Τι είναι τα MOOCs

2. Ορισμός ΜΟOC (Yousef et al., 2014)
Αριθμός χρηστών
Εξάλειψη διαχωρισμών
Διαδίκτυο
Πρόγραμμα σπουδών

3. Είδη ΜΟΟC

4. 2008: «Και εγένετο MOOC…»
Τίτλος
Connectivism and Connective
Knowledge
Συμμετοχή > 2000
George Siemens
(Mackness, Mak & Williams, 2010)
Stephen Downes

5. Είδη MOOCs (cMOOC)
Δημιουργία
συνδέσεων μεταξύ
εννοιών και ιδεών
Αλληλεπίδραση
μεταξύ κόμβων
μέσω τεχνολογικών
δικτύων
ΜΑΘΗΣΗ
Παραδείγματα
http://www.cdlprojects.com/cmc11blog/
http://math.cdlprojects.com/
(Joksimovic et al., 2015; Skrypnyk et al., 2015)

6. Λίγη ιστορία (ακόμη)
Με
παρακολούθησαν
160.000 άτομα
από 190 χώρες!

7. Είδη MOOCs (xMOOC)
πανεπιστήμια πλατφόρμες
Ποιος τα
δημιουργεί;
Πώς
αποκτάμε
πρόσβαση;

8. Πλατφόρμες
8
https://www.coursera.org
https://www.udacity.com
https://www.edx.org
https://www.khanacademy.org
(Porter, 2015)

9. Πολιτικές MOOCs
9

10. to MOOC?
Ανοικτή
πρόσβαση
του
πληθυσμού
στη γνώση
(Ferguson &
Sharples, 2014)
Εκδημοκρατισμός
της γνώσης
(Schmid et al,
2015)
Δημιουργία
κοινοτήτων
μάθησης
(Sharif & Magrill,
2015)
Ικανοποίηση
από την
πρόσβαση σε
μαθήματα
μεγάλων
πανεπιστημίων
(Karsenti, 2013)

11. OR not to MOOC
(Liyanagunawardena,
Parslow & Williams,
2014; Rodriguez, 2013)
Υψηλά
ποσοστά
εγκατάλειψης
Χρήστης
καταναλωτής
και όχι
δημιουργός
(Bulfin, Pangrazio &
Selwyn, 2014)
Ποιότητα
και
Πιστοποίηση
(Hew & Cheung, 2014;
Alexandron et al., 2017;
Luaces et al., 2017)
Διαχείριση
προσωπικών
δεδομένων
(Jones & Regner
2016)

12. Φύγαμε για μάθημα!

13. Συζήτηση

14. Βιβλιογραφία
• Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Harald Jakobs, M. W. (2014). A
Review of the State-of-the-Art. In Proceedings of CSEDU2014, 6th International
Conference on Computer Supported Education (pp. 9-20).
• OECD (2007), Giving Knowledge for Free: the Emergence of Open Educational
Resources, Paris: OECD.
• Yuan, L., MacNeill, S., & Kraan, W. G. (2008). Open Educational Resources-
Opportunities and challenges for higher education.
• Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating
in a MOOC. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D.
McConnell, & T. Ryberg. (Eds.), Proceedings ofthe Seventh International
Conference on Networked Learning (pp. 266-275).
• Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD Learning
News, 10(1).
• Rodriguez, O. (2013). The concept of openness behind c and x-MOOCs (Massive
Open Online Courses). Open Praxis, 5(1), 67-73.

15. • Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education.
Glasgow: JISC CETIS.
• Kesim, M., & Altınpulluk, H. (2015). A theoretical analysis of MOOCs types from a perspective
of learning theories. Procedia-Social and Behavioral Sciences, 186, 15-19.
• Porter, S. (2015). The economics of MOOCs: a sustainable future?. The Bottom Line, 28(1/2),
52-62. Ferguson, R., & Sharples, M. (2014, September). Innovative pedagogy at massive scale:
teaching and learning in MOOCs. In European Conference on Technology Enhanced Learning
(pp. 98-111). Springer International Publishing.
• Ferguson, R., & Sharples, M. (2014, September). Innovative pedagogy at massive scale:
teaching and learning in MOOCs. In European Conference on Technology Enhanced Learning
(pp. 98-111). Springer International Publishing.
• Schmid, L., Manturuk, K., Simpkins, I., Goldwasser, M., & Whitfield, K. E. (2015). Fulfilling the
promise: do MOOCs reach the educationally underserved?. Educational Media International,
52(2), 116-128.
• Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for
networked information landscapes. Reference services review, 39(4), 675-685.

16. • Joksimović, S., Kovanović, V., Jovanović, J., Zouaq, A., Gašević, D., & Hatala, M. (2015, March).
What do cMOOC participants talk about in social media?: a topic analysis of discourse in a
cMOOC. In Proceedings of the Fifth International Conference on Learning Analytics And
Knowledge (pp. 156-165). ACM.
• Skrypnyk, O., Joksimović, S., Kovanović, V., Gašević, D., & Dawson, S. (2015). Roles of course
facilitators, learners, and technology in the flow of information of a cMOOC. The
International Review of Research in Open and Distributed Learning, 16(3).
• Sharif, A., & Magrill, B. (2015). Discussion forums in MOOCs. International Journal of
Learning, Teaching and Educational Research, 12(1).
• Liyanagunawardena, T. R., Parslow, P., & Williams, S. (2014). Dropout: MOOC participants’
perspective. In EMOOCs 2014, the Second MOOC European Stakeholders Summit, 10-12
February 2014, Lausanne, Switzerland. Ανακτήθηκε 2/4/207 από http://centaur.reading.ac.uk
• Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making ‘MOOCs’: The construction of a new
digital higher education within news media discourse. The International Review of Research
in Open and Distributed Learning, 15(5).
• Alexandron, G., Ruipérez-Valiente, J. A., Chen, Z., Muñoz-Merino, P. J., & Pritchard, D. E.
(2017). Copying@ scale: Using harvesting accounts for collecting correct answers in a mooc.
Computers & Education, 108, 96-114.

17. • Luaces, O., Díez, J., Alonso-Betanzos, A., Troncoso, A., & Bahamonde, A. (2017).
Content-based methods in peer assessment of open-response questions to grade
students as authors and as graders. Knowledge-Based Systems, 117, 79-87.
• Jones, M. L., & Regner, L. (2016). Users or students? Privacy in university MOOCS.
Science and engineering ethics, 22(5), 1473-1496.
• Karsenti, T. (2013). What the research says. International Journal of Technologies in
Higher Education, 10(2), 23-37.
• Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open
online courses (MOOCs): Motivations and challenges. Educational Research
Review, 12, 45-58