Moocs Basics, Outlines, and related concepts and dimensions of MOOCs, Significance of Massive Open Online Courses (MOOCs), Its Pedagogy, Design, Various Service Providers of MOOC, Types of MOOCs, E-content Development, Designing and Evaluating MOOCs etc., are mentioned as a model syllabus

1. Model Syllabus Proposed by Sameer Babu M, Ph. D. Assistant Professor of Education,
University of Kerala.
DEPARTMENT OF EDUCATION
University of Kerala (India)
Course Code: Xx
Course Title: Potentials of MASSIVE OPEN ONLINE COURSES
Credits: 4 Max. Marks: 100
Course Objectives:
After completing this course, the learners will be able to-
- Explain various aspects of MOOC
- Differentiate xMOOC and cMOOC
- Discuss the issue of developing MOOCS
- Detail out the global landscape of MOOC Delivery.
- Analyse the structure of MOOCS of various service providers
- Describe the Indian MOOCs and its development
- Associate OERs and MOOCs
- Explain and illustrate the digital initiatives of India
- Criticise the evaluation patterns followed in MOOCs in common
- Examine the authenticity of MOOCs
- Critically evaluate the service of various platforms
- Explain various tools required for the development of MOOCs, and
- Highlight the research possibilities of MOOCs and MOOC platforms.
Mode of Curriculum Transaction:
Guided Discussion, Lecture Demonstration, Blended Learning, MOOC Based Teaching,
Seminars, and Webinar.
Unit-I Introduction to MOOCs:
Meaning and Definitions of MOOC- History of MOOC- Development of MOOCs-
Types of MOOCs- xMOOC and cMOOC- Significance of MOOC- MOOC and
Professional Development- Potential Strengths- Challenges and Constrains while
offering MOOCs. (15%)
Unit-II Global MOOCs:
Different Service Providers and Platforms- EdX, Future Learn, Course Era, Udacity,
Udemy, and Canvas Network- Nature of Courses, Programmes, and Certification-
Structure of the Courses- Collaboration of Various institutions like MIT- Nature of

2. Webagogy and Pedagogy followed- Assessment- Reflective spaces provided- Clinics-
Chat rooms- Discussions. (20%)
Unit-III Indian MOOCs:
Higher Education in India-21st Century Modalities- Digital Initiatives in India-
Tinkering Labs- Make in India Initiative- NPTEL and GIAN by IIT Khoragpur- E-
Patashala- Swayam Prabha- Shodh Ganga-Shodh Sindu-SWAYAM MOOCs- NIOS
and UGC guidelines for MOOC- Structure, Development, 4 Quardrant Approach-
Khan Academy- Review of Courses in SWAYAM. (25%)
Unit-IV Concerns of MOOC Development and Evaluation:
The Process of Development of MOOC- Principles- Instructional Designs- Self-
learning Paradigm- Components of MOOC- Planning, Organizing, Recording,
Coordinating, Structuring, and Evaluation- Development of E-Content- Video
Recording and Editing- Editing Software- Open Educational Resources (OERs)- Link
to other related Sources- Tutors’ Role- Evaluation of MOOCs- Authenticity,
Acceptance, Equivalency, Coverage, Validity, and Objectivity. (25%)
Unit-V MOOCs and Research:
MOOC based research- Research on MOOC- Exploring the grey areas- Precautions to
be taken- Uniqueness of Research online- Online Surveying Tools- Plagiarism- Tools
for data analysis- j-metrik, Mediation and Moderation analysis in Research- Social
Network Analysis. (15%)
Proposed Practicum/Practical:
- Register in Future Learn and select any course of your choice, of 4 weeks. Join and
experience the course. Submit a comprehensive report of the same along with the
printed copy of the progress page.
- Compare the evaluation strategies followed in three various MOOC Courses.
- Compare the strategies of evaluation of 10 various courses
- Frame the preliminaries of a course which is proposed to be offered through MOOC-
Mention the proposed title, course objectives, and entry requirements.
- Using any video recording software/ webcam of the laptop, prepare a course
introduction video of your course. It can be of 3 to 5 minutes.
References:
 Bell, F. (2011) Connectivism: Its Place in Theory-Informed Research and Innovation
in Technolgy-Enabled Learning. International Review of Research in Open and
Distance Learning. Volume 12, Number 3. Retrievable from
web http://www.irrodl.org/index.php/irrodl/article/view/902/1664 (accessed 20 May
2011).
 Camilleri F.(2015). Towards the study of actor training in an age of globalized digital
technology. Theatre, Dance and Performance Training. 6(1):16–29.

