The document summarizes Massive Open Online Courses (MOOCs), including their origins, evolution, types (cMOOCs and xMOOCs), platforms (Coursera, Udacity, edX), pedagogical foundations, university partnerships, experiments, outcomes, impacts, sustainability models, and questions for college leaders and faculty to consider before engaging with MOOCs.
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
This document discusses disruptive trends in education, including the rise of MOOCs and open educational resources. It outlines the history of e-learning technologies from the 1980s to today. Key topics covered include the flipped classroom model, opening up education through open resources, and using learning design and technology-enhanced learning spaces to support pedagogical innovation. The author argues that interaction, communication, collaboration, and reflection facilitated through open resources and social media can lead to new models for supporting and accrediting learning when guided by learning design principles.
This document summarizes a study exploring the open educational practices of first year students at a South African university. The study found that students used resources like Wikipedia, Khan Academy, and YouTube for learning, though they were generally unaware of open educational resources and licenses. Students used technologies like WhatsApp, LinkedIn, and Twitter for both study and personal purposes. While a few students engaged in open practices like content creation, most remained unfamiliar with concepts like Creative Commons and open educational resources. The document recommends pedagogies encouraging student content production and greater collaboration on digital literacy and open education awareness.
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
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,
This document provides an overview of open educational resources (OER) and the BC Open Textbook Project. It defines OER as educational resources that can be freely accessed and adapted. The goals of the BC Open Textbook Project are to reduce student costs, improve learning outcomes, and provide faculty with flexibility. The project aims to develop 40 open textbooks in high-enrollment subjects. It discusses repositories where open textbooks can be found and the project's review and development process. The presentation encourages early adoption and adaptation of open textbooks.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
This document discusses disruptive trends in education, including the rise of MOOCs and open educational resources. It outlines the history of e-learning technologies from the 1980s to today. Key topics covered include the flipped classroom model, opening up education through open resources, and using learning design and technology-enhanced learning spaces to support pedagogical innovation. The author argues that interaction, communication, collaboration, and reflection facilitated through open resources and social media can lead to new models for supporting and accrediting learning when guided by learning design principles.
This document summarizes a study exploring the open educational practices of first year students at a South African university. The study found that students used resources like Wikipedia, Khan Academy, and YouTube for learning, though they were generally unaware of open educational resources and licenses. Students used technologies like WhatsApp, LinkedIn, and Twitter for both study and personal purposes. While a few students engaged in open practices like content creation, most remained unfamiliar with concepts like Creative Commons and open educational resources. The document recommends pedagogies encouraging student content production and greater collaboration on digital literacy and open education awareness.
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
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,
This document provides an overview of open educational resources (OER) and the BC Open Textbook Project. It defines OER as educational resources that can be freely accessed and adapted. The goals of the BC Open Textbook Project are to reduce student costs, improve learning outcomes, and provide faculty with flexibility. The project aims to develop 40 open textbooks in high-enrollment subjects. It discusses repositories where open textbooks can be found and the project's review and development process. The presentation encourages early adoption and adaptation of open textbooks.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
This document discusses disruptive trends in education including the flipped classroom, open education, and new e-pedagogies. It provides an overview of the evolution of e-learning technologies and discusses emerging technologies. Key disruptive elements discussed in more depth include the flipped classroom model, opening up education through open educational resources and MOOCs, and new approaches to learning design and technology-enhanced learning spaces. The document argues that disruptive technologies are challenging traditional institutions and that new approaches are needed for designing and delivering education to address changing boundaries between formal/informal, real/virtual, and teacher/learner roles.
Guidelines for Swayam: India's MOOC PlatformClass Central
The document provides guidelines for the development and implementation of Massive Open Online Courses (MOOCs) under the SWAYAM initiative. Some key points:
- SWAYAM is a national program to provide online courses from school to university level through digital learning material and platforms.
- Guidelines cover standards for developing online course content in the form of videos, texts, assessments, and hosting on the SWAYAM platform.
- National coordinators like UGC, NPTEL, CEC, IGNOU, NCERT and NIOS will oversee course development for different education levels and subjects.
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.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This document discusses Massive Open Online Courses (MOOCs), including what they are, the key players and platforms, pedagogical models, debates around whether they are a passing fad or disruptive technology, and perspectives from institutions, faculty, and students. MOOCs provide open online courses from top universities to unlimited students worldwide for free. Major platforms include Coursera, edX, and Udacity. While enthusiasts view MOOCs as innovative and able to improve access to education, skeptics argue they may not support deep learning and critical thinking skills.
