This document outlines the history and evolution of MOOCs, including their origins among pioneers in open education and their later popularization by commercial platforms like Udacity and Coursera. It discusses both benefits and drawbacks of doing a MOOC, such as the opportunity to experiment but also risks to reputation. The document advocates that universities could use MOOCs to open up early weeks of courses, collaborate on higher quality offerings, and offer credit for shorter MOOC experiences. Overall, it acknowledges that MOOCing carries challenges but can also foster innovation if undertaken for the right reasons.
Difference Between Search & Browse Methods in Odoo 17
5 reasons NOT to do a MOOC
1. 5 reasons to do a MOOC
5 reasons NOT to do a MOOC
2. Overview
Brief history of MOOCs
H817Open
5 Reasons to do a MOOC
5 Reasons NOT to do a MOOC
MOOC reactions
Conclusions
3. The early MOOCers
David Wiley
George Siemens & Stephen Downes
Alec Couros
Dave Cormier
Jim Groom
http://www.flickr.com/photos/happymichael/3679460209/
4. MOOCs tended to be..
Short – 8-10 weeks
Open to all
Use mixture of free technology
Run by individuals
Often not accredited
Combine synchronous &
asynchronous
Bring in range of experts
Experimental in nature
http://www.flickr.com/photos/mysnapps/2801547080/
5. How did they fare?
High drop-out rate
• Popular
Often confusing for learners • Inspirational
Better suited to experienced • Platform for open research
learners • Successful for many learners
http://www.flickr.com/photos/dnnya/2559183847/
6. Enter the big players
Thrun – Stanford AI course
Becomes Udacity
EdX
Coursera
http://www.flickr.com/photos/wallyg/4017680287/
7. New wave of MOOCs
Free, but not entirely open
Commercial basis
Institutional
Conventional in pedagogy & technology
Linked to accreditation (Pearson & EdX, badging)
http://www.flickr.com/photos/barenboime/2355747124/
9. An open course in Open Education
7 weeks
Informal and formal learners
Running in OpenLearn
Badges
2 ALS moderating forums
Blog aggregator
Collaboration-lite activity based model
Starts March 16th
Also an OER
20. 5 reasons NOT to do a MOOC #5
It’s bloody
hard work
21. MOOC reactions
The end of education as we know it
Hype and nonsense
Complementary to existing practice
Image – David Kernohan
22. MOOCs are your friend (?)
Open up first 6 weeks of all courses
Increase retention
Widen participation
Open boundary courses
Shop window
Gives students access to broader group eg Phonar
Collaborate on MOOCs
Higher quality
Free up to teach what your best at
Credit for MOOCs
Shorter courses
Higher retention
Lower costs = more students?
Experiment with curriculum
Lower risk
Fewer constraints
23. Conclusions
MOOCing can be fun & innovative
It carries risk
It isn’t easy
It isn’t for everyone
Being MASSIVE & OPEN raises issues
Be sure why you want to do one
Notes de l'éditeur
Block of H817 on open educationYear ago I suggested do as a MOOCThey were under the radar then, I thought no-one would notice
You don’t have to be a big name, or a big uni – you can get good international profile from running an interesting global course
Play with curriculum, technology, pedagogy because there is a different contract with a free course
Could accredit MOOCs from elsewhere, have pre-courses on learning to learn, share with other unisetc
PhonarMeeting people oustide of our bubble
Alex Little took this and made mobile versionWayne Mackintosh is adapting some activities for an open undergrad courseI’d like staff dev to use it
If it goes wrong it does so publicly – institutional and individual
Bad for learners – we know value of supportCould put them offCould be for experienced learners only
It tests systems and youOpenLearn, find out stuffLess flexibility – greater time stress on MOOCs
It takes time, new systems may be required, more multi-media, more real time involvement
I wake most nights fretting about MOOCsI kept it smallish – not 500,00 maybe you have to distance yourself then