2. CONTENT
What is MOOC?
Importance of using MOOCs in teaching and
learning.
Purposes of MOOCs
Types of MOOCs
History of MOOCs
My field of interest and areas
Reference list
3. What is MOOC?
MOOC is defined: as online course
that is designed for the participation
of large numbers of students.
5. Important use of moocs in teaching and learning.
Provide clear, explicit communication about exactly what
students need to do to succeed in the course.
Deliver information consistently each week.
Help students build a supportive learning community. Make
sure the online forum is used well to offer a place for students
to connect, construct, and make meaning.
6. Purpose of MOOCs.
Is to increase access to higher
education.
To reduce costs and reinvigorate
teaching and learning.
To improve learning and teaching.
7. Types of MOOCs
cMOOC
Promote diversity
Designed as massive
networks
Open education and use
open educational resources
Informal learning
xMOOC
Encourage a diversity of
participants
Convened on a designed
platform
Built their content within the
course platform and it is
copyright
Formal learning
8. Briefly history of moocs
In 2008, Dave Cormier and Bryan Alexander came
with the idea of MOOC to describe a particular model
of online course.
It is developed by canadian academics Stephen
Downes and George Siemens.
open educational resources movement
Their course was based on connectivist principles.
9. History continue…..
In 2011, MOOCs entered the wider public consciousness.
In 2013, wikipedia noted that there are two features to a
MOOC that contrast it with established university course
delivery.
Open access
scalability
11. Areas of interests
Algebra
Exponents
Sequence and series
Logs
Calculus
Trigonometry
Analytical geometry
Geometry
12. References
Universities UK (2013), ‘Massive Open Online Courses: Higher education’s
digital moment?’ http://www.universitiesuk.ac.uk/highereducation/Pages/
MOOCsHigherEducationDigitalMoment.aspx. Accessed 20/06/2013 20.
Yuan, L and Powell, S (2013), ‘MOOCs and Open Education: Implications for
Higher Education’ http://publications.cetis.ac.uk/2013/667. Accessed
20/06/2013