The document describes Northwestern University's plans to offer its Communication Systems Strategy and Management master's program through a blended learning model that incorporates both synchronous videoconferencing and asynchronous online components. It discusses how the program will utilize new videoconferencing technology to allow geographically dispersed students to participate in real-time classes alongside on-campus students. It also outlines the program's assessment plan, which includes evaluating differences in learning outcomes, satisfaction, and participation between local and remote students. The goal is to contribute new insights into the effectiveness of blended synchronous distance education models.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
The Growing Community of College OER Projects May 2015Una Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free open webinar on the growing community of College OER projects. We will be featuring college OER projects from the Minnesota State Colleges and Universities (MnSCU), College of the Canyons in California, as well as updates from the Maricopa College District in Arizona and the growing OER movement at Oregon community colleges.
Our speakers will share strategies to support faculty awareness and adoption of open textbooks and open educational resources. We will also have faculty sharing how open textbook adoption affects course design and departmental policies as well as feedback from their students on the use of free and open textbooks.
Date: Wednesday, May 13
Time: 10 am PST; 1:00 pm EST
Featured speakers:
• Katie Coleman and Thea Alvarado, Sociology faculty and open textbook editors, College of the Canyons, California
• Todd Digby, System Director of Academic Technology, MnSCU, Minnesota
• Paul Golisch, CIO & Dean of Information Technology Paradise Valley College, Arizona and Maricopa College District OER Committee co-chair.
The document discusses trends in online education including the rise of MOOCs and how they are impacting traditional models of learning. It notes that MOOC learners tend to be professionals looking to develop skills for their jobs. The UTS model of learning emphasizes professional practice, global engagement, and research-inspired education. It also outlines new learning spaces and technologies being used at UTS to support collaborative and interactive learning experiences.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from 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.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This document provides information about online e-learning platforms and MOOCs (Massive Open Online Courses). It discusses what e-learning and MOOCs are, some examples of popular MOOC providers like Coursera and SWAYAM, and the advantages and disadvantages of using MOOCs for education. The history and objectives of MOOCs are outlined, and different types of MOOCs like xMOOCs and cMOOCs are defined.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
To MOOC or not to MOOC - That is the questionAndrew Deacon
The document discusses Massive Open Online Courses (MOOCs) and their potential role at the University of Cape Town (UCT). It begins by defining MOOCs and outlining their rise in popularity since 2012. It then examines completion rates and criticisms of MOOCs.
The document proposes five categories of MOOCs that UCT could offer: 1) Teaching showcase MOOCs, 2) Gateway skills MOOCs, 3) Graduate literacies MOOCs, 4) Professional development MOOCs, and 5) Research showcase MOOCs. It provides examples and descriptions of the purpose and audience for each category.
Finally, the document envisions how MOOCs could be integrated
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
This document summarizes a presentation about how MOOCs can benefit higher education. The presentation discusses the growth of open educational resources and MOOCs, including early repositories, open courseware initiatives, and new MOOC platforms like Coursera, edX, and Udacity. It predicts that MOOCs will proliferate, advance the use of open resources, and increase the acceptance of alternative credentials. MOOCs may help lower costs but platforms will likely monetize through fees for certifications, proctored exams, career services, and selling user data. Universities can benefit from MOOCs by embracing open education, improving teaching, and enhancing their reputation.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
This document discusses disruptive trends in education including the flipped classroom, open education, and new e-pedagogies. It provides an overview of the evolution of e-learning technologies and discusses emerging technologies. Key disruptive elements discussed in more depth include the flipped classroom model, opening up education through open educational resources and MOOCs, and new approaches to learning design and technology-enhanced learning spaces. The document argues that disruptive technologies are challenging traditional institutions and that new approaches are needed for designing and delivering education to address changing boundaries between formal/informal, real/virtual, and teacher/learner roles.
Guidelines for Swayam: India's MOOC PlatformClass Central
The document provides guidelines for the development and implementation of Massive Open Online Courses (MOOCs) under the SWAYAM initiative. Some key points:
- SWAYAM is a national program to provide online courses from school to university level through digital learning material and platforms.
- Guidelines cover standards for developing online course content in the form of videos, texts, assessments, and hosting on the SWAYAM platform.
- National coordinators like UGC, NPTEL, CEC, IGNOU, NCERT and NIOS will oversee course development for different education levels and subjects.
