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,

1. MASSIVE OPEN ONLINE COURSES
TECHINICAL RESEARCH WRITING ON
MOOCS
Submitted To
Dr. Achintya Singhal
BANARAS HINDU UNIVERSITY
Submitted By
Piyush Kumar
MCA 3rd Semester (BHU)

2. CONTENT
1. INTRODUCTION
2. TYPES OF MOOCS
3. HISTORY OF MOOCS
4. WHYARE MOOCS DIFFERENT?
5. COMPANIES AND UNIVERSITIES SERVE MOOCS TO THE MASSES
6. PEDAGOGY OF UDACITY
7. CONTROVERSY
8. VISION & GOALS OF MOOCS FOR INDIA
9. ADVANTAGES AND DISADVANTAGES OF MOOCS
10. WHAT'S HAPPENING TODAY? WHAT CAN YOU DO?
11. CONCLUSION

3. 1. Introduction
MOOCS: Massive Open Online Course, a term used to describe
web technologies that have enabled educators to create virtual
classrooms of thousands of students. Typical MOOCs involve a
series of 10-20 minute lectures with built-in quizzes, weekly
auto-graded assignments, and TA/professor moderated
discussion forums. Notable companies include Coursera, edX,
and Udacity.

4. MASSIVE
It should allow access to a very large number of students, much larger than a face-to-
face class, or a traditional online course.
OPEN
Open has several meanings in MOOCs. On one hand, the course should be open to
everyone and should not require some prerequisites such as possession of a
qualification or a level of performance in earlier studies.
ONLINE
The course is done remotely via the Internet and does not require physical attendance
at a classroom. This feature is essential for anyone from anywhere in the world with an
Internet connection can participate in these courses.
COURSE
It should have some learning objectives to be achieved by students after certain
activities within in a given period of time.
2.MOOCS Stand’s For

5. 3.Types of MOOCs
xMOOC.
Is the type of the learning
where by the learners
share the ideas and there
is only one instructor on
the discussion
cMOOC.
Hear the learners
control their own
learning, and they
create their own goal.
The learners are not
assessed or tested
weather they have met
the outcomes that they
where aiming at.

6. History of MOOCS
As technology has evolved, so has distance learning. It
began with mailing books and syllabi to students, then radio
lectures, then tv courses, and now online courses.

7. WHY ARE MOOCs DIFFERENT?
Beginning with the first correspondence courses in the
1890s from Columbia University, distance learning has
been an important means of making higher education
available to the masses. As technology has evolved, so
has distance learning; and in just the last 5 years a new
form of education has arisen, Massive Open Online
Courses (MOOCs). MOOCs are becoming increasingly
popular all over the world and the means by which
learning is measured, evaluated, and accredited has
become topic of controversy in higher education.
Continue

8. WHY ARE MOOCs DIFFERENT?
Short (10-20 minute) lectures recorded
specifically for online.
Quizzes that are usually integrated
into lectures.
TA / Professor moderated discussion
forums.

9. WHY ARE MOOCs DIFFERENT?
Large class sizes (often tens of thousands
of students).
Graded assignments with set due dates (graded
by computer)
Letters, badges, or certificate of completion.

10. COMPANIES AND UNIVERSITIES SERVE
MOOCs TO THE MASSES
The modern MOOC began with an open Computer Science course at Stanford,
Introduction to Artificial Intelligence, taught by Professor Sebastian Thrun in
2011. The wildly successful course, with 160,000 students in attendance, led
Thrun (along with his colleagues David Stavens and Mike Sokolsky) to create
Udacity in 2012, kicking o! MOOC mania.

11. • Udacity courses include lecture videos, quizzes and
homework assignments.
• Multiple short (~5 min.) video sections make up each
course unit.
• All Udacity courses are made up of distinct units = a
week’s worth of instruction and homework.
• Since Udacity enrollment is open, you can take as long
as you want to complete.
• Udacity courses include discussion forums and a wiki
for course notes, additional explanations, examples
and extra materials.
• Each course has an area where instructors can make
comments but the pedagogical emphasis is on self-
study.
Udacity

12. • Udacity courses do have an informal discussion
forum where students can post any ideas and
thoughts they have about the course, ask questions,
and receive feedback from other students
• Free participation is non-credit
• A few courses can be taken for credit (from California
institutions) for a fee
• Udacity offers job placement service in partnership
with various employers
Pedagogy of Udacity

13. CONTROVERSY
As MOOCs become increasingly popular all over the world,
the means by which learning is measured, evaluated, and
credited is a topic of controversy in higher education.
Some courses have already been accredited and
universities are beginning to accept transfer credit for
completing MOOCs. These companies have quickly
grown in size and hype, and their rapid growth has led
to many questions around how MOOCs may shape the
future of higher education.
Coursera, Udacity, and edX were not originally meant
to grant credit, and the recent push from administrators
to enable students to earn credit for the successful
completion of a MOOC raises many questions.

