What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
MOOC's Anatomy. Microblogging as the MOOC's Control CenterCarmen Holotescu
Paper for the 9th eLearning and Software for Education Conference - eLSE 2013 - organized by the Romanian Advanced Distributed Learning Association in Bucharest, April 25th - 26th, 2013.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
MOOC's Anatomy. Microblogging as the MOOC's Control CenterCarmen Holotescu
Paper for the 9th eLearning and Software for Education Conference - eLSE 2013 - organized by the Romanian Advanced Distributed Learning Association in Bucharest, April 25th - 26th, 2013.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
سال ۲۰۰۸ اولین درس آنلاین در قالب ماک ارائه گردید و در سیری که ماک داشت سال ۲۰۱۲ به عنوان سال ماک معرفی گردید. در این ارائه سعی کردیم تعریف دقیقی از ماک ارائه دهیم و چند پلتفورم براساس ماک را تحلیل کنیم و چند تحقیق در این خصوص را بررسی کردیم. آخرین مطالعه راجع به چرایی لزوم آزاد بودن ماکها میباشد...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in
2008 (Cormier & Siemens, 2010) to describe a twelve-week online course,
Connectivism and Connected Knowledge, designed by George Siemens and Stephen
Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They
are provided free of charge to a large number of people and are accessed by the user
logging into a website and signing up. MOOCs differ from traditional university
studies, firstly by their open access. As a point of departure, participation merely
requires an Internet connection. Secondly, MOOCs are characterized by scalability;
the courses are organized so that they can easily be scaled in line with the number of
participants.
THE HISTORY AND KEY FEATURES OF MOOCS
Following on from the development of Open Education Resources and the Open
Education movement (Yuan, et al., 2008), the term Massive Open Online Courses
(MOOCs) was first introduced in 2008 by Dave Cormier to describe Siemens and
Downes’ “Connectivism and Connective Knowledge” course. This online course was
initially designed for a group of twenty five enrolled, fee paying students to study for
credit and at the same time was opened up to registered only learners worldwide. As a
result, over 2,300 people participated in the course without paying fees or gaining
credit (Wikipedia, 2012).
In 2011, Sebastian Thrun and his colleagues at Stanford opened access to the course
they were teaching at the university, “Introduction to Artificial Intelligence”, and
attracted 160,000 learners in more than 190 countries (Wikipedia, 2012). Since then,
MOOCs have become a label for many recent online course initiatives from
institutions, individuals and commercial organizations. The original aim of MOOCs
was to open up education and provide free access to university level education for as
many students as possible. In contrast to traditional university online courses,
MOOCs have two key features (Wikipedia, 2012):
Open access - anyone can participate in an online course for free 2. Scalability -
courses are designed to support an indefinite number of participants
2. Structure of a MOOC
The common duration of a MOOC is from 6 to 12 weeks. A MOOC is accessible 24
hours a day, 7 days a week. The majority of the content is delivered asynchronously
(meaning students can access it in their own time and at their own pace). However,
sometimes there can be optional synchronous events such as 'live' webinars
(interactive sessions) which require participants to join in at specific dates/times.
A standard class becomes in a MOOC a set of videos of 5-10 minutes each.
The learning of students in a MOOC is usually assessed by multiple-choice questions.
An important component of MOOCs is assignments. Student have to upload
assignment solutions into the MOOC platform. Assignments can be evaluated and
graded:
Automatically when possible.
Peer-to-peer: students evaluate and grade themselves.
Another component is the forum, where students post questions that other students
can answer.
Usually, there are no pre-requisites for taking a MOOC, apart from having access to a
computer with an internet connection. Most of the time, the educational or academic
background of students isn't important.
3. Students usually don't need to buy any books for these courses, because all reading is
either be provided within the MOOC content or is linked to open access texts.
