Massive open online courses (MOOCs) are online courses aimed at unlimited participation via the web. MOOCs offer courses free of charge and allow students to enroll anytime. While the first MOOCs date back to 2006-2007, the term was coined in 2008. In 2011, MOOCs grew substantially in popularity. There are two main types of MOOCs: connectivist MOOCs (cMOOCs) which emphasize peer-to-peer learning and connections, and xMOOCs which focus on structured content and assessment. MOOCs can also be categorized by their synchronous or asynchronous nature, content delivery approach, and learning goals.
Learning2gether at the Spring Blog Festival 2015 - Blogging and Logging Conve...Vance Stevens
Learning2gether is an initiative of Vance Stevens evolving from synchronous meetings with Webheads in Action taking place weekly since 1998 and more directly from three WiAOC (WiA Online Convergences) in 2005, 2007, and 2009. L2g started in 2010 and has hosted conversations most weeks since, usually on Sundays (but for this occasion, on a Saturday). L2g encourages all educators who enjoy connecting with peers to volunteer to contribute their voices to perpetuating weekly conversations at our L2g venues. This presentation explains how L2g works and how you can contribute and participate.
Learning2gether at the Spring Blog Festival 2015 - Blogging and Logging Conve...Vance Stevens
Learning2gether is an initiative of Vance Stevens evolving from synchronous meetings with Webheads in Action taking place weekly since 1998 and more directly from three WiAOC (WiA Online Convergences) in 2005, 2007, and 2009. L2g started in 2010 and has hosted conversations most weeks since, usually on Sundays (but for this occasion, on a Saturday). L2g encourages all educators who enjoy connecting with peers to volunteer to contribute their voices to perpetuating weekly conversations at our L2g venues. This presentation explains how L2g works and how you can contribute and participate.
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
#UCSIA15 Sport informatics and Analytics: An IntroductionKeith Lyons
Hyperlinks active in downloaded copy of this presentation.
An introduction to the open online course Sport Informatics and Analytics. #UCSIA15 is the Twitter tag for the course.
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
#UCSIA15 Sport informatics and Analytics: An IntroductionKeith Lyons
Hyperlinks active in downloaded copy of this presentation.
An introduction to the open online course Sport Informatics and Analytics. #UCSIA15 is the Twitter tag for the course.
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
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.
This presentation provides a brief explanation of what a mooc is, different types of MOOCs, why should individuals join a MOOC and also pros of selecting public speaking as an online course.
MOOCs are a great way to engage international learners. But in order to do so, the learning environment must be mobile accessible. This presentation gives some pointers on what to take into account in MOOCs and links to MOOC mobile learner interaction research. This deck of slides was presented during UNESCO's mobile learning week in February 2013.
3. WHAT IS MOOC
◦ Is an online course aimed at unlimited participation and open access
via the web
◦ Are online courses that institutions are offering free of charge
◦ Is a way of delivering learning content online to any person who
wants to take a course, with no limit on attendance and can enrol
anytime and any day
◦ Are courses that help you to explore your mind and learn more about
things that you are interested in but you cannot pursue
4. ABOUT MOOC
• The first mooc was offered by HASTAC in 2006-2007 and they called it Introduction to Artificial Intelligence”
but they were not recognized
• The term MOOC was coined in 2008 by Dave Cormier of the University of Prince Edward Island and Senior
Research Fellow Bryan Alexander of the National Institute for Technology in Liberal Education
• Selastian Trun and Peter Norving developed mooc in 2011 which was considered as the first mooc to be
known
• The first one was launched in 2008. It was called ‘Connectivism and Connective Knowledge/2008’ (CCK8),
created by educators Stephen Downes and George Siemens.
• Mooc is said to be like a long distance learning since the 1990s
• This means that mooc has actually existed but its was not massive
and not done online
5. Types of MOOCs
◦ all MOOCs are not created equal’ and there’s lots of species of MOOC.
The following are the types of MOOC that exist but one must know that
there are two main MOOCs thus connectivist MOOC or cMOOC and
xMOOC
◦ connectivistMOOCS
• xMOOCs
◦ transferMOOCs
◦ madeMOOCs
◦ synchMOOCs
◦ asynchMOOCs
◦ adaptiveMOOCs
◦ groupMOOCs
◦ miniMOOCSs
6. CONNECTIVIST MOOCs
◦ It is non profit organization
◦ It promote learning academically
◦ It can be done individually
◦ The connections across a network rather than pre-defined content
◦ cMOOC you make videos
◦ Take place in an informal learning
◦ Consist of many social media
◦ It’s a network building and promote collaboration
◦ It promote peer interaction and group conversations
◦ It ask learners to collect content by selecting what is compelling to them
7. xMOOCs
◦ The origin of the ‘x’ is the use of ‘x’ in things like ‘TEDx’ or ‘MITx’ to indicate programs that aren’t part of the core
offering
9. TRANSFER MOOCS
◦ Take existing courses and decant them into a MOOC platform, on the
pedagogic assumption that they are teacher-led.
◦ These courses deliver content primarily through “talking heads”
videos and assigned readings and they assess learning outcomes using
online quizzes and tests. It work best for training for which the main
goal is knowledge transfer, such as employee orientation and business
training
10. MADE MOOCs
◦ Make use of video, avoiding talking heads . They also tend to have
more of a formal, quality driven approach to the creation of material
and more challenging assignments, problem solving and various levels
software-driven interactive experiences.
◦ Their videos often feature whiteboard problem-solving sequences
rather than talking heads. These courses have an interactive approach
that goes beyond just knowledge transfer: students interact with the
software by solving problems and receiving instant feedback.
11. SYNCHRONOUS MOOCs and
ASYNCHRONOUS MOOCs
SYNCHRONOUS MOOCs
• Have a fixed start date, tend to have fixed
deadlines for assignments and assessments and a
clear end date
◦ Everyone follows the same class schedule and
may even be required to log in at the same time
◦ This helps motivation and aligns teachers and
students
ASYNCHRONOUS MOOCs
◦ Are entirely self-paced. This is for people who
are busy and don’t have time to finish the course
at the same time
◦ That means they can be taken at anytime
◦ It is said to be a way to reduce drop out rate due
to missed assignment