14. VISION & GOALS OF MOOCS FOR INDIA
VISION:
GOALS:
MOOCs shall provide an effective ecosystem
for meeting the online educational
Set up the necessary infrastructure and
tools which consist as nationwide
community resources and connectivity, High
quality digital content,

15. ADVANTAGES AND DISADVANTAGES OF MOOCS:
ADVANTAGES: DISADVANTAGES
• It is free.
• Learning is informal and at
student’ own pace of learning.
• Computer and internet access
are only resources needed
nothing much.
• Students can share, work,
critique others and receive
feedback. Providing online
interaction amongst student.
• X-MOOCs involve costs,
something not important.
• Limited real-world
engagement
• Techinical Problems.
• Academic dishonesty are
likely to happen.
• Students must be
accountable for their own.

16. WHAT'S HAPPENING TODAY? WHAT CAN
YOU DO?
Universities
Research must be done to evaluate the
electiveness and future of MOOCs.
Universities are running pilot programs
with MOOC providers with select classes
to test their feasibility.
The companies themselves are collecting
data on every interaction they have with
students. The researchers behind each
provider hope to use that data to support
the argument in favor of the expansion of
MOOCs.
The human resource development ministry launches
the Study Webs of Active-Learning for Young Aspiring
Minds (SWAYAM), a Web portal where Massive Open
On-line Courses (MOOCs) will be available on all
kinds of subjects
GOVERNMENT
MOOC Providers

17. Conclusion
The field of higher education will see massive
and constant change in the near future, and
MOOCs will continue to play a major role in its
rapid evolution. How will YOU play a part in the
revolution of learning?

18. Reference
[1] J. Manning, M. Sanders, “How widely used are MOOC forums? A first look, 2013.
Retrieved from: https://www.stanford. edu/dept/vpol/cgi-bin/wordpress/how-widely-used-
are-mooc-forums-a-first- [2] G. Siemens, “Connectivism: A learning theory for the digital
age”, International Journal of Instructional Technology and Distance Learning, vol. 2,
no. 1, pp. 3–10, 2005.
[3] S. Downes, “The Role of the Educator”, Huffington Post Educa-tion, 2010.
Retrieved from: http://huffingtonpost.com/stephen-downes/the-role-of-the-
educator_b_790937.html
[4] L. Breslow, D. E. Pritchard, J. DeBoer, G. S. Stump, A. D. Ho, D.T.Seaton, “Studying
learning in the worldwide classroom: Re-search into edX's first MOOC”,Research &
Practice in Assess-ment,vol. 8, summer 2013, pp. 13-25, 2013.
[5]J. Mackness, S.F.J. Mak, R. Williams, “The Ideals and Reality of Participating in a
MOOC”, Proc. 7th International Conference on Networked Learning, pp. 266-274,
2010.
[6] D. Yang, T. Sinha, D. Adamson, C. P. Rose, “Turn on, Tune in, Drop out: Anticipating
student dropouts in Massive Open Online Courses”, 2013. Retrieved from:
http://lytics.stanford.edu /datadriveneducation /papers/yangetal.pdf
[7] H. Khalil, M. Ebner, “How satisfied are you with your MOOC? -A Research Study on
Interaction in Huge Online Courses”, Proc. World Conference on Educational
Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2013, pp. 830-839,
2013.
[8] R. McGuire, “Building a sense of community in MOOCs”, 2013.

19. http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/
(coining MOOC)
http://net.educause.edu/ir/library/pdf/eli7078.pdf (first MOOC course)MOOC Companies
https://www.edx.org/about (edX why founded)
http://blog.coursera.org/post/40080531667/signaturetrack (Coursera Signature Track)
http://chronicle.com/article/A-First-for-Udacity-Transfer/134162/ (Udacity Revenue)
http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-
multiplying-at-a-rapid-pace.html?smid=pl-share (Udacity Profit Sharing)
http://www.insidehighered.com/news/2013/02/21/coursera-and-edx-add-universities-and-
hope-expand-global-reach (Twice As Many Moocs)What are People Saying?
http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905 (Professors - Credit)
http://www.insidehighered.com/news/survey/affirmative-action-innovation-and-financial-
future-survey-presidents (Presidents) What’s Happening Today?
http://news.stanford.edu/news/2013/april/edx-collaborate-platform-030313.html (Universities
- edX)
http://chronicle.com/article/A-Bold-Move-Toward-MOOCs-Sends/137903/ (SB 520)
Reference

20. Piyush Kumar Sharma
BHU
Piyush.bhumca14@gmail.com