This document discusses the evolution of Massive Open Online Courses (MOOCs) beyond the initial hype. It provides personal experiences taking MOOCs, highlights issues with MOOCs like engagement and assessment challenges, and how MOOCs are maturing in areas like pedagogy, accreditation, and business models. MOOCs are transitioning from early cMOOC and xMOOC models to new hybrid models to improve the learner experience and address issues like completion rates and learner motivation.
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.
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.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
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.
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.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
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.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
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?
Teaching And Learning Models in MOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir
Teaching And Learning Models in MOOCs
The pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MIT’s OpenCourseware (OCW). They consist of “open education resources” supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
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.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
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?
Teaching And Learning Models in MOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir
Teaching And Learning Models in MOOCs
The pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MIT’s OpenCourseware (OCW). They consist of “open education resources” supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
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.
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
Presentation at the eMOOCs 2015 Conference in Mons, Belgium 18-20 May 2015
Integrating MOOCs in Traditional Higher Education, by Dr. Diana Andone
Dr. Andrei Ternauciuc, Vlad Mihaescu, Prof.dr. Radu Vasiu
Politehnica University of Timisoara, Romania
This paper presents concepts and experiences on integrating MOOCS into traditional higher education in Romania. Three study cases on integrating MOOCs in courses at undergraduate and Master level present and discuss the opportunities in different pedagogical concepts as flipped classroom. These activities require the acquisition of new skills by students and teachers. Advantages and limitations on using this educational model from concepts to management and technology indicate the challenges that lay ahead of educators who are willing to include MOOCs in their everyday teaching activities.
The session explored two of the recurring themes in the MOOC research literature (a) the potential of MOOCs for universities and teaching practice and (b) the quality of MOOCs and their relationship to higher education curricula and learning design. In our research we were particularly interested in the impact of MOOCs on teaching practice, and the reuse of MOOC content by teaching practitioners. We reported on our investigation of interviewing MOOC programme leaders and tutors on the broad issue of transfer of innovation from MOOCs into teaching practice. Our claim is that MOOCs can play a potentially significant role in innovating practice and curriculum design. Our findings reveal that this impact can be direct when MOOCs are embedded in the distance learning curriculum. Interestingly, when the impact is indirect and unintended, learning design features of MOOCs challenge and enrich ‘traditional’ and more established teaching practices in distance learning environments. In blended learning, the influence is on campus practices, e.g. introducing MOOC attributes into campus classes and reviewing assessment.
This script expands on the Can Learning Be Accessible to All slides from the 2015 Athabasca University Graduate Student Conference September 25-27, 2015.
This is a big question! Distance education (DE) is one answer. DE allows people to learn - and earn - a certificate, diploma, or degree (almost) wherever they live. Technology has increased its reach, however, in order to reach the increasing number of people who are not able to find sustainable employment, or go to school full-time, DE could be expanded and instructional models and technologies improved. This literature review explores many questions to expand DE's reach.
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter 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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. G O I N G B E Y O N D T H E H Y P E T O E X A M I N E T H E
E V O L U T I O N O F M O O C S
R O S E M A R R I K L A M N
N O V E M B E R 4 , 2 0 1 4
MAD about MOOCs
2. MAD About MOOCs Overview
Moving past the hype/hope
Experiencing MOOCs
Spotlight on issues related to MOOCs
Maturing of MOOCs
Meeting Challenges
Summary
MOOC.me
Questions
3. The Hype
Are MOOCs a fad that is beginning to fade?
Content and quality of MOOCs is questionable
MOOCs create learning communities
MOOCs will provide access to
disadvantaged learners
What is the true cost of MOOCs?
