This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs and noting their key features, such as being open to unlimited participants, having no formal entry requirements, and offering no credits. The brief history of MOOCs is then summarized, highlighting the first MOOC in 2008. The document then covers how MOOCs work, their advantages like expanded access, and their disadvantages like lack of interaction. Different types of MOOCs are listed. In closing, the document discusses topics the author would pursue in future MOOCs, like mathematics, to enhance students' skills and understanding.

1. T.N MBHAMALI
201201797
PFS3A10

2. Massive Open Online Course

4. What is a MOOC?
 A MOOC integrates the connectivity of social networking, the facilitation of acknowledged
proficient in a field of study, and a collection of spontaneously accessible online resources.
Feasibly significantly, however, a MOOC builds on the active engagement of several hundred
to several thousands “students” who self organize their participation according to the learning
knowledge and skills, and common interest. Although it may share in some of the conventions
thought, a MOOC generally carries no subscriptions, no prerequisites other than internet access
and interest, no predefined expectations for contribution and no formal authorization.

5.  Word that MOOC will be offered typically spreads through an online social network.
A central web address may be used to associate a registration process, outline the
optional course schedule, and provide a interconnection for support and communication
apart from this, though just about anything.

6. The brief History of Mooc’s
 It is within networks that learning can generate quite interesting experiences. This leads
us to the raise of MOOCs. The first mooc was launched in 2008? It was called
„Connectivism and Connective Knowledge 2008 (CCK8), created by educators Stephen
Downs and George Siemens. Building off a for-credit course at the University of
Manitoba, Canada, this was the first class designed behind the abbreviation of
“MOOC” and used many different stages to engage students with the topic, including
Facebook groups, Wiki pages, blogs, forums and other resources.

7.  However, this first generation was still far from reaching massive numbers of students
like MOOCs are doing today. Correspondence study only predominated until the arrival
of electronic media, which lead to popularization of radio and television as educational
tools in the 20th period. Teachers and learners from all parts of the world took advantage
of the new technology. Those who did not have access to formal learning could watch or
listen to classes for free, wherever they were. The content was adapted to reach different
types of audiences, and even students in remote areas could have knowledge in academic
subjects.

8. How does it work?
 The course and resources are accessible and free although any documentation required
may need to paid for.
 You don‟t necessary complete assignments, but
Engage and share with other members making
Using digital software and social networking, such
As background cooperate and twitter.

9. Making Sense of MOOCS
MOOCs are a relatively recent online learning phenomenon, having developed from
the first early examples five years ago, they are now generating considerable media
attention and significant interest from higher education institutions and venture
capitalists that see a business opportunity to be exploited. They can be seen as an
extension of existing online learning approaches, in terms of open access to courses
and scalability, they also offer an opportunity to think once more about new business
models that include elements of open education. This includes the ability to
disaggregate teaching from assessment and acknowledgement for differential pricing
and pursuit of promoting activities

10. ANALYSIS OF MOOC CREATIVITIES
 MOOCs offer for confusion of courses has generated significant interest from governments,
institutions and commercial organisations. A number of modified MOOC platforms have been
developed and offer courses independent of or in collaboration with universities. A growing
number of institutions have been involved in engaging and experimenting with MOOCs for the
purpose of expanding access, promotion and branding, as well as the potential of developing new
revenue streams. Motivations for learners to participate in MOOCs are varied, and many struggle
to engage with courses and keep motivated in the context of an online learning environment. The
market value of certification of courses, short of credit as part of traditional institutional awards,
has yet to be determined. Other potential business models are being developed but need further
work to establish them.

11. Advantages of MOOCS.
 MOOCs offer the entire learning community equal rights to education. People can
choose from the diverse range of programs and enrol for the course of their choice from
the suitability of their homes without spending time. Although students study
independently in these courses, they at the same time collaborate with their peers from
different parts of the world.
 MOOCs are an advantage for people who have faced difficulties in following education
due to lack of funds, no appropriate opportunities, unreachable physical location, etc.
 Learning is informal and at student‟s on pace
 Computer and internet access are only resources needed
 Great instructors without high tuition of host school.

