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Massive open online courses


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Massive open online courses

  1. 1. Massive Open Online Courses Learning together in digital modes
  2. 2. What is a mooc?  MOOCs are topic based and support network learning in which Internet plays a vital role in daily activities.  Participants all over the world  Discussions are held in the online media and Outcome determined by involvement and participation  This means you learn in your own space, time and how ever you want, therefore learning what interests you.  It Provides experiences that prepare future teachers for education in the digital age and for work in the knowledge of the economy.  Connectivism is the combined effect of three components: chaos theory, networks, and the interplay of complexity and self-organization
  3. 3. What is a mooc?  The term MOOC was coined by Dave Cormier or Bryan Alexander (Alexander, 2008; Cormier, 2008; Daniel, 2012; Masters & Qaboos, 2011; G. Siemens, 2012a) to describe a course on Connectivism (CCK08) organized by George Siemens and Stephen Downers in 2008, which attracted 2,200 participants (Downes, 2010).
  4. 4. A brief history of moocs  2004: George Siemens & Stephen Downes develop theory of Connectivism, “the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks (Downes, 2012, p.9).  Massive Open Online courses were created to help students learn and stay connected, The first course - “Connectivism and Connective Knowledge.
  5. 5. SO ………..WHY MOOC?  MOOCs can profile an institution as a leading 21st Century educational institution. MOOCs provide an opportunity for an institution to experiment with teaching practices and to engage with new pedagogical An institution can make knowledge more accessible to the general public through offering a range of MOO Institutions have a range of subject areas that are specific to their region e.g. HK SAR / China context and HKU can showcase these subjects through offering MOOC courses.
  6. 6. The MOOC LANGUAGE’  s Massive, focus and commitment. open registration, open content Scripted assessmen ts and feedback. Local cohorts real time interaction Self passed, role of the instructor Courses available online
  7. 7. Advantages and disadvantages of mooc Pros  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 Cons  moocs 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. 8. 4 types of MOOC activities  Aggregate – read, watch and play with various resources  Remix – keep track of it all, using various (web) technologies of one’s choice  Repurpose – constructing personal accounts, composing own thoughts, creating new understandings of the course subject  Feed Forward – share the learning with others, when and where each person chooses to do so  Higher Education - Broader audience, Better informed students  Tertiary institutions will have to follow  Challenge in Africa
  9. 9. Types of moocs . Cmooc  Multiple technologies – 12 in this first MOOC – are used to connect people participating in the course.  Based on a Connectivist Learning Theory  On the fringes but cutting edge in terms of pedagogy and technologies  Students working collaboratively both in classroom and online
  10. 10. sMooc  Founded in the fall of 2011 by Daphne Koller (Stanford) and Andrew Ng (Stanford) and was launched in April 2012 after significant venture capital funding was secured (MarketWire, 2012).  Grounded in behaviorist learning theory with some cognitive components and some constructivist components.  This means transmission style teaching with drill and practice, problem sets and e.g. discussion forums.  Uses a limited range of technologies and could be thought of in terms of LMS as platform.  Very much in the mainstream with monetization a key component.  There is a lack of pedagogical focus which may have to do with the fact that Coursera institutions consider MOOCs to be a side line activity rather than a way to explore new / better teaching and learning models (Armstrong, 2012; Daniel, 2012).
  11. 11. xMOOC  the X signifying excellence, external outreach, exploration, experimentation and expansion (Rodrick & Sun, 2012) – holds for edX which has grown out of a tradition of exploring online teaching and learning (Daniel, 2012).  At the time of writing edX has 33 courses (edX, 2013a) offered by HarvardX, MITx and BerkeleyX.  Beginning in fall 2013, edX will offer courses from another 11 universities. In 2014, edX will expand further through offering courses from an additional 9 universities  Much more selective than Coursera and will cap when they have recruited the best universities in the world.  EdX is making statements about courses designed specifically for the web  Underlying pedagogies / technologies may not be that different at the moment but there seems to be an ongoing commitment to quality content creation / exploring technologies for effective teaching.
  12. 12. My fields of interest The cMooc  I would like to get to know the c Moose course because it is interesting to be able to connect to other people globally.  As I will so like to pursue this field I will be able to get answer on these following questions.  What are the pedagogies that underpin the MOOC?  What use is being made of technologies in the MOOC?  What is the underlying philosophy / ethos of the MOOC?  All these are what a moose is all about and what it is all for.
  13. 13. Refferences  Wiley, David. "The MOOC Misnomer". July 2012  Jump up ^ Cheverie, Joan. "MOOCs an Intellectual Property: Ownership and Use Rights". Retrieved 18 April 2013.  Jump up ^ David F Carr (20 August 2013). "Udacity hedges on open licensing for MOOCs". Information Week. Retrieved 21 August 2013  Saettler, L. Paul (1968). A History of Instructional Technology. New York: McGraw Hill. ISBN 0070544107.  Jump up ^ J.J. Clark, "The Correspondence School—Its Relation to Technical Education and Some of Its Results," Science (1906) 24#611 pp. 327–334 in JSTOR  Jump up ^ Joseph F. Kett, Pursuit of Knowledge Under Difficulties: From Self- Improvement to Adult Education in America (1996) pp 236–8