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.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This document discusses Massive Open Online Courses (MOOCs), including what they are, the key players and platforms, pedagogical models, debates around whether they are a passing fad or disruptive technology, and perspectives from institutions, faculty, and students. MOOCs provide open online courses from top universities to unlimited students worldwide for free. Major platforms include Coursera, edX, and Udacity. While enthusiasts view MOOCs as innovative and able to improve access to education, skeptics argue they may not support deep learning and critical thinking skills.
The document describes Northwestern University's plans to offer its Communication Systems Strategy and Management master's program through a blended learning model that incorporates both synchronous videoconferencing and asynchronous online components. It discusses how the program will utilize new videoconferencing technology to allow geographically dispersed students to participate in real-time classes alongside on-campus students. It also outlines the program's assessment plan, which includes evaluating differences in learning outcomes, satisfaction, and participation between local and remote students. The goal is to contribute new insights into the effectiveness of blended synchronous distance education models.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
The Growing Community of College OER Projects May 2015Una Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free open webinar on the growing community of College OER projects. We will be featuring college OER projects from the Minnesota State Colleges and Universities (MnSCU), College of the Canyons in California, as well as updates from the Maricopa College District in Arizona and the growing OER movement at Oregon community colleges.
Our speakers will share strategies to support faculty awareness and adoption of open textbooks and open educational resources. We will also have faculty sharing how open textbook adoption affects course design and departmental policies as well as feedback from their students on the use of free and open textbooks.
Date: Wednesday, May 13
Time: 10 am PST; 1:00 pm EST
Featured speakers:
• Katie Coleman and Thea Alvarado, Sociology faculty and open textbook editors, College of the Canyons, California
• Todd Digby, System Director of Academic Technology, MnSCU, Minnesota
• Paul Golisch, CIO & Dean of Information Technology Paradise Valley College, Arizona and Maricopa College District OER Committee co-chair.
The document discusses trends in online education including the rise of MOOCs and how they are impacting traditional models of learning. It notes that MOOC learners tend to be professionals looking to develop skills for their jobs. The UTS model of learning emphasizes professional practice, global engagement, and research-inspired education. It also outlines new learning spaces and technologies being used at UTS to support collaborative and interactive learning experiences.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from 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.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This document provides information about online e-learning platforms and MOOCs (Massive Open Online Courses). It discusses what e-learning and MOOCs are, some examples of popular MOOC providers like Coursera and SWAYAM, and the advantages and disadvantages of using MOOCs for education. The history and objectives of MOOCs are outlined, and different types of MOOCs like xMOOCs and cMOOCs are defined.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
To MOOC or not to MOOC - That is the questionAndrew Deacon
The document discusses Massive Open Online Courses (MOOCs) and their potential role at the University of Cape Town (UCT). It begins by defining MOOCs and outlining their rise in popularity since 2012. It then examines completion rates and criticisms of MOOCs.
The document proposes five categories of MOOCs that UCT could offer: 1) Teaching showcase MOOCs, 2) Gateway skills MOOCs, 3) Graduate literacies MOOCs, 4) Professional development MOOCs, and 5) Research showcase MOOCs. It provides examples and descriptions of the purpose and audience for each category.
Finally, the document envisions how MOOCs could be integrated
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
This document summarizes a presentation about how MOOCs can benefit higher education. The presentation discusses the growth of open educational resources and MOOCs, including early repositories, open courseware initiatives, and new MOOC platforms like Coursera, edX, and Udacity. It predicts that MOOCs will proliferate, advance the use of open resources, and increase the acceptance of alternative credentials. MOOCs may help lower costs but platforms will likely monetize through fees for certifications, proctored exams, career services, and selling user data. Universities can benefit from MOOCs by embracing open education, improving teaching, and enhancing their reputation.
This document summarizes the development and delivery of an information literacy module at the University of Worcester. It describes changes made to the module over time based on student and staff feedback. The module aims to develop students' information literacy, IT, and evaluation skills. It is delivered online and through assessments such as presentations and reports. Both students and staff have benefited from the module, though challenges remain in meeting diverse student needs and avoiding repetition. Future plans include expanding embedded literacy instruction and developing additional online resources through collaboration with other universities.
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
This document discusses open and blended education at Delft University of Technology. It outlines the university's use of massive open online courses (MOOCs), open courseware, and online and blended degree programs. Specifically, it notes that Delft University has offered over 5 MOOCs with over 140,000 enrollments and is planning additional MOOCs. It also describes how some courses integrate MOOC content both on campus and online. The document advocates for a blended approach that combines online and face-to-face learning.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
This digital artefact has been created for the Massive Open Online Course (MOOC) E-Learning and 'Digital Cultures' from the University of Edinburgh which was delivered through www.coursera.org.
