MOOCs (Massive Open Online Courses) are online courses that are open to unlimited participation and are accessible via the internet. They involve traditional course materials like filmed lectures, readings, and problem sets, as well as interactive forums for community interaction. There are two main types of MOOCs - XMOOCs which focus on content delivery and automated testing, and cMOOCs which emphasize collaboration. MOOCs provide free education to learners but have disadvantages like limited engagement and possible academic dishonesty. They are best used as a supplement to traditional education or for extracting open educational resources.
MOOCs, DOCCs, or POOCs? The Current and Future State of Open Online CoursesSuzan Koseoglu
Presentation at Teaching and Learning Innovation Centre (TaLIC) Lunchtime Conversations - Goldsmiths, University of London
There has been much heated debate on the educational potential of Massive Open Online Courses (MOOCs). In this talk Suzan will critically examine the current hype around MOOCs by drawing from recent literature and by exploring different types of MOOCs and the future of open online courses.
This project focuses on Virtual Learning Environments (VLEs) and its goal is to make people aware of its importance and increasing use.
This study shows the difference between a Virtual Learning Environment and other educational websites and how we can understand its specificities. This paper addresses Moodle, which is a modular object-oriented dynamic learning environment used by study communities all over the world for free; and EnglishTown, which is an on-line English school using Adobe’s Adobe Connect 8. Both are accessed by many people and can help us be aware of what a VLE is.
Creating the Morgridge International Reading Center; IRA 2009, PhoenixSusan Wegmann
This slide show will be presented at the International Reading Association's Annual Conference in Phoenix, AZ on Feb. 23, 2009. Anyone who would like to discuss the Morgridge Center may access our website: mirc.ucf.edu.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Enhancing Educational Outreach: Development of an Online Plagiarism TutorialUCD Library
Presentation by Jennifer Collery, Liaison Librarian at University College Dublin, Dublin, Ireland, at EdTech 2014 (The 15th Educational Technology Conference of the Irish Learning Technology Association (ILTA)), held on May 29th & 30th, 2014 at University College Dublin, Ireland.
MOOCs, DOCCs, or POOCs? The Current and Future State of Open Online CoursesSuzan Koseoglu
Presentation at Teaching and Learning Innovation Centre (TaLIC) Lunchtime Conversations - Goldsmiths, University of London
There has been much heated debate on the educational potential of Massive Open Online Courses (MOOCs). In this talk Suzan will critically examine the current hype around MOOCs by drawing from recent literature and by exploring different types of MOOCs and the future of open online courses.
This project focuses on Virtual Learning Environments (VLEs) and its goal is to make people aware of its importance and increasing use.
This study shows the difference between a Virtual Learning Environment and other educational websites and how we can understand its specificities. This paper addresses Moodle, which is a modular object-oriented dynamic learning environment used by study communities all over the world for free; and EnglishTown, which is an on-line English school using Adobe’s Adobe Connect 8. Both are accessed by many people and can help us be aware of what a VLE is.
Creating the Morgridge International Reading Center; IRA 2009, PhoenixSusan Wegmann
This slide show will be presented at the International Reading Association's Annual Conference in Phoenix, AZ on Feb. 23, 2009. Anyone who would like to discuss the Morgridge Center may access our website: mirc.ucf.edu.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Enhancing Educational Outreach: Development of an Online Plagiarism TutorialUCD Library
Presentation by Jennifer Collery, Liaison Librarian at University College Dublin, Dublin, Ireland, at EdTech 2014 (The 15th Educational Technology Conference of the Irish Learning Technology Association (ILTA)), held on May 29th & 30th, 2014 at University College Dublin, Ireland.
This ppt file includes some of the most ubiquitous MOOC websites that can help provide training courses for educators, as well as opportunities for learners for educational development. Such websites promote the notion of autonomy, so learning becomes slef-paced.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. WHAT IS A MOOC?
MASSIVE
– Uses the Internet to connect with others on a
global scale
OPEN
– No charge for students
ONLINE
– Learning together in digital modes
COURSE
– A MOOC Covers a single topic
3. HISTORY OF MOOCS
• First developed by Stephen Downes and George Siemens in 2008
• the first mooc was “Connectivism andConnectivity Knowledge”
• In the fall of 2011, Stanford offered three courses for free online.