Types of MOOC
CMOOCS VS. XMOOCS
Different ideologies have driven MOOCs in two distinct pedagogical directions: the
connectivist MOOCs (cMOOC) which are based on a connectivism theory of learning
with networks developed informally; and content-based MOOCs (xMOOCs), which
follow a more behaviorist approach. In many ways, this is the same learning process
versus learning content debate that educationalists have had for many decades and
failed to resolve.
cMOOCs emphasize connected, collaborative learning and the courses are built
around a group of like-minded ‘individuals’ who are relatively free from institutional
constraints. cMOOCs provide a platform to explore new pedagogies beyond
traditional classroom settings and, as such, tend to exist on the radical fringe of HE.
On the other hand, the instructional model (xMOOCs) is essentially an extension of
the pedagogical models practiced within the institutions themselves, which is
arguably dominated by the “drill and grill” instructional methods with video
presentations, short quizzes and testing.
A further division of xMOOCs into two models can be identified: profit and non-
profit to serve different purposes. xMOOCs can be seen as part of MITs continued
development of their Open Courseware initiative offering the opportunity to learners
from different parts of the world to access high quality teaching and learning for free.
However, the opportunity for branding and marketing for institutions is also
recognized and seen to be valuable. In addition, venture capitalists are interested in
the financial capital that can be generated by xMOOCs and have set up commercial
companies to help universities to offer xMOOCs for profit, e.g. Coursera and Udacity
xMOOC vs. cMOOC Characteristics
xMOOCs cMOOCs
• Pre-determined, instructor-led, structured and
sequenced weekly activities
• Short, content-based videos, readings, problem sets
• Quizzes (auto-graded), peer-graded assessments
• Discussion forum participation optional
• Delivered via third party platform provider (e.g.,
Coursera, edX)
• “social, technical system of learning where the teacher’s
voice is not an essential hub but a node in an overall network”
(Siemens).
• Creation/exploration of topic area in “atelier” environment
• Unique products created by students (blog posts, images,
diagrams, videos)
• Discussion forums, Diigo groups, Twitter and other social
networking are key
• Facilitator aggregates, reviews, summarizes and reflects on
activity in daily/weekly newsletter
• “Boot-strapped” platform and collaboration tools
Challenges and criticisms
The MOOC guide suggests six possible challenges for cMOOCs:
1. Relying on user-generated content can create a chaotic learning environment
2. Digital literacy is necessary to make use of the online materials
4. 3. The time and effort required from participants may exceed what students are
willing to commit to a free online course
4. Once the course is released, content will be reshaped and reinterpreted by the
massive student body, making the course trajectory difficult for instructors to
control
5. Participants must self-regulate and set their own goals
6. Language and translation barriers
These general challenges in effective MOOC development are accompanied by
criticism by journalists and academics.
Benefits
Improving access to Higher Education
MOOCs are regarded by many as an important tool to widen access to Higher
Education (HE) for millions of people, including those in the developing world, and
ultimately enhance their quality of life. MOOCs may be regarded as contributing to
the democratization of HE, not only locally or regionally but globally as well.
MOOCs can help democratize content and make knowledge reachable for everyone.
Students are able to access complete courses offered by universities all over the
world, something previously unattainable. With the availability of affordable
technologies, MOOCs increase access to an extraordinary number of courses offered
by world-renowned institutions and teachers.
Providing an affordable alternative to formal education
The costs of tertiary education continue to increase because institutions tend to bundle
too many services. With MOOCs, some of these services can be transferred to other
suitable players in the public or private sector. MOOCs are for large numbers of
participants, can be accessed by anyone anywhere as long as they have an Internet
connection, are open to everyone without entry qualifications and offer a
full/complete course experience online for free.
Sustainable Development Goals
MOOCs can be seen as a form of open education offered for free through online
platforms. The (initial) philosophy of MOOCs is to open up quality Higher Education
to a wider audience. As such, MOOCs are an important tool to achieve Goal 4 of the
2030 Agenda for Sustainable Development.
Criteria "Law of MOOC" ?????
Where can we put our MOOC?
General definition International MOOC
4 examples
MOOC Arab World
On May November 2013, the Queen Rania Foundation for Education and
Development (QRF) of Jordan, established by Queen Rania al Abdallah of Jordan,
launched a non-profitmassive open online course (MOOC) portal, Edraak, for the
promotion of knowledge in the Arab world. Edraak uses the open-source edX
platform by edX, which also used by two global MOOC
providers: XuetangX in China and the French Université Numérique.
