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Perhaps it is the lower up-front investment of the Coursera model that is attractive, even if a little myopic. A substantial $60m has already been invested in edX and "officials at MIT and Harvard said that eventually edX will have to figure out a way to be self-sustaining, and it does not have a business plan -- another aspect it shares with Coursera". 
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I’ve been following the explosion of all things MOOC over the last few weeks somewhat quietly, the hype has even come home to roost at UMW in some odd ways. It’s been at once exciting and disquieting to watch. I’m excited for the folks like Siemens, Downes, and Cormier who framed the concepts and ideas behind the term and experimented wildly with its possibilities ever since. On the other side, I am pretty spooked by how denatured the term and its various meanings have become.
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Anant Agarwal, the president of the new Harvard-M.I.T. partnership called edX, talks about massive open online courses, or MOOCs.
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A DAY after joining a prestigious national venture to offer free online courses, the University of Washington announced it would also offer credit for some of the courses - for a fee.
KF: I was talking about this business model just the other day. The MOOC is generally focussed on learnign, not accreditation. I was speculating that "assessment providers" will arise - orgganisations and individuals who are able to offer accredited assessment. The flexibility wll come from knowing that you can study as long as you wish, and as informally as you wish with the possibility of having the learning formally recognised if required. This seems to be one of the first steps in that direction.
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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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The shock is that the methods used by these hugely successful courses are little changed from the dark ages. If you think I'm being a critical outsider, then you might like to know that one of the leading lights in the movement, Peter Norvig, agrees with me. He even makes a joke in his recent Ted Talk that lectures in MOOCs are just like the 16th century monastic lecture theaters complete with the guy at the back sleeping!
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I am cautious as to where the ‘MOOC movement’ will go. Some of the wilder speculation about ‘free online degrees’ and the ‘end of HE as we know it’ doesn’t help serious debate. Currently we know little about MOOC learners, about how to design and deliver successfully in a range of subjects, and most importantly at a range of levels (eg final year undergrad). Is the experience helpful to learners, and do they get value from their certificates of completion? Much more research is needed, and perhaps JISC might find this a useful area in which to support the UK HE community.
dianataylor's comment,
July 24, 2012 9:41 PM
"at times it has felt over-whelming" ...indeed i don't doubt that. I guess you never know until you give it a go :) i think the What and How are critical and as for the resourcing, seems like its more out of passion and community service than financial reward - though both play valuable roles in the prestige of a university.
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Mooc, Mooc, Mooc, Mooc, Mooc, Mooc, Mooc, Mooc, Mooc.
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There is a good deal to like in this NYTimes piece, as Perez-Pena correctly notes that it is a "major development" that "…a dozen highly ranked universities said they had signed on with Coursera, a new venture offering free classes online." Indeed.
Where I think the NYTimes, along with other media outlets, has been less than rigorous in reporting is the important distinction between Massively Open Online Courses (MOOCs) and the instructor led, cohort based online courses.
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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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Is sharing content, enough or do we need more?
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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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