Presented by: L.M Mkhonza
201006739
Background about MOOCs?
The History of MOOC.
Benefits of MOOC .
Possible challenges of MOOCs.
Types of MOOCs.
My fie...
MASSIVEUses the internet to
connect with others
on global scale

OPEN
Learning together in
digital modes

MOOC
ONLINE
No c...
The pre-history of MOOCs, electronic media.

Democratizing through openness and media.

When knowledge meets networks.
 You can organize a MOOC in any setting that has connectivity.
 You can organize it in any language you like.
 You can ...
It feels chaotic as participants create their own
content
It demands digital literacy.
It demands time and effort from ...
Network based.
Content-based.
Task based.
•

Bell, F. (2011) Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning. Inte...
History of moocs
History of moocs
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History of moocs

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A description of how far online learning has gone, how one can interact with any content in any cors

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  • A massive open online course is an online course aimed at unlimited participation and open access via the webIn addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user fora that help build a community for students, professors, and teaching assistants (TAs).
  • History of moocs

    1. 1. Presented by: L.M Mkhonza 201006739
    2. 2. Background about MOOCs? The History of MOOC. Benefits of MOOC . Possible challenges of MOOCs. Types of MOOCs. My field of interest. Topics I would like to pursue. List of Reference.
    3. 3. MASSIVEUses the internet to connect with others on global scale OPEN Learning together in digital modes MOOC ONLINE No charge for student COURSEMOOC covers a single topic
    4. 4. The pre-history of MOOCs, electronic media. Democratizing through openness and media. When knowledge meets networks.
    5. 5.  You can organize a MOOC in any setting that has connectivity.  You can organize it in any language you like.  You can use any online tools that are relevant to your target region or that are already being used by the participants.  You can move beyond time zones and physical boundaries.  It can be organized as quickly as you can inform the participants.  Contextualized content can be shared by all.
    6. 6. It feels chaotic as participants create their own content It demands digital literacy. It demands time and effort from the participants. It is organic, which means the course will take on its own trajectory (you have got to let go). As a participant you need to be able to self-regulate your learning and possibly give yourself a learning goal to achieve.
    7. 7. Network based. Content-based. Task based.
    8. 8. • Bell, F. (2011) Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning. Interna tional Review of Research in Open and Distance Learning. Volume 12, Number 3. Retrievable from web http://www.irrodl .org/index.php/irrodl/article/view/902/1664 (accessed 20 february2014). • Cormier D, Siemens G (2010) Through the open door: open courses as research, learning, and engagement. EDUCAUSE Review; 2010; 45(4): 30-9.Fini A. (2009). The Technological Dimension of a Massive Open Online Crouse: the Case of the CCK08 Course Tools. International Review of Research Open and Distance Learning. Volume 10, Number 5. Iiyoshi T. & Kumar M.S.V. (Eds.) (2008). Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: The MIT Press.Traxler, J. (2010). The ‘Learner Experience of Mobiles, Mobility and Connectedness. • Paper published by ELESIG Evaluation of Learners' Experiences of e-Learning Special Interest Group. Retrieved from web http://www.helenwhitehead.com/elesig/ELESIG%20Mobilities%20ReviewPDF.pdf (accessed 20 February 2014)

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