MOOCs will revolutionize education
5. Hope
MOOCs provide open, accessible learning for all
MOOCs will revolutionize education
MOOCs = Low-cost, high quality education
MOOCs create learning communities
MOOCs will provide access to
disadvantaged learners
Expand knowledge of human-technological interaction
7. The MOOC Experience
X-MOOC – Coursera (E-learning and Digital
Cultures)
Pre-course activity – “get to know” activities
Google map so participants can share their location
Twitter #edcmooc hastag (introductions, announcing first blog
posts and interesting links and articles
Facebook group
Five week course divided into two blocks of content
and assessment
8. The MOOC Experience
Content and Process
Two two-week blocks included unique videos and articles on
topics “utopias and dystopias” and “being human” in a digital
age with broad themes of how this fits with online education
Participants review materials and start their own post
commenting on an artifact, or respond to other’s posts
In the final week participants create an artifact that represents
their learning from the course, which is submitted for peer
assessment
9. The MOOC Experience
Content and Process (cont’d)
Participants were provided with links to different digital tools
(vimeo, wordpress, etc) to create their artifact using text,
image, sound, video or links that would be easy to assess and
available online
Weekly “hangout” sessions with the five to six instructors from
University of Edinburgh were broadcast on Fridays
10. The MOOC Experience
Personal Feedback on MOOC
Pros
It was exciting connecting with faculty from University of
Edinburgh and students from around the world
Learned about new technologies
Watched thought-provoking professional videos and read
academic articles on interaction between digital and human
cultures
Learned from other’s insights about the topic
Contributed to asynchronous discussions
11. The MOOC Experience
Cons
Time consuming: material was dense, learning the new
technologies took time
Some threads were off-topic
Time difference made it difficult to engage in the hangout
sessions as I was working full-time
Thoughts on improvements
It would have been useful to have the course begin again right
away so I could have repeated the experience – rather than
wait a year for the course to be offered again
12. The MOOC Experience
AK’s Experience and List of Issues
Academic Governance and MOOC goals
Instructional design
Learner motivation
Learner engagement and participation
Learner satisfaction
Usability & accessibility
Assessment challenges
Value of completion and certification
Sustainability and reputation
Course content and copyright
Teaching in a “Massive” environment
Cultural communication and cultural hegemony
14. Maturing of the MOOC
Maturing of the MOOC: Literature review of Massive
Open Online Courses and Other Online Open Distance
Learning
Pedagogy
Accreditation
Business model
Learner experience
Learning analytics
15. Maturing of the MOOC: Pedagogy
cMOOC xMOOC ?MOOC
cMOOC and xMOOC are most recognized MOOC models
16. Maturing of the MOOC: Pedagogy
Teaching
Presence
Cognitive
Presence
Social
Presence
Community
of Inquiry
17. Maturing of the MOOC: Pedagogy
McAuley Report:
The extent to which it can support deep enquiry and the
creation of sophisticated knowledge
The breadth versus the depth of participation
Whether and under what conditions successful
participation can extend beyond those with broadband
access and sophisticated social networking skills
Identifying the processes and practices that might encourage
lurkers, or “legitimate peripheral participants”, to take on
more active and central roles
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010).
The MOOC model for digital practice.
18. Maturing of the MOOC: Pedagogy
McAuley Report
The impact or value of even peripheral participation,
specifically the extent to which it might contribute to
participation in the digital economy in extra-MOOC practices
Specific strategies to maximise the effective contribution of
facilitators in particular and more advanced participants in
general
The role for accreditation, if any, and how it might be
implemented.
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010).
The MOOC model for digital practice.
19. Maturing of the MOOC: Pedagogy
MOOC Pedagogy: Gleaning Good Practice from
Existing MOOCs (Mahi Bali)
Assessed four MOOC courses against Chickering and
Gamson’s (1987) “Seven Principles of Good Practice in
Undergraduate Education”
Concluded that “spaces for engagement” within the course,
with flexible pathways and a range of learning options
improved the learning experience
Courses that do not promote interaction among students or
higher order thinking is shortchanging the participants
20. Maturing of the MOOC: Accreditation
Accreditation
Assessment
21. Maturing of the MOOC: Business Models
edX partnership agreements
Coursera partnership agreements
Certification
Secure assessments
Employee recruitment
Applicant screening
Human tutoring or assignment marking
Selling the MOOC platform to enterprises to use in their own
training
Sponsorships
Tuition fees (basically defeating the purpose of a free online course)
22. Maturing of the MOOC: Business Models
SUNY (State University of New York)
Colorado University
intends to use the platform as a channel for buying and selling
content to extend its course offerings. This trading of content
on the platform creates revenue opportunities for Coursera – a
fact acknowledged by the company
The Massachusetts Bay Community College (MBCC)
initiative, run in conjunction withBunker Hill
Community College (BHCC)
deploys a “flipped classroom” model where aMOOC from MIT
provides content, but the colleges provide discussion and
supervision.
23. Maturing of the MOOC: Learner experience
Learner experience
Who are the learners?
Drop out rate
Skills learned – networking, critical thinking, writing
24. Maturing of the MOOC: Learning analytics
Learner analytics
Rich data from University of Edinburgh’s partnership with
Coursera
Compared six Coursera courses:
Introduction to Philosophy
Critical Thinking
E-learning and Digital Cultures
Astrobiology
AI Planning
Equine Nutrition
Learner aspirations
Number of postings, course deliverables per student per course
25. Meeting Challenges
Challenges for conceptualizing EU MOOC for
vulnerable learner groups
Course for high school students?
Examining the multi-lingual and community
potential of massive online courses
32. Summary
The hype about MOOCs will continue for some time
MOOCs are morphing from cMOOC and xMOOC
models to a hybrid or new model entirely – MOOC
3.0?
Institutions, private corporations, teachers and
learners are creating ????
