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A few months ago, free online courses from prestigious universities were a rarity. Now, they are the cause for announcements every few weeks, as a field suddenly studded with big-name colleges and competing software platforms evolves with astonishing speed. 
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Massive open online courses combine the best of college -- exceptional instruction -- with the best of technology -- online interactive learning...
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Massive Open Online Courses (MOOCs) began with the idea of connecting for learning via personal learning environments (PLEs) using blogs, wikis, google groups, and Moodle.
According to Wikipedia, the term MOOC is said to have started in 2008 by Dave Cormier and Bryan Alexander "in response to an open online course designed and lead by George Siemens and Stephen Downes" (wikipedia). However, MOOCs have changed from the idea of connecting with others for learning to the more traditional content delivery format as demonstrated by Khan's Academy, MIT's and Standford. The presenter has participated in MOOCs since 2008. She will discuss the transition of the MOOC from having an active learning format to what they are today - content sharing and teaching to the masses.
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We are planning OT12, a Massive Open Online Course on Open Translations tools and Practices, coming Autumn 2012.
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Imagine taking an online class with approximately 2,500 students from all over the world. What if no credits were awarded, it was on-demand whenever time permitted and the structure allowed participants to choose their own adventure? Welcome to a Massive Open Online Class (MOOC). The topic of the latest MOOC is the current state of online education and its future trajectory.
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Dave explains Knowledge in a MOOC. Written and Narrated by Dave Cormier Video by Neal Gillis Researchers: Dave Cormier Alexander McAuley George Siemens Bonni... Via Clare Atkins
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Is MOOC the solution to future learning, especially online education and learning in Higher Education? Our past experience with MOOC has interesting results. There are huge potential in its use... Via Clare Atkins
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MOOC Mythbuster – What MOOCs Are and What They Aren't. Debbie Morrison / Posted on May 29, 2012 “Welcome to the college education revolution. Big breakthroughs happen when what is suddenly possible meets what ...
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I suspect that I’m not the only one who has been ‘disengaged’ from the online world of online learning for the past few weeks, in my case for minor medical reasons, and in your case I hope enjoying sun, sand and socializing. So in this post I’m going to pull together a number of recent publications in the blogosphere which taken together, suggest that there are deep rumblings in North America’s public post-secondary education systems, if not outright panic in the streets. Or it may just be summer madness and too much heat. I’ll leave you to judge.
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Major universities are joining Stanford, Princeton and others to expand Coursera, a venture that offers free massive open online courses, or MOCCs.
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Power Searching with Google …a short course on becoming a great internet searcher
Google Search makes it amazingly easy to find information. Come learn about the powerful advanced tools we provide to help you find just the right information when the stakes are high.
KF: Google's first foray into the MOOC arena.
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I came up with 12 types of MOOCs that are possible or that might be employed in the coming years. When done, I sent them off to my friend Jay Cross over in Berkeley for review and went off running. During that run, I came up with four more MOOC-related ideas, all of which started with an "R" word. And so my list stood at 16 types, targets, or intents of MOOCs. As per usual, fantabulous Jay wrote me back a few hours later. He had found my list and questions to him "interesting" and suggested four additional ideas which brought my list up to 20.
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If you’re even casually aware of what is happening in higher education, you’ve likely heard of massive open online courses (MOOCs). They have been covered by NY Times, Chronicle of Higher Education, TV programs, newspapers, and a mess or blogs. While MOOCs have been around since at least 2008, the landscape has changed dramatically over the past 10 months. In this timeframe, close to $100 million has been invested in corporate (Udacity) and university (EDx and Coursera) MOOCs . And hundreds of thousands of students have signed up and taken these online course offerings.
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Especially in the wake of the UVA fiasco, I’ve been pondering online learning and the term “MOOC” (massively open online course), which I believe has been co-opted from folks like George Siemens, Dave Cormier, and Steven Downes. Those guys taught the Connectivism MOOC in 2008 and, most recently, the Change11 MOOC.
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I’m quasi-vacationing this week (that is, I’m away from home at a lovely vacation spot near Traverse City, but I am still teaching online and doing a ton of work stuff so am therefore not really “unplugged” from it all), and while I haven’t been keeping up with my RSS feed too religiously, it sure seems like the MOOC stuff just keeps on coming.
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Alt-Ed is devoted to documenting significant initiatives relating to Massive Open Online Courses (MOOCs), digital badges, and similar alternative educational initiatives. Sunday, May 20, 2012. Open, Online and Connectivist: Lessons from Our ...
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Massive Open Online Courses (MOOCs) are getting lots of press. The 3/4/12 issue of the NYTimes declares that "Instruction for Masses Knocks Down Campus Walls". 160,000 learners participate in Stanford's AI course, which begets a whole new crop of MOOCs in everything from natural language processing to game theory.
Should your university offer its own MOOC? Probably not. Higher ed is a "me too / follow me" business. We are risk adverse because most of us have lots to lose. So when an MIT does an OpenCourseWare / MITx or a Stanford does a MOOC we are all much more likely to follow along. But offering open course materials or learning environments may not make sense for your institution.
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A description of the five steps that will help you succeed in a MOOC. Written and Narrated by Dave Cormier Video by Neal Gillis Researchers: Dave Cormier Ale... Via Clare Atkins
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Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects... Via Clare Atkins
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This Cloudscape will collate activities and ideas from the OLDS-MOOC design workshop.
Workshop aims: - Define the context, aims and pedagogical approach for the OLDS-MOOC - Project these into the evaluation strategy, and derive design principles and patterns from these - Outline the design of the MOOC and produce a storyboard with week-by-week themes/ topics/ activities - Agree on a division of labour and timeline for production
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As part of a seismic shift in online learning that is reshaping higher education, Coursera, a year-old company founded by two Stanford University computer scientists, will announce on Tuesday that a dozen major research universities are joining the venture. In the fall, Coursera will offer 100 or more free massive open online courses, or MOOCs, that are expected to draw millions of students and adult learners globally.
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Coursera set to shake up higher education model after adding 12 US and European institutions including Edinburgh University...
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Online education platform Coursera wants to drag elite education into the 21st century. And yesterday, the academy jumped on board.
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This entry is part of a reflective series of posts/questions relating to online learning, MOOCs, and openness. MOOCS are everywhere nowadays. Coursera, Udacity, EdX, the connectivist MOOCs (e.g., #ds106, Change11), etc, depending on what lens one is using to examine them, are generating hope, excitement, uneasiness, and frustration. An important question that one needs to ask is: What is the purpose of a MOOC?
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