3.  Chinyio E, Morton N (2011). The effectiveness of E-learning. Architectural
Engineering and Design Management, 2(1):3–86.
 Cormier D, Siemens G (2010) Through the open door: open courses as research,
learning, and engagement. EDUCAUSE Review; 2010; 45(4): 30-9.
 de Waard, I., Gallagher, M. S., Hogue, R., Koutropoulos, A., Rodriguez, O.C., Keskin,
N., Abajian, S. (2011). Exploring the MOOC format as a pedagogical approach for
mLearning. Proceedings of mLearn2011 (to be published October 2011).
 de Waard, I., Koutropoulos, A., Gallagher, M. S., Keskin, N., Hogue, R., Rodriguez,
O. C., Abajian, S. (2011) mLearning and MOOCs in understanding Chaos,
Emergence and Complexity in Education: The search for equilibrium and a new
educational order. (paper to be published at IRRODL November 2011)
 Downes, S. (2006). Learning networks and connective knowledge. Instructional
Technology Forum: paper 92. Retrieved from
web http://it.coe.uga.edu/itforum/paper92/paper92.html (accessed 12 April 2011)
 Downes, S. (2007). What Connectivism Is. Connectivism Conference, University of
Manitoba. Retrieved from web http://halfanhour.blogspot.com/2007/02/what-
connectivism-is.html (accessed 26 May 2011)
 Hoy MB. (2014) MOOCs 101: An introduction to massive open online courses.
Medical Reference Services Quarterly, 33(1):85–91.
 K. Masters : A Brief Guide To Understanding MOOCs. The Internet Journal of
Medical Education. 2011 Volume 1 Number 2. Retrievable from
web http://ispub.com/IJME/1/2/10995 (accessed 29 June 2011; accessed new URL 11
August 2017)
 Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of
the past? International Review of Research in Open and Distance Learning, Volume
9, Number 3. Retrieved from
web http://www.irrodl.org/index.php/irrodl/article/view/523/1103 (accessed 18 May
2011)
 Leung HKN. (2013). Evaluating the effectiveness of E-learning. Computer Science
Education., 13(2):23–36.
 Lim E, Hew KF.(2014). Students’ perceptions of the usefulness of an E-book with
annotative and sharing capabilities as a tool for learning: A case study. Innovations
in Education and Teaching International. 51(1):34–45.
 Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating
in a MOOC. Paper presented at the Seventh International Conference on Networked
Learning, Aalborg, Denmark. Retrievable from
web http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mac
kness.pdf (accessed 24 May 2011)
 Mc Auley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). The MOOC Model for
Digital Practice. Retrieved from
http://www.elearnspace.org/Articles/MOOC_Final.pdf. (20th May 2011).
 Samuel RS, Subhashini A. (2011) E-learning, the next big name in education. Indian
Journal of Science and Technology. 4(3):173–6.
 Siemens, G. (2004). Connectivism: A Learning Theory for the Digital
Age. International Journal of Instructional Technology and Distance
Learning, January 2005, Volume 2 Number 1. Retrieved from
web http://www.itdl.org/journal/jan_05/article01.htm (accessed 18 May 2011).
 Venkataramanan M, Prema TS, & Nandini SV. (2011). Knowledge management
through distance education. Indian Journal of Science and Technology, 4(3):223–5.