The document discusses the impact of TU Delft's 30 MOOCs on educating the world, increasing the university's international reputation, improving campus education, connecting research with education, enabling collaboration with industry, and impacting the whole TU Delft organization. It notes that MOOCs reached over 960,000 enrollments, certificates were issued to over 28,000 students, and the courses educated people globally and improved the quality of education. MOOCs also increased TU Delft's international reputation by attracting more international students and improving rankings. They improved campus education by incorporating MOOC materials and improving student performance. MOOCs also connected education and research by spurring new research topics. They enabled collaboration with industry through
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...RUDRA BUSINESS SOLUTIONS
The document discusses Massive Open Online Courses (MOOCs) and the changing landscape of education. It notes that MOOCs provide free online courses from universities worldwide and can include videos, readings, and student forums. While MOOCs currently have low completion rates, they offer unprecedented access to international education and opportunities for research on learning. The document also reviews the growth of MOOCs globally and in different regions, as well as methods of assessment and limitations compared to traditional degrees.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Dave Szatmary- Vice Provost University of WashingtonSeriousGamesAssoc
This document discusses online learning and MOOCs at the University of Washington. It provides details on the 15 online graduate degrees and 40 online certificate programs offered at UW. It also discusses the growth of online learning nationally, how it increases access and allows for unbundling of education. MOOCs are discussed, including their benefits and challenges, as well as student demographics and completion rates. Major MOOC platforms like Coursera and edX are described. The document considers issues like costs, credentials, partnerships and the future of MOOCs and their business models. It concludes that while bricks and mortar classes will remain, online learning will continue growing due to student demand.
Big Move- Purdue Polytechnic Institute Update: Opening our College to the FutureGary Bertoline
The document discusses plans for transforming the College of Technology at Purdue University into a polytechnic institute through four initiatives: 1) Establishing an incubator to develop innovative curricula, 2) Transforming existing curricula to focus on interdisciplinary programs like computational art, 3) Creating an innovation network to accelerate research and industry partnerships, 4) Developing comprehensive workforce education strategies. The goal is to prepare students with skills for today's economy through mentored, project-based, collaborative learning and ensuring students' needs are prioritized.
This was a course assignment when I was studying at FPT University where we had chances to talk about what we were interested in in front of the class. I was dreaming of a MOOC platform for Vietnamese during that time. I hope that these slides from my coursework will be useful for those who are looking for an overview of MOOCs, or attempt to do business with it. Also on the ending slide, I talked about my personal idea for running a Mooc platform. Sit down and enjoy!
With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have implemented OpenCourseWare (OCW) initiatives and OER(Open Educational Resources) development to share their learning materials on the web. In addition, some universities provide free Massive Open Online Course (MOOC) with large-scale interactive participation and open access on the Internet. This keynote evaluates the status of the Open Education movement and its dissemination in higher education. It reviews the growth of MOOC movement, activities of MOOC providers and consortiums, introduction MOOC to university education as well as the possible impact on higher education. In addition, this keynote introduces current open educational practices in Hokkaido region, utilizing OER across campuses to improve student outcomes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Mooc overview baker_march2013
