Opening up education
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Opening up education
Trends and developments in all aspects of open education: OER, Open courses (a.o. MOOC)
Curated by Robert Schuwer
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Rescooped by Robert Schuwer from Learning & Mind & Brain!

A Comparison of Five Free MOOC Platforms for Educators

A Comparison of Five Free MOOC Platforms for Educators | Opening up education |
There are a number of good options for educators looking to build their own MOOCs. Here is a look at five of the most interesting platforms.


By the end of 2013, most top universities had started to offer some sort of MOOC (massive open online course). Now, we are starting to see the MOOC product move into the corporate and private realm. Companies like Google and Tenaris are using MOOCs for training their employees, MongoDB is educating developers through the MOOC medium and thousands of private instructors are teaching classes on sites like Udemy.


If you are considering a MOOC for yourself or your organization, you’ll first need to determine which tool you will use to build the course. The following is an assessment of five popular free MOOC (and MOOC-like) platforms.

Via Miloš Bajčetić
Miloš Bajčetić's curator insight, February 27, 2014 5:18 AM

Moodle is an open-source LMS that allows users to build and offer online courses. It was built for traditional online classrooms rather than MOOCs, which attract a large number of students. It tends to be easier to install than edX, and there are hosted or one-click install options available.

Moodle is suited for organizations that want a full-featured, customizable LMS. The platform offers more than edX in terms of educational tools, analytics and SCORM compliance.

Wilko Dijkhuis's curator insight, March 1, 2014 2:28 AM

 5 free mooc platforms to use

Rescooped by Robert Schuwer from Networked Learning - MOOCs and more!

MOOCs and Open Education: Implications for Higher Education | Li Yuan & Stephen Powell - JISC CETIS publications

MOOCs and Open Education: Implications for Higher Education | Li Yuan & Stephen Powell - JISC CETIS publications | Opening up education |

This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address.

Via Peter B. Sloep
Peter B. Sloep's comment, March 25, 2013 9:57 AM
You are right, pity that cMOOCs have not been included as their inclusion would have significantly widened the range of possible outcome scenarios. Still, in defence of the authors, I don't think they set out to cover cMOOCs as well as these are not seen as threatening to HE as it is now.
suifaijohnmak's comment, March 25, 2013 10:08 AM
Yes, I agreed fully with your view :)
verstelle's curator insight, March 26, 2013 3:58 PM

Thorough report from the Brittish JISC/CETIS. 

Many of the reported is not new for those who follow MOOC developments but it is worth reading e.g. for these conclusions:


"...there is a significant question for higher education institutions to address: are online teaching innovations, such as MOOCs, heralding a change in the business landscape that poses a threat to their existing models of provision of degree courses? [...] If this is the case, then the theory of disruptive 

innovation suggests that there is a strong argument for establishing an autonomous business unit in order to make an appropriate response to these potentially disruptive innovations"

Rescooped by Robert Schuwer from MOOC-SCOOP!

Research Questions for HarvardX

Research Questions for HarvardX | Opening up education |
The foundational tasks to get HarvardX research started and some of my own research questions.

Via timokos
timokos's curator insight, July 17, 2013 4:07 AM

Important research questions by Justin Reich, the HarvardX Research Fellow, I think everybody involved in MOOCs shoold be asking!


Interesting quotes that highlight Justin’s own views on the possibilities, current shortcomings and possible future of edX:


“The early evidence leaking out seems to be pretty clear on this point—MOOC participants are disproportionately people with college and advanced degrees—but I'm interested in doing a comprehensive review of economic diversity in HarvardX courses, and then examining the findings in light of my own theories of how expanding opportunity can exacerbate inequalities. All indications suggest that if we want xMOOCs to reduce inequalities, then we'll need to develop a set of design principles that allow us to target courses or supports to learners that we care most about serving.”


“My third interest is in design research, thinking about how we can expand our repertoire of practices on edX. How can we take the most interesting, innovative practices in online or residential education and bring them to life on for HarvardX courses?”For instance, in professional education (law, business, education), case studies are a vital part of teaching in many courses in programs. What tools could let people collaboratively engage in cases online? Could some of these cases be the foundation of new social games or simulations? There are a wide range of teaching strategies practiced across Harvard, and the edX LMS will need to grow to accommodate them.”


“Especially among the humanists I talk with from HarvardX, there is a great deal of interest in doing the kinds of things that connectivist MOOCs have been doing well for a number of years. I'm interested in thinking about how we push the possibilities of the edX platform or how we might use the marketing and student information system components of edX to support learning environments that are not primarily built on the edX LMS. A lot of my career is spent looking longingly at those educators who play on the exciting edges of things and then thinking, "OK, how do we get everyone there?"

Rescooped by Robert Schuwer from Networked Learning - MOOCs and more!

HarvardX, edX, and online teaching, learning expand | John Harvard - Harvard Magazine

"I am today a convert,” Bowen said. “I have come to believe that 'now is the time’”—that advances in technology “have combined with changing mindsets to suggest that online learning, in many of its manifestations, can lead to good learning outcomes at lower cost.” The evolution is on—in technology, teaching, and mindsets.


(William G. Bowen is president emeritus of Princeton and of the Andrew W. Mellon Foundation, a distinguished analyst of higher education, in his Tanner Lectures at Stanford, October 2012)

Via Peter B. Sloep
Peter B. Sloep's curator insight, February 15, 2013 4:30 AM

Whether you agree with William Bowen or not, you should read the article if you want to be kept abreast of Harvard's current state of mind with respect to MOOCs. The article discusses in particular edX, which it describes as a not-for-profit enterprise. According to John Harvard, edX is going to expand its course offerings into the Arts and Humanities (Chinese history, classical Greek literature, ...), it is going to experiments with an interestingly different kind of instructional design (featuring "labs"), it is has appointed an assistant professor for research of education with MOOCs. For more on the research aspect, see my blog written after a talk by Katie Vale on edX ( Bates has written a more extensive comment, which you might want to consult ( (@pbsloep)