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"Objective - To describe the development and implementation of two courses designed to help university students avoid plagiarism. Design - Quantitative and qualitative analysis. Setting - A university in the United Kingdom. Subjects - An unknown number of university students who took a Plagiarism Awareness Program (PAP) course between 2008 and 2011, and approximately 3,000 university students enrolled in a Plagiarism Avoidance for New Students (PANS) course delivered via a virtual learning environment (VLE) between October and December 2012. The authors attempted to collect rates of continued plagiarism among students who had taken plagiarism education courses. The authors also surveyed 702 university students about plagiarism in 2011. Methods - Data collected from PAP participants informed revision of the authors' approach to plagiarism education and led to development of the second course, PANS. At the end of the course, students completed a test of their knowledge about plagiarism. Authors compared scores from students who took a course supervised by a librarian to the scores from students who took the course independently. Main Results - Students reported that many aspects of citation and attribution are challenging (p. 149). The authors discovered that 93% of students who completed the PANS course facilitated by a librarian in-person passed the final exam with a grade of 70% or higher, while 85% of students who took the same course independently, without a librarian instructor, in an online VLE scored 70% or higher (p. 155). The authors report that referrals of students who plagiarized declined significantly (p-value < 0.001) since the implementation of a plagiarism avoidance curriculum. Conclusion - As reported by the authors, first-year university students require more extensive education about plagiarism avoidance. A university plagiarism avoidance program instructed by librarians reduces the total number of students caught plagiarizing an

Over the past several months, the proliferation of MOOCs (Massive Open Online Courses) has been hailed as a potent defense against the rising cost and insular culture of attending a traditional college. The courses, which are generally taught by experts with affiliations to elite universities, are characterized by their unique pedagogy and unlimited enrollment. To date, no course has been accepted for transfer credit at a major on-campus institution; however some administrators and higher-education experts predict their gradual integration into university curriculum. This article examines the MOOC phenomenon, identifying aspects that academic librarians should consider in the coming years, including how these courses interact with scholarly resources and library services. Methods for integrating library services in these courses are evaluated, with recommendations for the best course of action.

Course Builder is our experimental first step in the world of online education. It packages the software and technology we used to build our Power Searching with Google online course. We hope you will use it to create your own online courses, whether they're for 10 students or 100,000 students. You might want to create anything from an entire high school or university offering to a short how-to course on your favorite topi

"Think in a different way about the age-old question, "Which came first, the chicken or the egg?" Which comes first, the assessment (the test) or the course? Do you have to have the course before you know what to assess or test? Or must you first define what you hope to accomplish-and how to best assess that accomplishment-before you can build the course that gets you there?"

"Teaching with Moodle: An Introduction is a free course for teachers who would like to use (or anyone interested in) learning platforms to enhance teaching and learning in today's educational environment. Designed to provide a good foundation and context to Moodle, the course covers the basics of the open source (and free!) learning platform, including how to set up and effectively use Moodle in teaching. The course features:"

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Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn.

E-learning and Digital Cultures Jeremy Knox, Sian Bayne, Hamish Macleod, Jen Ross, Christine Sinclair This course will explore how digital cultures and learning cultures connect, and what this means for e-learning theory and practice. Follow this course at #edcmooc.

"The purpose of this team-led course is to help you build and improve your skill in online teaching. Basic strategies for sharing your expertise, facilitating deep discussion, and designing experiential assessments will be covered. Both small and large-scale teaching models will be presented - including MOOCs, Massive Open Online Courses. This course will be of particular benefit to adult educators with some classroom teaching experience. Whether you are a corporate training and development facilitator, community educator, or a higher education faculty member, this introduction to teaching online will be an opportunity to explore the possibilities of open education, and network with a diverse, global community of practitioners."

Einztein is a new service for locating online collegiate level courses and corresponding materials. Einztein isn't your standard search engine as all courses listed by Einztein are reviewed by a PhD level editorial team.

a video depot for individual lectures and entire courses from some of the top universities in the world. Visitors to Academic Earth will find lectures and courses from Yale, MIT, Berkeley, Harvard, Princeton, and Stanford. Many of the lectures and courses

"The massive open online course on 'e-learning' will cover the most important trends in e-learning. Participants will be analysing an existing educational offering on its strengths and weaknesses regarding the use of learning technologies and designing their own blended or online course. Students can participate in several learning activities such as online masterclasses, brief video lectures, group discussions and individual assignments. Covered are themes like e-learning 101 (basic), Learning Analytics, E-learning trends, TPACK, Multimedia learning resources and Mobile technology. Participants are able to select learning activities, learning content and time they want to invest in this MOOC."

This fall, SEE launches its programming by offering one of Stanford's most popular engineering sequences: the three-course Introduction to Computer Science taken by the majority of Stanford undergraduates, and seven more advanced courses in artificial int

"Oxford Brookes is once again offering this popular fully online course from 6 Oct to 7 Nov this year. You will have the opportunity to work with colleagues from tertiary institutions, in different countries, to explore the concept of internationalising your curriculum for all students. The course moves from the theory to the practice and invites you to become familiar with resources in the area and to develop curricula ideas that could be applicable in your institution and in your discipline. Details and booking here."

"This presentation provides an overview of the existing research on online higher education, including prior research on four-year colleges, CCRC's research on two-year colleges, and implications in terms of Massive Open Online Courses (MOOCs) and hybrids. It also discusses the notion of online course outsourcing, and the contrasting notion of a coherent curriculum that supports students throughout college to graduation."

"Welcome to the Open Learning Design Studio's MOOC (Massive Open Online Course) "Learning Design for a 21st Century Curriculum". The course ran from 10th January to 13th March 2013. There are currently no plans to repeat the live presentation, however all the materials remain available as Open Educational Resources"

"The Institute for Global Health's Dr Jolene Skordis-Worrall and Dr Hassan Haghparast-Bidgoli explain the challenges and triumphs they encountered when turning one of their existing modules into an online-only, Moodle-based course."

"MOOCs, or Massive Open Online Courses, have become all the rage, with numerous institutions joining forces with Coursera, edX, FutureLearn, and other providers. The Babson Survey Research Group recently found that although 55 percent of institutions said they were undecided about their plans for offering MOOCs, 9.4 percent said they were in the planning stages of offering one, and 2.6 percent have already taken the plunge;  the same survey showed the number of students taking at least one course online has reached an all-time high of 32 percent."

Aside from providing innovative, industry-focused programs delivered by highly qualified professionals and academics, there are five main areas to consider when creating an online course.

"The Learning to Teach Online (LTTO) MOOC is based upon the multi award winning open educational resource of the same name, developed by Simon McIntyre and Karin Watson. We have built upon these resources in this MOOC, supporting them with a course structure that puts them into a supportive framework for you all to help you find and connect with each other to share your own experiences in the Discussion Forums. This course is not intended as a comprehensive manual for online teaching. Rather, it is intended as a starting point to help you develop your understanding of the principles involved; a place where you can get advice about strategies you might try; and a means from which you can begin to build your confidence and capacity to continue the learning journey in your own contexts and practice"

"Welcome to Google's MOOC Kit! We're excited to provide you with a great resource that includes best practices, important tips, technology guidelines, and strategies to help you inspire and motivate students. We hope you find this information helpful when planning and designing your online course. Whether you have experience teaching online or have never taught a course before, these resources here will help guide you through the process."