MOOC 2013

This one isn't labeled MOOC but analyzes the successes of it by a Stanford faculty

"Keynote presentation delivered to Simposio Internacional Estado Actual Y Prospectiva De La Educacion Virtual, Bogota, Colombia. Overview of the historical factors leading to the development of massive open online courses, and discussion of what this history can tell us of the sustainability of MOOCs in the future."

Review of critical factors in successful MOOC at Duke

Larry "proposes trying to incorporate the emotion and spontaneity that are possible with a live "studio audience" in this post, .... We need to be mindful of the fact that a lot of face-face classes are dull and ineffective. I can't imagine scaling the interaction in a MOOC to the level of a good face-face class, but we might be able to match that of an average class."

The open-source educational marketplace will give everyone access to the best universities in the world. This will inevitably spell disaster for colleges and universities that are perceived as second rate. Likewise, the most popular professors will enjoy massive influence as they teach vast global courses with registrants numbering in the hundreds of thousands (even though "most popular" may well equate to most entertaining rather than to most rigorous).

"Just a handful of students have signed up for the for-credit version of the University of Washington's online courses, but thousands are taking them for free."

"A college's decision to jump on the Coursera bandwagon is aided-and eased-by knowing that academic heavyweights like Harvard, Stanford, and the Massachusetts Institute of Technology are already on board. As one college president described it to The New York Times, "You're known by your partners, and this is the College of Cardinals." In our haste to join the academic alphas, many of us are forgoing the reflection necessary to enter this new medium. Our resolve to act swiftly belies the serious nature of this next phase of higher education's evolution. There are critical pedagogical issues at stake in the online market, and MOOC's have not done nearly enough to deal with those concerns."

Devrim, the curator, works here at George Mason.

Audrey Watters CAMPUS TECHNOLOGY December 2012

Discusses some of the issues and expereinces for students enrolled in xMOOCs.

Mathieu and Jane - Social Media course (MOOC) offered using Canvas - found in coursetalk .... Maybe we should get something posted in this site asap to claim some ground and see how many are interested in our version of this? Thx for finding this site Mathieu!

Social Media course (MOOC) offered using Canvas - found in coursetalk Students explore emerging social media technologies and processes and study their application in a variety of contemporary settings. Students will learn how to use and author content for online tools such as blogs, microblogs, collaboration mechanisms, podcasts, RSS-feeds, video, bookmarking, and other emerging web technologies. The course will also study how to use these technologies to monitor conversations on the Internet, engage online communities, identify influencers, and establish thought leadership.

Welcome to the Open Learning Design Studio's MOOC (Massive Open Online Course) "Learning Design for a 21st Century Curriculum". The course will run from 10th January to 13th March 2013.

"CourseTalk is what you might expect - an early stage Yelp for MOOCs - a place for students to share their experiences with these courses and a way to discover new courses they'd enjoy. Given that it's still nascent, the platform's design is simple and its user experience is straightforward: Visitors can use the general search bar which is front and center, or peruse through "Top Rated," "Popular" and "Upcoming" verticals, or search by category, like Business, Computer Science, etc."

"Current students who take the free online college courses can earn certificates of completion, but not college credit. However, if MOOCs are determined to be close enough to traditional college courses as to become eligible for academic credit, they could make higher education more affordable and accessible, Ms. Lewin writes."

"This course was really interesting but more like a PBS show. It consisted mainly of a series of interviews that Chuck Severance had done over the years, which he then strung together to make it into a history. While that is all true, it doesn't convey Dr. Severance' contribution to the whole. Clearly, his perspective was essential and his being present at the conversation at the actual points in history made his current insights more valuable."

"Last month in a blog post titled "Better Than a Textbook?", I noted that some faculty find it easier to think about the massive open online courses (MOOCs) provided by vendors like Coursera as "super-textbooks" than as actual courses. Earlier this month, Vanderbilt computer science professor Doug Fisher wrote a guest post for the blog ProfHacker titled "Warming up to MOOCs," in which he described his experiments in using MOOCs in this fashion."

"We should be justifiably proud of the remarkable and enviable triumphs of American higher education. Instead, we find most recent conversations about higher education echoing around this one tiny (and so far trivial) aspect of the complex and diverse ecosystem of higher education. This focus on technological platforms at the expense of actual threats, challenges, and successes robs us of the ability to have sober, informed debates about the proper level and style of investment in higher education. So I suggest we let MOOCs grow and do their best work, learn from successes and mistakes, and stop assuming that they are the simple answer to anything meaningful and profound in the production and distribution of knowledge. The world is just not that simple."