Barbour, M. K. (2014, May). Massive open online courses: What K-12 educators need to know. An invited convocation address to the Poliresearch Seminar: MOOCs for the Italian School, PoliCultura and EXPO Milan 2015, HOC-LAB, Politecnico di Milano, Milan, Italy.

1. Michael Barbour
Sacred Heart University

9. http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html

10. Grade Change: Tracking Online Education in the United States, 2013

11. Grade Change: Tracking Online Education in the United States, 2013

12. Grade Change: Tracking Online Education in the United States, 2013

14. http://www.connectionsacademy.com/
resources/infographics/k-12-online-
school-growth.aspx

15. http://ocw.mit.edu/index.htm

16. https://www.khanacademy.org/

17. https://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/

18. Li, Powell, & Olivier (2014)

23. Downes (2008)

24. Where Course Participants Can Create Their Own Content
 Blogger - http://www.blogger.com
 WordPress - http://www.wordpress.com
Tips on Creating Your Own Course Content
 Read and React - don't just try to create content out of thin air, read what other
people have written and said and comment on that
 Link - refer to external sources, references, ideas
Tools People Can Use to Aggregate Course Content
 Google Reader - http://reader.google.com
 Yahoo Pipes - http://pipes.yahoo.com/pipes/
Tools & Tips To Create Daily Newsletters
 blogging software, such as WordPress
 offer easy subscription options

25. Networks ContentsTasks
http://www.slideshare.net/Downes/moocs-and-oers

26. Network-based MOOCs
 are the original MOOCs
 the goal is not so much content and skills
acquisition, but conversation, socially constructed
knowledge, and exposure to the milieu of learning on
the open web using distributed means
 pedagogy based in connectivist or connectivist-style
methods
 resources are provided, but exploration is more
important than any particular content
 traditional assessment is difficult
http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/

27. Task-based MOOCs
 emphasize skills in the sense that they ask the learner to
complete certain types of work.
 there are many options for completing each assignment,
but a certain number and variety need to be done to
perform the skills
 focuses on different topics for each week
 skills are demonstrated through sections on design, audio,
video, etc.
 community is crucial, particularly for examples and
assistance, but it is a secondary goal
 pedagogy tends to be a mix of instructivism and
constructivism
 traditional assessment is difficult
http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/

28. Content-based MOOCs
 are the ones with huge enrollments, commercial
prospects, big university professors, automated
testing, and exposure in the popular press
 community is difficult but may be highly significant
to the participants, or one can go it alone
 content acquisition is more important in these
classes than either networking or task completion
 tend to use instructivist pedagogy
 traditional assessment, both formative and
summative, may be emphasized
 mass participation seems to imply mass processing
http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/

29. http://www.elearnspace.org/blog/wp-content/uploads/2014/05/dual-mooc.jpg

30. http://i1.wp.com/mfeldstein.com/wp-content/uploads/2012/07/EvolutionCombine20120815.jpg

31. http://www.moocs.co/K-12_MOOCs.html

32. Bioelectricity, Fall 2012 at Duke University
 12,725 students enrolled, but only 7,761 ever
watched a video, 3,658 attempted a quiz, 345
attempted the final exam, and 313 passed,
earning a certificate (Catropa, 2013)
Coursera
 completion rate of 7%–9% (Koller, 2012)
 completion rate for students who complete the
first assignment is about 45 percent and
students paying $50 for a feature designed to
prevent cheating on exams have completion
rates of about 70 percent (Kolowich, 2013)

33.  the preferred characteristics
include the highly
motivated, self-directed,
self-disciplined,
independent learner who
could read and write well,
and who also had a strong
interest in or ability with
technology (Haughey &
Muirhead, 1999)

35. Davis (2003)

36. Virtual School Designer: Course Development
 design instructional materials
 works in team with teachers and a virtual school to construct
the online course, etc.
Virtual School Teacher: Pedagogy & Class Management
 presents activities, manages pacing, rigor, etc.
 interacts with students and their facilitators
 undertakes assessment, grading, etc.
Virtual School Site Facilitator: Mentoring & Advocating
 local mentor and advocate for student(s)
 proctors & records grades, etc.
Davis (2007)

37. http://digifoot12.wikispaces.com/

38. http://www.livebinders.com/play/play/696311

39. http://www.mivu.org/MOOC

40. http://www.hightechhigh.org/moocs/

41. https://users-mooc.amplify.com/

42. http://media.mivu.org/institu
te/pdf/mooc_report.pdf

44. Director of Doctoral Studies
Farrington College of Education
Sacred Heart University
mkbarbour@gmail.com
http://www.michaelbarbour.com
http://virtualschooling.wordpress.com