1. The document discusses MOOCs (massive open online courses), describing what they are, where they came from, current initiatives, and their potential educational value.
2. It notes that while MOOCs aim to harness online social learning, there is no evidence they have achieved defined learning outcomes yet. MOOCs started as self-organized learning but may become more structured over time as established in educational systems.
3. Prominent MOOC providers like edX, Coursera, and FutureLearn are discussed. While MOOCs have potential to increase access to education, questions remain around pedagogy, sustainability, and accreditation.
SEEC, (a consortia of universities with experience and expertise with recognising learning through academic credit in non-traditional contexts) have regular Networks of Practice meetings for members. These slides are what I plan to use to get the debate off to a lively start.
Blended learning and learning communities: opportunities and challengesZalina Zamri
The purpose of this paper is to address the nature and development of blended learning
and the emerging notion of learning communities, with particular reference to management and
business education.
SEEC, (a consortia of universities with experience and expertise with recognising learning through academic credit in non-traditional contexts) have regular Networks of Practice meetings for members. These slides are what I plan to use to get the debate off to a lively start.
Blended learning and learning communities: opportunities and challengesZalina Zamri
The purpose of this paper is to address the nature and development of blended learning
and the emerging notion of learning communities, with particular reference to management and
business education.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
The Future of Learning: Embracing Social Learning for SuccessSaba Software
Today, the world is grounded in a vast and dynamic world of information and technology. Organizations
have access to content like never before, compounded by the Web 2.0 movement. This ability to
communicate swiftly evolved into collaboration that has become an intense driver of the “knowledge
economy.”
During the last two years we have seen how knowledge management and leadership development
via learning are being incorporated more frequently as strategies to increase organizational agility.1
Additionally, learning organizations that act as strategic enablers for the business are more focused on
connecting people to people and content through knowledge management and social technology.
Saba Software partnered with Human Capital Media (HCM) Advisory Group to better understand how
business is taking advantage of social learning. In the 2013 survey, HCM examined how organizations are
approaching social learning, which methods have proven to be successful and where challenges are experienced.
LearnIT: Technology Trends in Education (5/14/13)Kristen T
See Wiki with resources:
http://techtrendsineducation.wikispaces.com/home
Slides used during talk given at Fordham University:
In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education. During the LearnIT, we discussed 6 of the top trends (additional slides to follow).
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Ed net insight | stem: mainstreaming career and technical education (cte)Jim "Brodie" Brazell
Jim Brazell, CEO and Founder, ventureRAMP, Inc. — Friday, March 12, 2010
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform in Texas, New York, California, Florida, Maryland, Ohio, Pennsylvania, Michigan, Georgia, North Carolina, Kansas, and Arizona. The implication for the educational technology and publishing industry is a wave of change enabling educational technology and textbook budgets to include CTE curricula and infrastructure. The rise of STEM broadens the definition of educational technology to support high-technology “shop” classes and broadens the market for kits, labs, simulations, and software and “hands-on” projects in K-12 schools.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
The Future of Learning: Embracing Social Learning for SuccessSaba Software
Today, the world is grounded in a vast and dynamic world of information and technology. Organizations
have access to content like never before, compounded by the Web 2.0 movement. This ability to
communicate swiftly evolved into collaboration that has become an intense driver of the “knowledge
economy.”
During the last two years we have seen how knowledge management and leadership development
via learning are being incorporated more frequently as strategies to increase organizational agility.1
Additionally, learning organizations that act as strategic enablers for the business are more focused on
connecting people to people and content through knowledge management and social technology.
Saba Software partnered with Human Capital Media (HCM) Advisory Group to better understand how
business is taking advantage of social learning. In the 2013 survey, HCM examined how organizations are
approaching social learning, which methods have proven to be successful and where challenges are experienced.
LearnIT: Technology Trends in Education (5/14/13)Kristen T
See Wiki with resources:
http://techtrendsineducation.wikispaces.com/home
Slides used during talk given at Fordham University:
In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education. During the LearnIT, we discussed 6 of the top trends (additional slides to follow).
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Ed net insight | stem: mainstreaming career and technical education (cte)Jim "Brodie" Brazell
Jim Brazell, CEO and Founder, ventureRAMP, Inc. — Friday, March 12, 2010
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform in Texas, New York, California, Florida, Maryland, Ohio, Pennsylvania, Michigan, Georgia, North Carolina, Kansas, and Arizona. The implication for the educational technology and publishing industry is a wave of change enabling educational technology and textbook budgets to include CTE curricula and infrastructure. The rise of STEM broadens the definition of educational technology to support high-technology “shop” classes and broadens the market for kits, labs, simulations, and software and “hands-on” projects in K-12 schools.
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations. OPEN uNIVERSITY
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.