5. QRF contracted several regional and international scholars from prestigious
universities to design and deliver the courses. Courses typically ran between 3 – 8
weeks. Among the pioneers that joined forces with QRF was the American University
of Beirut that contributed two courses.
Courses from QRF are offered primarily in Arabic, but translations of courses from
prestigious universities like Harvard and MIT are also available. At its launching,
Edraak offered 10 courses.
Intro to Computer Science & Programming
Electricity & Circuits
Journey in the Film Industry
Children’s Mental Health
Effective Strategies for Job Search
Shopping Yourself in the Job Market
A Successful CV
Confidence Awareness
Citizenship in the Arab World
Arabs: Where from and Where to?
Business Communication
Innovation in the Government
Basic Skills for First Aid
Edraak is also seen as an employee training and recruitment platform for companies
in the region. The varied nature of the online courses provides companies the
opportunity to upgrade employee skills as workplace demands continuously increases.
Through removing the language barriers and making knowledge accessible, Edraak
may contribute to decreasing Arab's lagging behind the western world in education in
knowledge and digital fluency.
7. Future of MOOC
The future of MOOCsis unclear,consideringthe rapiddevelopmentof MOOCsfrom
obscurityinlate 2012 to mainstreamattentionin 2017. The OER movementisquickly
evolving,asare software,contentandplatformproviders.Mediaattentionproclaims
disruptionforeducation.Regardlessof whatthe future holdsforopenonline courses,a
critical needexistsforlearnersfromaroundthe worldtobe able toaccess qualitylearning
contentand learningexperiences.Asthe MOOChype subsides,it isimportantforthe OER
movementtocontinue toadvocate foropenness,accessandlearner-focus.
Where are MOOCs Going over the Next Five Years?
The final twoopen-endedquestionsof ourinterviewprotocol invitedintervieweestopredict
howthe MOOC phenomenonmightplayoutoverthe nextfive years:
• Where do you see you see thingsgoing with MOOCsoverthe nextfive years?(Generally,
and at yourinstitution).
• Howdo you see MOOCshelping yourinstitution meet its goalsover the nextfiveyears?
Most intervieweeswere willingtospeculate abouthow MOOCsmightevolve overthe next
fewyearsandhow theymightfitintothe changinglandscape of highereducation.We begin
thissectionbysummarizingexpectationsaboutmore general changesinhighereducation
and subsequentlypresentspecificideasraisedregardingMOOCsof the future.Ourgoal was
to surface a varietyof ideasas opposedtodevelopingarigorousfrequencyreportona listof
possibilitiesfromastratifiedsample of participants.Accordingly,we provide some ideaof
8. the “popularity”of eachideaby looselyindicatinghow manyintervieweesmentionedit,
usingtermssuch as “many,some,several,afew,acouple,one.”Giventhe open-ended
nature of the questionsandvarietyof interviewee roles,we cautionreadersagainstfocusing
too muchon thisquantification.
Thefuture ofhighereducation
Many intervieweesenvisagedafuture of more “unbundling”of educational services,more
choice forstudentsinhowtheireducationisdelivered,greaterprice competitionamong
providers,andgreateruse of technologyineducation.AsBenDaniel fromCornellUniversity
observed“Universityeducation isreaching a pointof diminishing returnsasthe cost of
universitystaffing isgrowing unsustainably….something willchange.”Several questioned
whethertwo- orfour-yeardegreesare the mostuseful waytoacquire aneducationand
suggestedthatwhile collegesanduniversitiesmaycontinuetoprovide foundational skills
and knowledge,the flexibilityof online educationwill allow formore “just-in-time”learning
experiencesthroughoutanindividual’scareer.Several intervieweessubscribedtothe
notion,oftenattributedtoPresidentRafael Reif atMIT,that four-yearresidentialeducation
mightsomedaybe replacedwiththree yearsof residential coursesandone yearof online
learning.Overall,the needforflexibilityof educational optionswasoftenrepeated,as
typifiedbyRoyal atInverHillsCommunityCollege:“Weshould havea series of different
educationalenvironmentsthatsuitthediversity of ourstudentbase.”