12. CONTINUES
 Educationally, MOOCs are designed to be extremely interactive. It uses all the
interactive media available on the internet to engage students. The various tools used
are blogs, videos, podcasts and opportunities that are entrenched into the programs
effortlessly. These tools co-operate learners and help them solve real world problems
rather than deliberating theoretical material. Real discussion of ideas, theories and
concepts are an essential part of a MOOC and are used for decent review and
assessment.
 Although much controversy surrounds the idea of MOOCs, studies have cited several
advantages. Some of the areas in which MOOCs have been cited as most beneficial
include increased options for accessibility, increased potential for student engagement,
and expanded lifelong learning opportunities (Carr, 2012; Duderstadt, 2012).

13. Disadvantages of MOOCS.
 Only students with a lot persistence and self-discipline can complete these courses.
Students who are unable to manage their time often drop out of these courses
 Students must learn to be responsible for their own learning
 Technical difficulties
 Limited real re-world engagement
 xMoocs involve costs, sometimes important
 Although MOOCs offer a lot of advantages, there are still some grey areas in MOOC
that need to be addressed. In MOOCs, the teachers and professors deal with a huge
audience, as a result, they are powerless to give active feedbacks for assignments and
tests to the students. Additionally, at times if the professor taking the course
communicates it in a monotonous way or the students find the classes uninteresting,
there is absolutely no way one can interact with the faculty to give response. There is no
way teachers can interact directly with students and engage them.

14. TYPES OF MOOC’S
 transferMOOCs
 madeMOOCs
 synchMOOCs
 asynchMOOCs
 adaptiveMOOCs
 groupMOOCs
 connectivistMOOCS
 miniMOOCSs

15.  The development of technologies in distance education continues to influence the
context of education and learning (Bouchard, 2011). MOOCs bring a new perspective
to traditional education but are still in the beginning stage. It seems that organisations,
as a whole, might be anxious about MOOCs as they relate to access, affordability, and
student success. For those who are promoters of the MOOC, increasing numbers might
be suspicious about signing over long-term administration and misunderstanding to
companies such as edX, Udacity, or Coursera. However, in a time when higher
education is being criticized for low productivity, increasing costs, and inefficient use
of technology (Levine, 2013), MOOCs provide feasible alternatives of high
productivity, low cost (or free), and utilization of leading edge technology. The
challenge is to treasure common ground that not only recovers access and affordability
but maintains academic thoroughness and guarantees student success.

16. My field interest and topics I would like to pursue
in my Future MOOC experience
 My field of interest is to teach MATHEMATICS FOR FET.
 The topics that I would like to pursue in my future MOOC experience in order to
develop my learners their level of knowledge, skills and understanding the concept base
on Mathematics are, Trigonometric functions and graphs, Application of calculus,
Exponents and Radicals, solve for x using simultaneously equation, geometry and
analytical geometry
 Reason why I have choose this topics above is because they weight a lot of marks
during exams or the test.
 The role for me as the Mathematics teacher in order to pursue my future MOOC
experience is towards enhancing my students practices related to instructional activities
and classroom assessment environment. As we know that most of the learners
experience difficulties on Mathematics mostly on public schools.

17.  The Massive Open Online Courses allow students of all ages, talents, and backgrounds
the ability to learn new concepts and develop skills in a field. Prior to taking a college
class for credit, students can get ahead by taking it as a MOOC. Learning about physics,
computer science, economics, statistics, or psychology by taking an open online class
over the summer can help students develop skills that we will need during the academic
year.
 Most high school students do not have the opportunity to take classes in specific fields.
MOOCs allow students to explore topics of interest without having to worry about cost
or grades. An interested student can try out classes in engineering, biochemistry, art
history, or political science. Because they are usually free and the grades earned won't
affect their high school or academy grade point average, MOOCs can offer students a
great opportunity to explore potential majors

18. References
Bouchard, P. (2011). Network promises and their implications. In The Impact of Social
Networks on Teaching and Learning [Online monograph]. Revista de Universidad y
Sociedad del Conocimiento (RUSC). Retrieved from http://ruscn.
uoc.edu/ojs/index.php/rusc/article/viewFile/v8n1-bouchard/v8n1-bouchard- eng
Carr, N. (2012, September 27). The crisis in higher education. MIT Technology Review.
Retrieved from http://www.technologyreview.com/featuredstory/429376/the-crisis-in-
higher-education/
Cooper, S. & Sahami, M. (2013, February). Education reflections on Stanford‟s MOOCs:
New possibilities in online education create new challenges. Communications of the ACM,
de Waard, I. (2011, July 25). Explore a new learning frontier: MOOCs. Learning Solutions
Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/721/ explore-a-
new-learning-moocs