Over the past 20 years, higher education has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of qualifications in a digital world without borders. At the same time, access to the Internet and broadband service has increased. According to the International Telecommunications Union, 43 per cent of the world’s population is now online, with some form of regular access to the Internet, and the number of Internet users globally has reached 3.2 billion, of whom 2 billion are from developing countries (ITU, 2015). The huge growth in mobile connectivity, particularly in the developing world, has also brought online content and interaction to a global audience.
Since 2012, known as “The Year of the MOOC,” massive open online courses (MOOCs) have expanded worldwide, shaking up the higher education landscape and potentially disrupting the model of brick-and-mortar universities. Whilst higher education institutions have long been engaged in the delivery of online content (via, for example open educational resources and virtual learning environments), the rapid advent of MOOCs is regarded by some experts as an education revolution — according to Class Central (Shah, 2015a), the total number of MOOCs reached 4,200 in 2015. However, most of the current MOOCs are delivered by top universities in the Global North, which many observers consider a one-way transfer of knowledge from the developed countries to the developing world.
The present UNESCO–COL Guide on MOOCs is designed to raise general awareness amongst policy-makers in developing countries as to how MOOCs might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interests and experiences of developing countries, although we are witnessing important initiatives in more and more countries around the world.
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
1. SIP TEL Innovation Report 2: MOOCs
Introduction:
The topic of this briefing paper is MOOCs (massive open online courses). It describes what
they are and where they came from. It provides a summary of current MOOC initiatives
together with an assessment of their educational value and potential.
The paper will draw on Jisc Advance resources and the outcomes of other Jisc programmes
and initiatives. A range of links will be provided to enable drilling down to whatever level of
detail is required.
In 2010, Dave Cormier1
described how:
... a MOOC integrates the connectivity of social networking, the facilitation of an
acknowledged expert in a field of study, and a collection of freely accessible online resources.
Perhaps most importantly, however, a MOOC builds on the active engagement of several
hundred to several thousand “students” who self-organize their participation according to
learning goals, prior knowledge and skills, and common interests.
This is scary stuff for traditional campus based academics only familiar with face-to-face
classroom based teaching. It is not scary at all for today’s teenagers who live in the world of
social networking and already self-organize their participation in the informal learning
environment of their daily online social communications.
What MOOCs appear to be trying to do is harness this widespread, vibrant but chaotic
online social activity and inject a structure that will lead to defined learning outcomes.
There is no convincing evidence that this has yet been achieved, but the reality of mass
online social communications cannot be ignored in educational planning.
A Reflection on Self-organised Learning:
When something new comes along that requires new knowledge and skills, it initially tends
to develop organically within a self-organised community of committed individuals. Later it
becomes more structured and efficient and, when accepted as part of the established
educational system; appropriately regulated, validated and funded.
A recent example of how this happens in practice can be seen in the development of Hang
Gliding as a form of recreational aviation. In the early 1970’s a few pioneers were
experimenting with the design of foot-launched gliders based on a relatively primitive grasp
of the principles of aeronautics. They shared their experiences and learned from each other,
both in terms of glider design and how to fly them. Some of them died when it didn’t work:
it was important to learn quickly.
As the sport grew, schools were set up by the more experienced pioneers. Gliders were
manufactured and sold commercially rather than built in garden sheds. When it came to the
attention of the Civil Aviation Authority, regulations were applied. Eventually there were
pilot and instructor qualifications established within a national training framework.
But the point is that it started with self-organised learning by learners. There were emerging
experts amongst the learners, but there were no teachers but themselves. The description
of MOOCs by Dave Cormier reflects this early stage in development and implies that
1
http://davecormier.com/edblog/wp-content/uploads/MOOC_Final.pdf
2. perhaps it will remain this way. History suggests otherwise in the context of established
educational systems, but there is always the possibility that this may actually be a game
changer.
Boven2
comments that since MOOCs are so new and have been the subject of such little
research, it is difficult to say exactly how their story will play out. He notes that in the same
way, the principles of Bell3
in the 19th
century presaged a world in which education was seen
as something attainable by anyone in society regardless of means or method of access. It
never really worked out in the way he envisaged. It remains to be seen whether MOOCs
really represent a turning point in open educational opportunities for higher education, or
whether they also are just another attractive, but unsustainable idea.
There are several cases of universities that were founded without walls that have now
become standard public universities, the UK Open University4
being a prime example. The
existing system has simply accommodated these new players in the game of higher
education without succumbing to the predicted earth-shattering changes. Perhaps MOOCs,
if the concept proves durable, will be equally absorbed into the educational mix.
An alternative view might be that the popular conception of a MOOC as an educational
course is applying a formal structure in an entirely inappropriate way to what is actually a
fine vehicle for informal online learning and, in doing so, risks nullifying the potential
benefits.
