca University in Canada, and has been in practice since 2008. While in the US the buzz has focused on the top tear universities, in Germany, the latter model seems to obtain a lot of attention and I think there are good reasons for this. The “xMOOC”-model

MOOCs, Courseware, and the Course as an Artifact As Phil mentioned in his last post, he and I had the privilege of participating in a two-day ELI webinar on MOOCs. A majority of the speakers had been involved in implementing MOOCs at their institutions in one way or another. And an interesting thing happened. Over the course of the two days, almost none of the presenters—with the exception of the ACE representative, who has a vested interest—expressed the belief that MOOCs provide equivalent learning experiences to traditional college courses. On the other hand, there was widespread enthusiasm for using MOOCs as essentially substitutions for textbooks in classes that included instructors from the local campus. The obvious conclusion is that MOOCs are more of a threat to textbook companies than they are to universities. The Course as an Artifact: A Brief History Course artifacts, in and of themselves, are hardly new. This is not to say that the instructors and TAs in these classes add zero value over the textbook content.

Entretien avec Jean-François Bourdet et Nicolas Postec, sur l'évolution et la gestion des formations à distance 1Le président de la FIED, Pierre Jarrault, s’est entretenu avec Jean-François Bourdet (Centre de recherche en éducation de Nantes – Pole innovation en éducation de l’université du Maine) et Nicolas Postec (Pole de ressources numériques de l’université du Maine) pour évoquer leur expérience à l’université du Maine. Entre les premières offres d’enseignement à distance en 2000 et aujourd’hui, entre FOAD et MOOC, ingénierie, évaluation, économie, modes d’apprentissage, compétences, etc. ne cessent d’évoluer. Pourriez-vous nous rappeler vos implications, à l’un et à l’autre dans le domaine de la formation à distance ? Nicolas Postec : En tant qu’ingénieur de recherche, je suis directeur du Pôle de ressources numériques (PRN) de l’université du Maine chargé de la diffusion des usages du numérique pour l’enseignement et responsable du développement de la formation à distance à l’université. Quelle est l’offre de formation à distance de l’université du Maine ?

3_Instructional_Strategies_for_MOOCs.pdf Inequality in American Education Will Not Be Solved Online - Ian Bogost With funding tight, the state of California has turned to Udacity to provide MOOCs for students enrolled in remedial courses. But what is lost when public education is privatized? Unlit road at night (MRBECK/Flickr) One night recently, it was raining hard as I drove to pick my son up from an evening class at the Atlanta Ballet. There are ways to fix such dangers. Such is essentially the logic the state of California has adopted in its plan to offer online classes in the California State University System, a deal the state has struck with "massively open online course" (MOOC) provider Udacity. The startup, which has received more than $15 million in funding from Silicon Valley venture capitalists, will provide online classes in remedial and introductory subjects for students at San Jose State University (SJSU), in exchange for an undisclosed sum from the state. In response, California could reinvest in public schools and the profession of secondary teaching. That's the political situation.

What It's Like to Teach a MOOC (and What the Heck's a MOOC?) - Robinson Meyer They may be the future of higher education. But what do people who've, um, educated with them think? The chair of the University of California-Berkeley Computer Science Department called MOOCs a "cheating-rich environment." (Shutterstock / Rido) Yesterday, the start-up Coursera announced a collaboration with some of the nation's best research universities: It would offer their classes, for free, online. It would offer them in something called a MOOC: a Massive Open Online Course, made up of chunked quizzes, assignments and lecture videos. And accordingly, the New York Times gave the story the full biblical imagery treatment. But because MOOCs are so new, and so limited before yesterday's news, first-hand discussion of what it's like to teach one has been limited. Now we have some evidence.

Revue Matthieu Cisel (STEF, Cachan), Éric Bruillard (STEF, Cachan) RÉSUMÉ : Cette chronique retrace les grandes étapes de l’histoire des MOOC, ou Massive Open Online Courses, depuis l’apparition du MIT OpenCourseWare jusqu’à janvier 2013, en se focalisant sur les plates-formes américaines (Coursera, edX et Udacity). Elle présente les approches pédagogiques sous-tendant les différents modèles de cours et notamment la distinction entre MOOC connectivistes comme le premier MOOC francophone Itypa (cMOOC) et ceux orientés vers la transmission des connaissances (xMOOC). MOOC, cMOOC, xMOOC, Udacity, Coursera, edX, cours en ligne ABSTRACT : This chronicle describes the main steps of the history of MOOCs (Massive Open Online Courses), from the launch of MIT OpenCourseWare until January 2013; it focuses on U.S. platforms (Coursera, Udacity and edX). KEYWORDS : MOOC, cMOOC, xMOOC, Udacity, Coursera, edX, online courses 1. 2. 2.1. 2.1.1. 2.2. 2.3. 2.3.1. 2.3.2. 2.3.3. 2.3.4. 2.4. 2.4.1. 3. 3.1. 3.2. 3.3.