This document summarizes a presentation about Massive Open Online Courses (MOOCs). It discusses the origins and evolution of MOOCs, including early examples from 2008. It also outlines different types of MOOC platforms and tools that can be used to create interactive course content and evaluations. The document provides examples of open educational resources and the open sourcing of MOOC software.

1. Les Jeudis du Libre – Mons
18 septembre 2014
Une façon OUVERTE d’apprendre
LIBREMENT ?
Par Bruno De Lièvre et Philippe Verstichel

2. 1)Philippe : MOOC Kesako (avec
petits exemples) en 3 points
2)Bruno : MOOC 10 idées
3)Et les outils ?
INTERACTIONS – DEBAT
« Open »

3. QUESTION A LA SALLE
 QUI A DÉJÀ PRODUIT DU CONTENU DANS
WIKIPEDIA ? (écrire un article, ajouter des
informations, mettre une photo)
 POUR VOUS DES RESSOURCES EDUCATIVES
OUVERTES (DROITS) ET LIBRES (ACCES)
FAVORISENT D’ABORD:
◦ L’amélioration continue de la qualité de
l’enseignement / apprentissage
◦ L’inclusion sociale et l’élimination de la fracture
numérique
◦ Créations de nouveaux savoirs et d’intelligence
collective
(une seule réponse possible - choisir la plus

4. « Managing
educational resources
as a common can
make learning more
affordable and
exciting »
D. Bollier – L. Lessig http://itypa.net/

5. Commençons par un chiffre
http://www.moocs.co/

6. A l’origine du MOOC

7. Un MOOC sur Technologies de
l’apprentissage
 « Connectivism and Connective Knowledge » (2008)
 George Siemens and Stephen Downes ushering
roughly 1900 students through a 12 week online course
 Offered through the University of Manitoba
◦ 12 weeks long
◦ credit in Certificate in Adult and Continuing Education and
Certificate in Emerging Technologies for Learning
◦ will explore the concepts of connectivism and connective
knowledge
“At its heart, connectivism is the thesis that
knowledge is distributed across a network
of connections, and therefore that learning
consists of the ability to construct and
traverse those networks.”
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

8. Ecole, Unifs … EAD, FAD … e-Leaning, didacticiel …
MOOC
NEW TECHNOLOGY -
MEDIA

9. EVOLUTION DE « l’apprentissage » (learning) à distance

10. Autrefois …

11. Aujourd’hui …
 Les « apprentis » (learners)
 Les tuteurs
 Les professeurs
 Les institutions éducatives (Pouvoirs
Organisateurs)
 Les décideurs politiques en matière
d’enseignement
 …
 Les … investisseurs

12. Et donc … des « tribus » MOOC
!

13. Une approche « globale »

14. MOOC avec quoi ? MULTI-MEDIA
 DU DIDACTICIEL AU CONTENU
INTERACTIF
 WEB 2.0: Sémantique, blogs, wikis,
RSS, …
 Réseaux Sociaux : Twitter, Facebook,
Instagram, …
 Contenus classiques : papers, video,
documents sonores, livres, …
 Streaming …

15. Connaissances
« pertinentes »

16. Intelligence collective ?
1992

17. Certification ou non ? Mécanisme des
badges
Auto / Self / Peer / Continuous …
EVALUATION

18. CONTENUS « OPEN » ?
edX MOOC Software Goes Open Source
Non-profit massive open online course startup is open sourcing the software
for building interactive course modules.
Educational 'Technology' Across the Ages
The non-profit pioneer in the phenomenon of massive open online courses
(MOOCs) is releasing a core element of its platform for offering online
courses as open-source software.
On Thursday, edX announced it was releasing the source code to its XBlock
software on GitHub under the Affero General Public License, a GPL variant
designed for network server software. This is a first step toward open
sourcing the entire edX software platform.
Already a MOOC sensation, edX offers courses from leading universities for
free, with many of the supporting textbooks and other materials published as
open educational resources. Now, edX is opening up access to the software
used to create interactive learning tools like the circuit simulator in its popular
Circuits and Electronics course and the molecular manipulator in Introduction
to Biology – The Secret of Life.

19. Plateformes

20. OUTILS (hors MOODLE)
1. Course Builder by Google: Thanks to some commenters on this post, the course builder by
Google was brought to my attention. This platform contains software and instructions for presenting
your materials. You can organize the material into lessons, activities, and tests. Additionally, there
are instructions for using other Google products (surprise, surprise) to create a community and to
evaluate effectiveness. While this all sounds well and good, make sure you have a grasp of HTML
and JavaScript if you choose this solution.
2. Open MOOC: I find the name of this one to be rather redundant, considering MOOCs is an
acronym that contains the word “open” … but jokes aside, it’s a good option for setting up your
MOOC offering. The software enables you to add video and have discussions in a built in forum.
Content can be access online from a desktop, tablet, or smartphone. They even have a badges
system. Some downsides are that it does require some technical skills to get going, and it doesn’t
allow for integration of social networks. Also, the quizzes are quite limiting (multiple choice only)
and look kind of amateur.
3. Miriada: For all our Spanish speakers, this is the choice for you (the best one that I am aware of
anyhow). Perhaps there is another one though that I am missing – feel free to comment if so. One
major downside: it’s only for universities in the “Universia network”.
4. Future Learn: This one is wrapped in mystery as it’s not quite available, but thought I would
include it on this list in case you were interested in signing up for their mailing list. Biggest
downside (other than not being available) is that it is only for leading UK universities.
5. LearnDash: You may be surprised to know that LearnDash can be used quite easily for your
MOOC. One benefit compared to the others is the amount of customization you can give in regards
to the look and feel of your site given the large variety of WordPress templates available. Another
major advantage are dynamic quizzes with any question type you can imagine. In fairness, a
natural downside is that there is some learning curve if you have never used WordPress before
(but luckily WordPress is very well documented)!

21. ANNEXE
S

22. Quelques principes de base
…
1. Diversity
We want to encourage students to
engage in diverse readings, diverse
environments, diverse discussions

23. Quelques principes de base
…
2. Autonomy
We want students to chart their own
course, to select their own software, to
pursue their own learning

24. Quelques principes de base
…
3. Interaction / Connectedness
The knowledge in this course emerges
as a result of the connections among
the students and staff – and is not
some ‘content’ shoveled from experts
to recipients

25. Quelques principes de base
…
4. Openness
We don’t drawe barriers between ‘in’
and ‘out’ – which means we can
accommodate the full engaged, the
partially engaged, and the rest –
creating strong ties and weak ties

26. Course Components
 The Wiki…
http://ltc.umanitoba.ca/wiki/Connectivism

27. Course Components (2)
 Open Enrollment
• The course was advertised in both of our blogs…

28. Course Components
 Readings….

29. Course Components (3)
 The Blog
http://ltc.umanitoba.ca/connectivism/

30. Course Components
 Course Moodle Forum
http://ltc.umanitoba.ca/moodle/course/view.php?id=20

31. Course Components
 Introductions…

32. Course Components
 Pageflakes Site
http://www.pageflakes.com/ltc

33. Course Components
 Elluminate Discussions (Wednesdays)

34. Course Components
 Ustream
http://www.ustream.tv/recorded/688902

35. Course Components
 Twitter…
http://twitter.com/cck08

36. Course Components
 gRSShopper…

37. Course Components
 The Daily
http://connect.downes.ca/

38. Course Components
 Managing Content

39. Course Components
 Feed Harvesting

40. Course Components
 OPML…