33. Where do MOOCs go from
here….like Wayne Gretzky
…skate to where the puck will
be, not where it has been…
35. References
Anderson, Nick. (2013). MIT study finds learning gains for students who took free online
course. The Washington Post. September 23, 2013.
Bates, Tony. Is online learning really cracking open the public post-secondary system? Online
learning and distance education resources. July 12, 2012. Retrieved October 21,
2014.:///Users/davidandrosemarri2/Desktop/Is%20online%20learning%20really%20cracking
%20open%20the%20public%20post-secondary%20system%3F.webarchive
Bali, Maha (2014). MOOC Pedagogy: Gleaning Good Practice from Existing MOOCs. MERLOT
Journal of Online Learning and Teaching. 10 (1) March 2014.
Clark, Donald (2013). Who’s Using MOOCs? 10 different target audiences.
http://donaldclarkplanb.blogspot.ca/2013/04/moocs-whos-using-moocs-10-
different.html?utm_source=dlvr.it&utm_medium=twitter
Clinnin, Katlin (2014). Redefining the MOOC: Examining the multilingual and community
potential of massive online courses. Journal of Global Literacies, Technologies, and Emerging
Pedagogies 2(3), July 2014, pp. 140-162.
Department of Business Innovation & Skills (2013). The Maturing of the MOOC: Literature
Review of Massive Open Online Courses and Other Forms of Online Distance Learning. BIS
Research Paper Number 130. September 2013. Retrieved October 15,
2014.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/24019
3/13-1173-maturing-of-the-mooc.pdf
36. References
deWaard, Inge, Gallagher, Michael, Zelezny-Green, Ronda, Czerniewicz, Laura, Downes,
Stephen, Kukulska-Hulme, Agnes, & Willems, Julie. Challenges for Conceptualizing EU
MOOC for vulnerable learner groups. Retrieved October 28, 2014.
http://open.academia.edu/IgnatiaIngedeWaard
deWaard, Igne, Koutropoulos, Apostolos, Keskin, Nilgun, Abajin, Sea, Hogue, Rebecca,
Rodriquez, C., & Gallagher, Michael (2011). Exploring the MOOC format as a
pedagogical approach for mLearning. 10th World Conference on Mobile and Contextual
Learning, Bejing, China. 18-21 October 2011.
deWaard, Inge, Koutropoulos, Apostolos, Hogue, Rebecca, Abajian, Sean, Keskin, Nilgun,
Rodriquez, C., & Gallagher, Michael. (2012). Merging MOOC and mLearning for
Increased Learner Interactions. International Journal of Mobile and Blended Learning
4(4), 34-46. October – December 2012.
Hilger, Chris (2014). edX High School Initiative Promises to Bridge College Readiness
Gap. September 30, 2014. Retrieved October 15, 2014. http://extensionengine.com/edx-
high-school-initiative-promises-to-bridge-college-readiness-gap/#.VFg9n747rIY
37. References
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model
for digital practice. Retrieved from
http://www.elearnspace.org/Articles/MOOC_Final.pdf
Online Etymology Dictionary
http://www.etymonline.com/index.php?allowed_in_frame=0&search=mad&searchmod
e=none
Rivard, Ry (2013). Massive (But Not Open). InsideHigherEd. May 14, 2013. Retrieved
November 1, 2014. https://www.insidehighered.com/news/2013/05/14/georgia-tech-
and-udacity-roll-out-massive-new-low-cost-degree-program
Ruth, Stephen (2014). MOOCs and Technology to Advance Learning and Learning
Research: Can MOOCs Help Reduce College Tuition? Ubiquity. July 2014. Retrieved
October 24, 2014. http://ubiquity.acm.org
Sandeen, C. A MOOC by any other name. ACE Newsletter. November 25, 2013. Retrieved
October 24, 2013. http://higheredtoday.org/2013/11/25/a-mooc-by-any-other-name-an-
online-course/
Sandeen, C. From Hype to Nuanced promise: American Higher Education and the
MOOC 3.0 era. The Huffington Post. 07/18/2013. Retrieved October 31, 2014.
http://www.huffingtonpost.com/cathy-sandeen/from-hype-to-nuanced-
prom_b_3618496.html
38. References
Simonson, Michael, Smaldino, Sharon, Albright, Michael, & Zvacek, Susan
(2013). Fifth Edition. Teaching and learning at a distance: foundations of
distance education. Boston, MA.
Trucano, Michael. 12/11/2013. More about MOOCs and developing countries
EduTech: A World Bank Blog on ICT use in Education retrieved October 20,
2014
WEU. World Education University. Retrieved October
20,2104.http://www.prnewswire.com/news-releases/mooc-20-offers-free-
for-credit-education-on-demand-world-education-university-is-the-first-
and-only-free-degree-granting-online-college-189793781.html