The principles of Connectivism outlined by George Siemens and Stephen Downes5
are worth
reflecting on in this context. It was, after all, the subject of the first MOOC:
Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Learning is more critical than knowing.
Maintaining and nurturing connections is needed to facilitate continual learning.
Perceiving connections between fields, ideas and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of learning activities.
Decision-making is itself a learning process. Choosing what to learn and the meaning
of incoming information is seen through the lens of a shifting reality. While there is a
right answer now, it may be wrong tomorrow due to alterations in the information
climate affecting the decision.
This is all about learning communities and being an individual in the learning community
who is both a learner and a teacher. That is what the web facilitates and is why Google and
Wikipedia and the other online gateways to learning resources have become so influential.
The final bullet point above may be considered to be the most important. It asserts that for
effective learning the online learners must be confident decision makers. In other words
they must have effective research skills and the ability to select the best resources and
exploit them to achieve their learning goals.
2
http://elearningeuropa.info/sites/default/files/asset//In-depth_33_3.pdf
3
http://books.google.co.uk/ebooks?id=CRIUAAAAIAAJ
4
http://www.open.ac.uk/
5
http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf
3. Such skills are not just the preserve of the postgraduate community. They are easily
assimilated and applied by children as soon as they gain access to the Internet and their
various mobile devices. But it does point to an entirely new pedagogy that is no longer
based on the classroom broadcast model. What MOOCs should not do, and it is not clear
that this has yet been recognised, is to replicate the broadcast model rather than create a
new pedagogic approach that supports self-organised learning. The current Ancient Greek
Hero MOOC at Harvard, for example, worthy and intellectually stimulating that it is under
the inspirational delivery by Nagy6
, still retains the structure of a broadcast course.
MOOC principles derive from the reality of open educational resources. The Internet has
created an online environment for learners where learning materials in any subject area are
freely accessible. This naturally leads to a scenario where the key skills for learners are in
the learning process itself. It changes the role of the academic from a subject expert to a
guide in the effective acquisition of skills and knowledge regardless of subject.
That is not to say that subject experts are not needed, only that their role has changed. In
higher education they remain as the researchers and developers of new knowledge.
However, from as teaching point of view, perhaps a reflection on the medieval
apprenticeship system may be appropriate: students learning by doing in the presence of
experts.
The Current MOOC Landscape:
Yuan and Powell from Jisc-CETIS published a white paper7
in 2013 that provides an excellent
summary and critical assessment of the development and future potential of MOOCS. It
notes how they are a relatively recent development launched in 2008 with the Connectivism
and Connected Knowledge course8
by Stephen Downes and George Siemens.
They comment on the distinction between the connectivist approach, outlined above
(cMOOCs), and what has been described as the content-based approach (xMOOCS) which
reflects the conventional institutional delivery model. It further distinguishes between the
for-profit and non-profit models for MOOCs and the rationale behind the business models
for each. This nascent delineation is perhaps to be expected but may distract from the more
important debate about the nature and future of MOOCs themselves.
MOOC delivery platforms have emerged, largely through collaboration between institutions
and the injection of venture/philanthropic9
funding. This again risks missing the point,
perhaps being stuck in the history of locally owned and managed servers and systems.
However, if the local servers and systems are viewed as incrementally adding to a global
shared computing capacity then an entirely new vision is enabled. This of course underpins
the whole Cloud Computing10
concept.
Prominent amongst the leading MOOC providers is edX11
, a non-profit organisation hosted
by MIT and Harvard University. The whole OER movement, of course, was precipitated by
MIT when they made all their course materials freely available online12
in 2002. I’m
6
https://www.edx.org/course/harvard-university/cb22x/ancient-greek-hero/563
7
http://publications.cetis.ac.uk/2013/667
8
http://cck11.mooc.ca/
9
http://www.moocresearch.com/research-initiative/about
10
https://en.wikipedia.org/wiki/Cloud_computing
11
https://www.edX.org/
12
http://ocw.mit.edu/index.htm
4. currently participating in an edX MOOC which is disappointingly structured as a large scale,
lecture based, talking-heads course. The lecturer is excellent, but so much is being missed
by not exploiting the capacity to present a variety of rich content.
Another prime mover in the MOOC arena is Coursera13
, which is is a for-profit company with
a range of courses offered by a (growing) global partnership of 83 institutions including the
University of Edinburgh. It espouses a world-wide, world class education underpinned by
sound pedagogic principles and includes peer assessment as part of the learning mix. I
completed the Edinburgh Coursera course on e-Learning and Digital Cultures and concluded
that it was:
1. A taster course for learners intended to promote the online delivery offer;
2. A toe dip in the water for the university itself, rather unsure of how successful it
would be.
