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in completing homework assignments, users spent more time on video lectures more than any other resource.

the discussion forum

it asked alumni who had taken the course at the university to volunteer as online mentors and discussion group managers.

About 10 of Dr. Nagy’s former teaching fellows in the class will direct discussions, with help from a larger, still-undetermined number of former students. Both groups will work unpaid; the e-mail to alumni said the work would require three to five hours a week.

About a dozen recent former students were recruited before Monday’s e-mail was sent, Ms. Filos said. Those who express interest will be screened, “and they have to be brought up to speed on the material,”

we don’t believe that MOOC’s were established with global engagement in mind. These entities are mostly about access.

issues of standardization vs. diversification.

MOOC’s do little to foster engagement or cross-cultural understanding, and in most cases don’t offer students a credential. By promoting centralized knowledge production, MOOC’s limit the spillover effects that can help build the academic infrastructure of developing nations.

MOOCs, regardless of underlying ideology, are essentially a platform. Numerous opportunities exist for the development of an ecosystem for specialized functionality in the same way that Facebook, iTunes, and Twitter created an ecosystem for app innovation

while MOOCs and the open education movement generally may not achieve everything – the democratisation of education, or the freeing of the world’s knowledge – they can achieve something. They can open up good teaching and interesting curricula to new groups of learners; they can help draw students into higher education who might otherwise not have ventured there; they can engage unprecedented numbers; and they can be a vehicle to continue to push at our collective notions of what constitutes the educational project.