1. Open Ed and MOOCs
Overview ~ Examples ~ Outcomes
Foothill College
Tuesday, March 12, 2013
12:30 – 1:30 pm
2. What is a MOOC?
• Massive
– Large scale, unlimited or very high enrollment (+50,000)
– Diversity of participants due to worldwide and nationwide availability
• Open
– Typically no cost to enroll and acknowledgement of completion
• Fees for academic credit with student identify authentication and proctored testing
– Student coursework may be shared for peer assessment
– Typically registration required to enable tracking
• Online
– Rich multimedia, interactivity and communications via Internet and mobile devices
• Course
– Structured learning content via video and text; some assign textbooks
– Objective assessments usually auto-graded, some peer-graded assessment
– Affiliated with a university and/or faculty member
– Usually for a set duration
– Typically teacher-led
3. Meaning of MOOC Keeps Evolving…
• 2008
– Term coined by Dave Cormier
• Free course through University of Manitoba:
"Connectivism and Connective Knowledge"
• Enrollment of 2,300
– cMOOC
• Original MOOCs were based on connectivist theory
• Emphasizes that learning and knowledge emerge from a network of connections
• 2011
– Stanford University offered 3 computer science courses free to general public via
Internet
• 100,000+ enrollments in each
• Sebastian Thrun’s course: Introduction to Artificial Intelligence
• 2012
– Emergence of xMOOC
• Well-financed providers, associated with top universities
• Coursera
• Udacity
• edX
4. cMOOC vs. xMOOC
• cMOOC
– Way of learning in a networked world
• Connectivist model
• Participatory
• Distributed
• Supports lifelong networked learning
• An event around which people who care about a topic and get together and work
and talk about it in a structured way
• Way to connect in collaborate while developing skills and acquiring knowledge
• xMOOC
– Free courses offered by universities and colleges
– Classes taught online to large numbers of students
– Minimal involvement by professors
– Typically, students watch short video lectures and complete assignments that are graded
either by machines or by other students; discussion forums
7. Pedagogical Foundations
• Efficacy of online learning
– Online learning methods at least as effective as face-to-face learning
– Hybrid methods more effective than either method alone
• Importance of retrieval and testing for learning
– Use of interactive exercises and retrieval questions after each short video
• Mastery Learning
– Give immediate feedback
– Give students multiple opportunities to learn the content and demonstrate their knowledge
• Peer assessments
– Provide a valuable learning experience for the students doing the grading
– Crowd-sourcing, many ratings combined combine them to obtain a highly accurate score
• Active learning in the classroom (flipped classroom)
– Move lecture online to allow more classroom/in-person time for interactive engagement between faculty
and students, and between students and their peers
8. Coursera
62 Universities Have Partnered With Coursera
Berklee College of Music Pennsylvania State University University of California, San Francisco
Brown University Princeton University University of California, Santa Cruz
California Institute of Technology Rice University University of Colorado Boulder
California Institute of the Arts Rutgers University University of Copenhagen
Case Western Reserve University Sapienza University of Rome University of Florida
Columbia University Stanford University University of Geneva
Curtis Institute of Music Technical University of Denmark (DTU) University of Illinois at Urbana-Champaign
Duke University Technische Universität München (Technical University of London International Programmes
École Polytechnique University of Munich) University of Maryland, College Park
École Polytechnique Fédérale de Lausanne Tecnológico de Monterrey University of Melbourne
Emory University The Chinese University of Hong Kong University of Michigan
Georgia Institute of Technology The Hong Kong University of Science and University of Minnesota
Hebrew University of Jerusalem Technology University of Pennsylvania
IE Business School The University of British Columbia University of Pittsburgh
Icahn School of Medicine at Mount Sinai The University of Edinburgh University of Rochester
Johns Hopkins University The University of North Carolina at Chapel Hill University of Toronto
Ludwig-Maximilians-Universität München The University of Tokyo University of Virginia
National Taiwan University Universidad Nacional Autónoma de México University of Washington
National University of Singapore Universitat Autònoma de Barcelona University of Wisconsin–Madison
Northwestern University Universiteit Leiden Vanderbilt University
Ohio State University University of California, Irvine Wesleyan University
University of California, San Diego
11. Udacity
Learn by doing
Highly interactive, project-based exercises
The lecture is dead
Bite-sized videos make learning fun
Awesome instructors
Industry experts and passionate educators
Real world examples
Always learn in context, plus get virtual "field trips"
Active community
Forums and meetups with curious, engaged peers to support learning
Academic and career advancement
Certificates of completion to show what you know
14. Experiments
• Cuyahoga Community College
– Funded by $50,000 Bill & Melinda Gates Foundation grant
to develop a basic skills math MOOC
• San Jose State University
– edX: Blended or hybrid version engineering class
– Udacity: Jointly offer three $150 courses
15. MOOC Missteps by Coursera
• Fundamentals of Online Education: Planning and Application
– 41,000 enrollment
– Georgia Institute of Technology
– Coursera cancelled class after one week in February 2013
• Due to student complaints about technical glitches and confusing instructions
• Microeconomics for Managers
– University of California at Irvine
– 37,000 enrollments
– Fewer than 2 percent have been actively engaged in discussions
– Instructor quit teaching half-way through 10 week session
• Bothered by “uninformed or superfluous responses to the questions posed in the
discussion forums hobbled the serious students in their learning”
• Frustrated over his attempts to get the students to obtain and read as much of the
textbook as possible
16.