It sort of worked, although I’m not sure I learned anything. I was impressed by the peer
assessment process, however, and feel that this may be an important and pragmatic
component of future MOOC courses that are quality assured and credit bearing.
The UK Open University has set up FutureLearn14
as a private company with a range of
institutional partners to deliver MOOCs. FutureLearn has yet to be launched, but is
promoted as an extension of the OU OpenLearn provision which is already making a wide
range of teaching resources freely available online. The current website is clearly a
marketing vehicle, though detail of what will be offered is lacking and the marketing
message is weak as a result. It doesn’t inspire confidence in the initiative being a successful
venture, which is surprising for an institution with so much experience in distance learning
and renowned for its innovation.
There are a number of other players in the frame15,16,17,18
some of which are for-profit,
others not. The business model for future sustainability is not clear at all at present, the
current initiatives being mainly supported through project funding or venture capital. There
is a rather woolly aspirational mix, in the literature and dialogue, of altruistic free education
for all coupled with anticipated spin-off paid for services including tutor support, assessment
and award of qualifications.
Nothing that has been said so far about sustainability and a viable business model for Moocs
that is particularly convincing, but there is an element of inevitability about the whole
MOOC/OER development that tells us a sustainable business model will eventually emerge.
There may be some burned fingers on the way, however.
Jisc Advance resources on MOOCs
Jisc Infonet has assembled a useful collection of articles about MOOCs19
including reference
to IP and copyright issues that need to be considered20
. Amongst the resources referenced
13
https://www.coursera.org/about
14
http://futurelearn.com/about/
15
http://www.openuped.eu/
16
https://www.udemy.com/
17
https://p2pu.org/en/
18
https://www.khanacademy.org/
19
http://www.jiscinfonet.ac.uk/topics/moocs/
20
http://www.educause.edu/blogs/cheverij/moocs-and-intellectual-property-ownership-and-use-rights
5. is an article from Universities UK that provides a detailed HE viewpoint of current
developments21
. This article provides a useful summary of the main global players in the
market and their funding arrangements. It also comments on a range of issues central to the
debate about MOOCs, including pedagogy, potential business models and academic
accreditation.
Some concluding remarks about educational value and potential:
There can be no doubt that the affordances of the Internet, in terms of providing access to
learning resources and learning support, will transform the educational landscape. The
traditional educational culture will resist, of course, but eventually young teachers who
grew up in the online environment will become the educational designers, institutional
managers and policy makers of the future.
They will continue, of course, to promote the educational values, principles and practices of
Socrates, Pythagoras, and all those other inspirational pedagogical innovators that followed
over the millennia. However, they will now be working in a new social communications
environment and will have access to a completely new set of tools and can adapt their
teaching practices accordingly.
That is not to say that MOOCs are automatically a good thing. The jury is still out on that
one. Just because something can be done doesn’t mean it should be done. However, the
fact that there is capacity, through the Internet, to facilitate learning on a massive scale
demands serious consideration both in terms of the potential benefits and the necessary
changes to conventional course design and delivery to cope with it.
These considerations include:
The fact that we are talking about courses. This immediately ties the process to the
conventional teaching process and structure and may be the root of the problem
that many people have in visioning how it will work and why it has value. If we talked
about learning then that immediately changes the emphasis and the agenda;
Design and delivery. By calling it a course, it implies for most people structured
sequential delivery, a quality assured process, formal assessment and, finally,
certification. The problem is that although the sequential delivery process is there in
most MOOCs, the other components are not. People are therefore confused because
they are used to conventional courses being focussed on achieving qualifications,
rather than enhancing learning;
Massively Open Online Learning. Now we’re talking about a learning journey, not a
qualification journey. We can start thinking of the global Internet itself being the
institution, the community of learners and the community of teachers. We are back
to self-organised learning, to common learning goals, to co-learners and co-teachers.
So what does this mean in practice, and what does it mean for the future of MOOCs? Well
the principles of Connectivism outlined earlier are a good start to answering this question.
We need to be thinking of learning and the accreditation of learning as two completely
separate things.
Massively Open Online Learning (MOOL) will facilitate the learning with the extent of the
learning goals determined by the learner. Academic institutions can offer assistive services
21
http://www.universitiesuk.ac.uk/highereducation/Documents/2013/MassiveOpenOnlineCourses.pdf
6. here, including tutor support. If the learner wishes to have their learning formally
recognised, they can submit for examination in a manner approved by the validating
institution. As noted earlier, there has been considerable discussion about a viable business
model for MOOCs and a conclusion that may be drawn is that MOOL is a more accurate
descriptor and that supportive and validating services should form the basis of a business
model. The more prestigious institutions are likely to be the most commercially successful in
this regard.
Tony Toole
July 2013