This document summarizes different types of MOOCs and discusses connectivist MOOCs in particular. It describes connectivist MOOCs as focusing on connecting specialized nodes of information and emphasizing diversity of opinions, continual learning through connections, and currency of knowledge. It also discusses xMOOCs, which are sponsored by universities and focus on video lectures, automated grading, and large-scale participation. Task-based MOOCs emphasize social network knowledge construction through activities like online games or virtual worlds. The document outlines some examples and characteristics of different MOOC types.

1. MOOC
Massive Open Online
Course

2. Three Types of MOOCs
Connectivist MOOC
xMOOC
Community/Task
Based MOOC

3. Connectivist
MOOCs
cMOOC

4. Connectivism
Learning Theory for the Digital
Age

5. “One of the most persuasive factors is
the shrinking half-life of knowledge. The
“half-life of knowledge” is the time span
from when knowledge is gained to when
it becomes obsolete. Half of what is
known today was not known 10 years
ago.”
Source: George Siemens Quote from:
http://www.elearnspace.org/Articles/connectivism.htm

6. Principles of Connectivism
 Learning and knowledge rests in diversity of
opinions.
 Learning is a process of connecting specialized
nodes or information sources.
 Learning may reside in non-human appliances.
 Capacity to know more is more critical than what
is currently known

7. Principles of Connectivism
 Nurturing and maintaining connections is needed
to facilitate continual learning.
 Ability to see connections between
fields, ideas, and concepts is a core skill.
 Currency (accurate, up-to-date knowledge) is the
intent of all connectivist learning activities.

8. Principles of Connectivism
 Decision-making is itself a learning process.
Choosing what to learn and the meaning of
incoming information is seen through the lens of a
shifting reality. While there is a right answer
now, it may be wrong tomorrow due to alterations
in the information climate affecting the decision.

9. Siemens & Downes
 Aggregate
 Repurpose
 Remix
 Feed Forward

10. Important Attributes
 Facilitator not the sole provider of
knowledge
 Facilitator not the determiner of space
 High-end knowledge exchange to occur
 Open Source

11. PLN
Personal Learning
Network

13. MOOC
 University of Manitoba
 2008
 Connectivism & Connected
Knowledge
 25 registered students
 2300 participants

14. Task Based MOOCs
Social Network
Knowledge
Construction

15. Games MOOC
Found at http://gamesmooc.shivtr.com

16. DS106
Found at: http://ds106.us/

17. Community Funding of DS106
Found at: http://www.kickstarter.com/projects/jimgroom/ds106-the-open-online-
community-of-digital-storyte

18. Anne Frank MOOC
Educators use a virtual world and a MOOC (massive open online course) to teach
about the holocaust. Imagine "entering the book" as an avatar and exploring the
cramped quarters where Anne Frank lived in hiding.

19. P2PU
Peer 2 Peer University

20. xMOOCs

21. xMOOCs
Stanford AI
Coursera
Udacity
edX (MIT,Harvard &
Berkley)

22. xMOOC Characteristics
 AI Grading
 University or Corporate
Sponsorship
 Rating of Questions Discussion
Forum
 Instructor record answers on video
but do not participate in the
discussion forums

23. Stanford’s Artificial Intelligence MOOC
Found at: https://www.ai-class.com/

24. Udacity
Found at: http://www.udacity.com/

25. Coursera
Found at: https://www.coursera.org/

26. Coursera Course Catalog
Found at: https://www.coursera.org/courses

31. Good MOOC, Bad MOOC
 Venture capitalists who have poured at least $20-million into the
20-person Coursera storefront must be impatient for these
revenue streams to get settled. So far they’re considering the
following:
 a) Charging for certification and testing.
 b) Vending of tutorial services, translations, facilitation of
small-group discussion and peer learning, etc.
 c) Direct tuition for courses or clusters of courses in relation
to certification, standard distance-ed practice, just with the
new midscale Coursera brand.
 Harvard and MIT, for instance are trying to have their brand cake
and dilute it too by branding their Edx courses as the product of
“Harvardx” and “MITx.”
 d) Miscellaneous revenue sources, like advertising and
employment-service revenue from job seekers and potential
employers.

34. Future of Education
MOOC
October 8 – November
16, 2012
#cfhe12

35. Future of Education MOOC
 1. Net pedagogies
2. Entrepreneurship and commercial activity
3. Big data and analytics
4. Distributed Research
5. Power Shifts

36. Current/Future of Education MOOC
http://edfuture.net/

37. Games Based Learning MOOC
II
October 8 – November
18th

39. M stands for Modest
 “Coursera gamification12 is totally LMS. OTOH
#gamemooc has morphed into a wonderfully
supportive guild of educators.”

40. Some Numbers
 48,683 visitors
 86,862 page views
 283 threaded discussions
 301 registered participants

41. 6 Weeks
 Week 1 Games Based Learning Intro and
Research
 Week 2 Game Mechanics
 Week 3 Gamification
 Week 4 Immersive Environments
 Week 5 Games and Mobile
 Week 6 Assessment in Games

42. Social Network
Knowledge Construction
 Level 1 – Identify the Network
 Level 2 – Lurking
 Level 3 – Contributing
 Level 4 – Creating
 Level 5 – Leading

43. Games MOOC II
 Brave Beginner Track
 Advanced Track
 Lurk and Learn!

44. Live Events Online
 Google Hangout on Air as a quick overview each
Monday Morning
 Tweetchat each Wednesday evening
 Thursday livestreamed discussion or panel of
guests through Google Hangout on Air and also
through Second Life.

45. Tweetchat
 Wednesday night games based learning
tweetchat
 7 pm MT
 One hour
 Hashtag #gamemooc

47. Badges
 Game Based Learning
 Networked Educator
 Brave Beginner

48. Questions?
Discussion