17. Sustainability & Business Models
• xMOOC partnerships
– Universities and colleges
– ACE
• Fees for student identify verification and proctored
testing
– “Signature Track” at Coursera
– Pearson VUE Testing
• Employer leads for job applicants
• Lead generation for colleges and universities
• Loss leader or freemium model
– MOOC2Degree: first for-credit course free
via Canvas Network
18. MOOC Outcomes
• Increased access to knowledge worldwide
• Attention to online learning
• Experimentation and missteps on grand scale
• Catalyst
– Dialogue about online pedagogy
– Challenging traditional lecture-based
and textbook-centric instruction
– Revitalizing credit-by-examination efforts
19. Impact on Higher Education
Pro and Con
• Moving toward competency-based models
• Credit-by-examination options
• Competition for faculty
• Democratizing access to college level courses
• Faculty development
• Student remediation
• Pedagogical innovation
20. Questions to Ask Before Partnering with MOOCs
• Terms of Use
• Quality criteria
• Student identity authentication and verification
• Infrastructure and delivery platform
• Tech support
• Branding
• Accessibility
• Intellectual property
21. Questions for College Leaders to Ask
Before Partnering with MOOCs
• What’s in it for my institution?
– Lead generation to increase enrollment
– Marketing
– Innovation
• What is our institutional capacity
to deliver a high-quality MOOC?
• Where do MOOCs fit into our
institution’s e-learning strategy?
22. Questions for Faculty to Ask
Before Teaching a MOOC
• What’s in it for me?
• How much and what type
of support will I receive?
• Criteria for determining sufficient quality?
• Intellectual property and licensing?
Editor's Notes
A lot of fuss has been made about MOOCs (massive `open online courses) over the past year but little has been shared about how community colleges can make the most of them. Generally, MOOCs are considered to be classes delivered online and available to thousands of students at a time, usually for free and for no credit. They incorporate principles from several learning theories, such as large group instruction, collaborative learning, and peer-to-peer learning. MOOCs such as edX, Udacity, and Coursera differ from typical online courses in other significant ways, however. Most notably, MOOCs have served as a catalyst for challenging traditional lecture-based and textbook-centric instruction and revitalizing credit-by-examination efforts.
Meaning of term – MOOC – keeps evolvingTerm coined by Dave Cormier in 2008MOOCs originated about 2008 within the open educational resources (or OER) movementMany of the original courses were based on connectivist theory, emphasizing that learning and knowledge emerge from a network of connectionsSebastian Thrun free computer science classes offered in 2011 through Stanford University.[3] As of 4 February 2013, Udacity has 20 active courses.[4] Thrun has stated he hopes half a million students will enroll, after an enrollment of 160,000 students in the predecessor course at Stanford, Introduction to Artificial Intelligence,[5] and 90,000 students had enrolled in the initial two classes as of March 2012.2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including Coursera, Udacity, and edXhttp://www.hybridpedagogy.com/Journal/files/MOOC_Emergence_Disruption_and_Higher_Education.htmlDave Cormier University of Prince Edward Islandstevendownes to the national research council canadageorgesiemens then at the university of Toronto, now Athabasca Universityhttp://www.hybridpedagogy.com/Journal/files/MOOC_MOOC.htmlThe March of the MOOCs: Monstrous Open Online CoursesJuly 23, 2012 | Filed in: Open EducationbyJesse Stommelhttp://www.hybridpedagogy.com/Journal/files/MOOC_MOOC.html
Meaning keeps evolving as it is appropriated and co-optedTerm coined by Dave Cormier along with Stephen Downs and George SiemensMeaning keeps evolving as it is appropriated and co-optedduring a course called "Connectivism and Connective Knowledge" that was presented to 25 tuition-paying students in Extended Education at the University of Manitoba in addition to 2,300 other students from the general public who took the online class free of charge.
