This document discusses different types of Massive Open Online Courses (MOOCs) and considerations for open education. It distinguishes between cMOOCs, which focus on connectivism and networking, and xMOOCs, which rely on multiple choice assessments. While new MOOCs allow open enrollment, they do not openly license course content by default. The document advocates for open licensing to enhance value. It also addresses challenges like developing open content, tracking participation, and serving diverse demographics. Factors like costs, benefits, incentives, and faculty participation in open courses are examined.
1. Karen Vignare, Director, MSUglobal
Michigan State University
Open Education: When is a
MOOC Open?
battleship. Wikimedia Commons (Public Domain)
2. What is a MOOC?
Massively Open Online Course
David Cormier,
http://www.youtube.com/watch?v=eW3gMGqcZQc
George Siemens- “the elements are the
internet”
http://www.youtube.com/watch?v=VMfipxhT_Co
Sir John Daniel’s paper, “Making Sense of
MOOCs: Musings in a Maze of Myth,
Paradox and Possibility”
cMOOC and xMOOC
3. The New MOOCs
The new cohort of MOOCs are distinct from the
original MOOCs in that they are “open,” thus far,
in only one respect: they are open enrollment.
The new MOOCs have not yet openly licensed
their courses. As MOOCs continue to develop
course content and experiment with various
business models, we think it’s crucial that they
consider adopting open licenses as a default on
their digital education offerings. In general, the
value proposition can be enhanced for the new
MOOCs and their users if the MOOCs openly
license their courses.
http://creativecommons.org/weblog/entry/34852
4. Do these new types of open courses
represent the latest in online learning
or a new way of marketing?
5. The Truly Open Design
cMOOC
Transfer of information
Networking
Connectivism in practice
Marketing people, institutions,
networks
6. The For-Profit Design
xMOOC
Transfer of information
Reliance on multiple choice
Low or no-cost
Monetizing the courses
7. Learning Design
Open & Negotiated Learning :
Changing the expert to novice
paradigm
Constructivist
Part of Lifelong Learning
Open Educational Resources
http://michaelseangallagher.org/2012/05/02/mooc-learning-design-
what-does-participatory-design-look-like-in-open-learning/
9. More Learning Design
Networked
Open to all experts and
collaborators
Open educator invites others to
participate, comment, and lead
Students are presented with more
experts
Students network with peers
10. Can education serve multiple
demographics with one open
course?
Who?
What?
Why?
11. Student Participation
Register and attend at student’s
convenience
Certificate (Non-credit)
Credit
These affect whether course is free
Incentives for Students
12. Challenges of Open Ed
knowledge should be free and open for use and
re-use;
collaboration should be easier, not harder;
people should get credit and kudos for
contributing to research and education;
concepts and ideas are linked in unusual and
surprising ways and not the simple linear forms
that textbooks present.
------------------------------
cMOOCs
Bottom-line what do people learn, how is it
acknowledged?
Source Utpal M. Dholakia, W. Joseph King, and Richard Baraniuk, What
13. Instructor time for development
Making content open
Too much information to convey in webcasts
Need more interaction in webcasts
Tracking of webcast participation
Development of credit option
Need better discussion forum tool
Better communication/email tool
14. What are the costs and benefits of
such a course?
What value does massive bring?
What costs or risks?
20. Resources
Educause 7 Things You Should Know About
MOOCs
Sonic Foundry Practical Response Massive Open
Online Courses
http://www.sonicfoundry.com/webcast/practical-
response-massive-open-online-courses-
moocs?fullscreen=1
iBerry Mooc Resource Page
Confessions of a Community College Dean
MOOCs from here by Dean Dad
Curt Bonk on EDUMOOC
21. Resources continued
George Siemens , TEDxNYED, 3/6/2010
http://www.youtube.com/watch?v=4BH-
uLO6ovI&feature=related
Editor's Notes
Siemens, “the content is the catalyst to interact, catalyst for connections.”“Long trailing social interactions...”Big head and long tail of higher ed is this widening the head?“A networked course doesn’t have a center. Distributed social network.”“Moodle is too centralized….Currently using Grasshopper, rss aggregation tools, bookmarks, blog posts, daily newsletter that is archived.”
Supplemental only…?Basic education in Africa, basic food standards and safety.
Need to find this data source or something similar…..Registration via Coursera over 100,000 register43,000 attend23,000 complete11,000 qualified for certification