Most intervieweesbelievedthathighereducationwillbe increasinglypressuredtoshift
towardscompetency-basedmodelsof credentialing.Several foresaw the possibilitythatthe
emphasisonearningadegree will dwindle infavorof anemphasisondemonstrating
capabilitiesneededbyemployers.AsKirschneratMacaulay HonorsCollege asserted,the
burdenof showingwhata studentcando will “shiftaway fromthedegreeas a proxy”
because forsome employers,highereducationhas“failed to makethe degree stand for
something.”Concomitantly,Catorof Digital Promisefavorsashiftinfederal fundingfor
postsecondaryeducationawayfromsimplypayingforaccessandtowardspayingforthe
demonstrationof competencyandattainmentof credentials:“theincentivesthen would be
all around performing,producing,learning,ratherthan around getting into a class,going to
college, or notgoing.”Smith,of Straighterline,carriesthisvisionevenfurthertoa future in
whichfederal fundingforcollegeisreplacedbylife-longeducationaccountsthatindividuals
can use to selecttheirowneducational Hollands& Tirthali:MOOCs:Expectations and Reality May
2014 153
9. experiences,providedeachone meetsminimumstandardsof accreditation(seeSmith,
2013). Minghua Li,Professor,School of PublicAdministrationatEast ChinaNormal
University,believesthatthe majoronline platformprovidersshouldbe collaboratingto
create a course accreditationsystemandcouldsubsequentlypressure the federal
governmentintoallowingthe applicationof financial aidtopayforonline coursesoffered
outside of college degrees,includingMOOCs.
A fewintervieweesconjecturedthat,asmore educationisofferedonline,some institutions
of highereducationcouldshrinkanddisappearwhile virtualuniversities,orvirtual
extensionsof establishedinstitutions,expand.However,manyintervieweesdoubtedthat
MOOCs woulddramaticallyaffectbrick-and-mortarcollegesanduniversities.Most
intervieweesexpectedtosee changesinpedagogicalstrategies,forexample,more flipped
classroomsandgreateremphasisonpeerlearning.Increaseduse of bothgamificationand
game-basedlearningstrategiesis expectedinsome contentareasto“hook”students
throughconstantfeedback,challenge,andcreationof asocial community.Forsome
interviewees,the social communityaspectisone of the mostpowerful thatcan be
developedinonline environments.Parker of NextThoughtenvisions“tech-enabled learning
communitiesthatwill persistbeyond theuniversity experienceproviding individualswith a
life-long networkof peersacrosstime and space.”
One concernraisedby Newfieldatthe Universityof California, SantaBarbara,amongothers,
isthat “the genie of free, qualityeducation is outof the bottle”, that is,the expectationthat
highqualityeducationalexperiencescanbe deliveredatnegligible costhascaughton,
despite the lackof evidence toshowwhetherMOOCsandsimilarexperiencesofferedat
scale can substitute some partof face-to-face education.Newfieldworriesthatwell-
intentionedpoliticiansandbusinessleaderswill continue topressfordegreescosting
$10,000 or less,andwill fail toinvestenoughinpubliceducation.SilvermanatNYITfears
that to combatescalatingcosts,institutionswill evermore aggressivelyreplace tenured
professorswithtalentedteacherstodeliverthe curriculum, butthese instructorswill not
participate inthe continuousresearchnecessarytoconstantlypushacademicdisciplines
forward.
MOOCsand the future
We categorizedthe assortmentof ideasofferedbyintervieweesregardingMOOCsinthe
future of educationintothree general topicareas:1) those thatdescribe how the courses
themselvesmightevolvefromcurrentMOOCs;2) ideasthatcapture how MOOCs mayaffect
aspectsof the currenteconomicmodel of highereducation;and3) ideasabouthow MOOCs
can facilitate relationshipsamonginstitutionsof higher education,andbetweenthese
institutionsandotherparties.We summarize the ideasinTable 13and looselyindicate the
frequencywithwhicheachideaarose.The remainderof thissectionprovidesadditional
detail oneachidea.