cMOOC – constructivist, building networksxMOOC – content curated, sent to individual student, not about building connections or networks
In the fall of 2011 Stanford University launched 3 courses, each of which had an enrollment of about 100,000.[14] Following the publicity and high enrollment numbers of these course, Daphne Koller and Andrew Ng launched Coursera. By leveraging technology already developed at Stanford, Coursera was able to launch two courses – machine learning by Andrew Ng and databases by Jennifer Widom, which were the first two of Stanford's MOOC classes to go live. Coursera subsequently announced partnerships with several other universities, including the University of Pennsylvania, Princeton University, Stanford University, and The University of Michigan.Concerned about the commercialization of online education, MIT launched the MITx not-for-profit later in the fall, an effort to develop a free and open online platform. The inaugural course, 6.002x, launched in March 2012. Harvard joined the initiative, renamed edX, that spring, and University of California, Berkeley joined in the summer. The edX initiative now also includes the University of Texas System, Wellesley College and the Georgetown University.In November, 2012, the first high school MOOC was launched by the University of Miami Global Academy, UM's online high school. The course became available for high school students preparing for the SAT Subject Test in Biology, providing access for students from any high school. About the same time Wedubox, first big MOOC in Spanish, started with the beta course including 1,000 professors.[15]As MOOCs have evolved, there appear to be two distinct types: those that emphasize the Connectivist philosophy, and those that resemble more traditional and well-financed courses, such as those offered by Coursera and edX. To distinguish between the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC".[16] The evolution of MOOCs has also seen innovation in instructional materials. An emerging trend in MOOCs is the use of nontraditional textbooks such as graphic novels to improve students' knowledge retention.[17]As of February, 2013 dozens of universities had affiliated with MOOCs including many international institutionshttp://venture-lab.org/Venture Lab is one of the primary platforms used by Stanford University to offer free online courses. Venture Lab's philosophy is to make online courses more fun and engaging by making them more experiential, interactive, and collaborative. On our platform, you will not only have access to lectures by Stanford professors, but you will also be able to form teams with people around the world and work on projects that have an impact. Our first class on technology entrepreneurship attracted around 40,000 students from over a hundred and fifty countries. We are thrilled to offer more courses across a wide range of academic disciplines, and we invite you to join Venture Lab today!
https://www.coursera.org/about/pedagogy
https://www.edx.orgmission is to transform learning and to give a world-class education to everyone, everywhere, regardless of gender, income or social statusnot-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technologyfeatures learning designed specifically for interactive study via the web research how students learn and how technology can transform learning–both on-campus and worldwide
no required textbooks for Udacity courses, and the course content does not follow any textbook.Udacity classes are always available once they have launched. all classes are open enrollment, which enables you to take the course on your own timeUdacity hereby grants you a license in and to the Educational Content under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License (http://creativecommons.org/licenses/by-nc-nd/3.0/ and successor locations for such license) (the "CC License"), provided that, in each case, the Educational Content is specifically marked as being subject to the CC LicenseParticipation in Online Courses From time to time, Udacity may offer you the opportunity to participate in an online course on or through the Website. If you desire to participate in a course, you will be asked to provide us with certain information necessary to conduct such a course. This information may include, among other things, your name and email address. Udacity, or its third party service providers, may, for instance, collect certain information from you in conjunction with assignments, exams and other assessments related to the online course. For example, as part of a proctored exam for a course, Udacity (or its third party service providers) may collect certain information from you in order to (a) verify or authenticate your identity or submissions made by you, such as a signature for a test or assignment log, a photograph or recording of you (e.g., using a webcam) or information included on a photo identification card or document, or (b) monitor your performance during an exam to confirm that you are abiding by the applicable test rules or requirements (e.g., confirming that you are not using prohibited resources). Udacity may also collect information from you or about your performance or accomplishments related to the course, such as quiz/ exam scores, grades, teacher evaluations and other evaluations of your performance or accomplishments. Participation in Online Courses We use the Personally Identifiable Information that we collect from you when you participate in an online course through the Website for managing and processing purposes, including but not limited to tracking attendance, progress and completion of an online course. As part of our management and processing of the online course, we will use certain Personally Identifiable Information to administer exams and other assessments for the online course. For example, as part of a proctored exam for the course, Udacity may use certain information collected from you in order to verify your identity, or to monitor your performance during the exam to confirm that you are abiding by the applicable testing rules or requirements. We may share Personally Identifiable Information that we collect from you when you participate in an online course with the particular educational partner (e.g., such as a university) that developed or offered the online course and the instructor(s) who taught, managed or otherwise oversaw the course. For example, if you are taking a course through a university, we may share Personally Identifiable Information about you and your performance with the university to report on your progress in the course. Personally Identifiable Information shared with our educational partners will be subject to the privacy policies and procedures of such partners. Also, we may archive this information and/or use it for future communications with you. https://www.udacity.com/