• In February 2012, Thrun founded a company called Udacity offering mooc
courses
• MIT and Harvard formed a partnership and formed edX
4. WHAT IS A MOOC
• is an online course
• Using unlimited participation and open access via the web.
• It involves Traditional course materials such as filmed lectures
• Readings,
• Problem sets ,
• Plus interactive user forums to support community interactionsbetween
students, professors, and teaching assistants
5. DIFFERENT TYPES OF MOOCS
XMOOCs
• Content Focused
• Automated testing
• Major Universities
• Behaviourist, Cognitvist approach
• One-to-many (Student/Content, Teacher/Student interactions)
• More formal learning
• Coordinated assessments and quizzes (often automated)
• Social media used
• Open to join, but not all content
• Organised group work
• Fixed Platform
6. DIFFERENT TYPES OF MOOCS
cMooc
• Collaboration Focused
• is based on connectivism
• Academics, Non profits, Individuals
• Constructivist, Connectivist approach
• Many-to-many (Dialogue, Peer2Peer interactions)
• Informal learning
• Collaborative, peer assessment
• Rich social media
• Drive towards openness
• Network building, collaboration
• Ad hoc learner space
7. PROS AND CONS OF MOOCS
Advantages
• Free unless college credit
is offered
• Learning is informal and at
student’s own pace
• Computer and internet
access are only resources
needed
• Students can share work,
critique others and
receive feedback
• Great instructors without
high tuition of host school
Disadvantages
• xMOOCs involve costs,
sometimes significant
• Limited real-world
engagement (face time)
• Technical difficulties
• Academic dishonesty
possible
• Students must learn to be
responsible for their own
learning
8. SUGGESTIONS FOR USING MOOCS
• Use MOOC with local tutorials / groups as
supplementary
• May be physical groups offline
Blended Approach
• Use as central focus
• Plan other activities / assessment / etc
• Use as a collection of OER – extract what you
need for your purpose and context
Core Approach
9. MY CHOSEN MOOC
• What's it about?
• This course provides you with insights into the rich fabric of
the cultures of China. You will develop a basic
understanding of written Chinese, its history and expression
in calligraphy. We will also explore the origins and variety of
Chinese cuisine, the role of food in festivals and the
etiquette of Chinese dining and tea drinking
MOOC stands for Massive Open Online Course. It’s massive because it can have an unlimited number of learners working together. It’s open because anyone can participate. Traditional MOOCs are offered free of charge, unless they are taken for university credit. The work all takes place online, through a combination of social networking, wiki creation, real-time meeting in venues like Skype, and through audio and video podcasts. It’s a single-topic course, lasting from a few weeks to an entire semester.
The nature of MOOCs produces a number of pros and cons. cMOOCs are usually free, while xMOOCs are usually provided at cost; where these are offered for college credit, sometimes the cost will be prohibitive for the average person. Some colleges have opened their MOOCs to non-credit participants, which holds closely to the original MOOC model.
Learning in a MOOC is much less formal than the traditional lecture-test method of teaching. Students work at their own paces and in collaboration with others in whatever time is agreeable to all. A drawback to the online-only venue can be the lack of in-person engagement, but MOOCs often develop local cohorts of participants, particularly when those learners live close to each other geographically.
No expensive materials are needed, beyond computer and internet access. While this could be a hindrance for those who have not bridged the “digital divide” yet, such facilities are available in nearly every library, and most cell phones will offer internet access. Computer procedures can always offer technical difficulties, so it is up to facilitators to make sure their efforts are well prepared and undergo test runs.
In MOOCs, students are encouraged to share work and to collaborate with others to enhance learning. Some educators believe this sets up MOOCs for academic dishonesty issues, but where knowledge is free and open, dishonesty is not a great problem. The point of MOOC interaction is not to own knowledge but to share it with others.
Some MOOCs are facilitated by leading scholars in their fields. This offers MOOC participants the opportunity to learn from some of our greatest minds, without the expense of the major university’s tuition.
One factor that can be both a pro and a con is the responsibility students have for their own learning. Students who are accustomed to having their knowledge handed to them in bits may find the independent nature of the MOOC difficult to manage at first. With practice, however, most students will realize that they get more benefit when they put in more effort, and they will spend more time in MOOC participation.
Rather look at MOOCs as learning opportunities for learners at a particular level (possibly post-graduate), providing the necessary requirements