UdemyA for-profit platform that lets anyone set up a course.The company encourages its instructors to charge a small fee, with the revenue split between instructor and company. Authors themselves, more than a few of them with no academic affiliation, teach many of the courses.http://www.open.edu/openlearn/
Read more: http://www.insidehighered.com/news/2013/02/21/coursera-and-edx-add-universities-and-hope-expand-global-reach#ixzz2NObkFPzGInside Higher Ed
http://nickcowie.com/copyright/ photo credit: nick cowie41,000 students over the weekend saying in its entirety: “We want all students to have the highest quality learning experience. For this reason, we are temporarily suspending the ‘Fundamentals of Online Education: Planning and Application’ course in order to make improvements. We apologize for any inconvenience that this may cause. We will inform you when the course will be reoffered.”The course may have been doomed from the start. One might question whether online education, currently in its infancy, has identifiable “fundamentals” particular to its platform. Qualities necessary for good teaching — including passion for and knowledge of the subject matter, responsiveness to student needs and so on — are not distinctive to online instruction.Fundamentals aside, when it came to “planning and application” the course failed on both counts. The trouble started when the instructor, Fatimah Wirth of Georgia Tech, asked her students to divide into groups using Google documents. This simple task grows complicated when you have 41,000 students. Multiple authors began to delete rows and columns, erasing information other students posted. Wirth quickly had an online mutiny on her hands. Videos she sent the class in an attempt to clarify her instructions engendered more confusion. Though the course description promised students would learn “online learning pedagogy, online course design … online assessments, managing an online class, [and] web toolsProfessor Leaves a MOOC in Mid-Course in Dispute Over TeachingFebruary 18, 2013, 4:56 amBy Steve KolowichStudents regularly drop out of massive open online courses before they come to term. For a professor to drop out is less common.But that is what happened on Saturday in “Microeconomics for Managers,” a MOOC offered by the University of California at Irvine through Coursera. Richard A. McKenzie, an emeritus professor of enterprise and society at the university’s business school, sent a note to his students announcing that he would no longer be teaching the course, which was about to enter its fifth week.“Because of disagreements over how to best conduct this course, I’ve agreed to disengage from it, with regret,” Mr. McKenzie wrote.Mr. McKenzie’s departure marks the second debacle for Coursera this month. Another of the company’s courses, “Fundamentals of Online Education,” was suspended indefinitely after technical and design issues made it too dysfunctional to continue. That course has not restarted.Mr. McKenzie’s microeconomics course, however, will continue—just without him. “The very able course managers have everything they need to post the remaining lectures, course assignments, and discussion problems, week by week, as scheduled,” the professor wrote. “However, I will not be involved.”Daphne Koller, one of Coursera’s founders, said by e-mail that Mr. McKenzie had not been “removed” from his role and that Coursera officials had not been in contact with the professor in recent weeks—suggesting that whatever “disagreements” led to Mr. McKenzie’s resignation had occurred at Irvine.Gary Matkin, the dean for distance education at Irvine, said the problem had stemmed from Mr. McKenzie’s reluctance to loosen his grip on students who he thought were not learning well in the course.“In Professor McKenzie’s view, for instance, uninformed or superfluous responses to the questions posed in the discussion forums hobbled the serious students in their learning,” said Mr. Matkin in an e-mail.Irvine officials, however, “felt that the course was very strong and well designed,” he said, “and that it would, indeed, meet the learning objectives of the large audience, including both those interested only in dipping into the subject and those who were seriously committed” to completing the course.Ms. Koller said that teaching a MOOC “can, indeed, be a challenge to deal with for someone used to the much more uniform population of a typical university setting.”At least 37,000 people had registered for the course, according to Mr. McKenzie, although the professor noted in a post on the course’s “announcements” page that “fewer than 2 percent have been actively engaged in discussions.”Mr. McKenzie did not immediately respond to an e-mail from The Chronicle requesting comment.But posts from the professor on the course’s “announcements” page suggest that Mr. McKenzie had spent a great deal of time attempting to respond to student feedback—an effort chronicled in the many addendums on “housekeeping issues” appended to his notes on course content.The professor apparently had faced criticism from students who objected to his decision to assign a textbook that was not available free. Mr. McKenzie also had heard complaints about how much work he assigned.“I will not give on standards,” wrote Mr. McKenzie in one post, “and you also should not want me to, or else the value of any ‘certification’ won’t be worth the digits it is written with.”http://chronicle.com/blogs/wiredcampus/professor-leaves-a-mooc-in-mid-course-in-dispute-over-teaching/42381
Reviews of xMOOCs at CourseTalk - http://coursetalk.org/
MOOC2degree A consortium of seven US universities under the coordination of Academic Partnerships are already on board and intend to use MOOCs as a shop window for their regular programs. The MOOCs will be free, open to all and will actually give you credits if you sign up for the full degree program. Whether students who do not register to continue will be able to keep their credits is not clear to me but the business case here is perfectly clear and justified if it can help the university recruit more students.
Learning as Performance: MOOC Pedagogy and On-ground Classes”,http://www.hybridpedagogy.com/Journal/files/MOOC_Emergence_Disruption_and_Higher_Education.html