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A cycle of online education ecstasy/agony: To MOOC or not to MOOC?

A panel discussion at ICEM 2013, Singapore
by

Chih-Hsiung Tu

on 26 June 2014

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Transcript of A cycle of online education ecstasy/agony: To MOOC or not to MOOC?

A cycle of online education ecstasy/agony: To MOOC or not to MOOC?
A Cycle of Online Education Ecstasy/AgonyTo MOOC or not to MOOC?
Chih-Hsiung Tu, Northern Arizona University, USA
Marina McIsaac, Arizona State university, USA
Robert Doyle, Harvard University, USA
Hakan Aydin, Ali Ekrem Ozkul, Anadolu University, Turkey

MOOCs
Innovative, Disruptive, Educational Evolution
Come the Revolution (Friedman, 2012)
the campus tsunami (Brooks, 2012)
Faducation (Barlow, 2013)
False promise (Carlson & Blumenstyk, 2012)
Hype, shallow, McDonaldization of global higher education (Lane & Kinser, 2012)

Types of MOOCs
cMOOCs vs. xMOOCs
Essential features
Massive: designed to support a massive numbers of students
Online: all course materials, assessments, activities are online
Open: not formally enrolled; no required fee (Bashears, 2013)

xMOOCx vs cMOOCs
9-step program to plan/ operate a MOOC (Simens, 2012)

1. Elect a topic or area, & determine the audience
2. Secure an instructor to teach
3. Determine Content
4. Plan spaces of interaction
5. Plan interactions (live, asynchronous)
6. Plan your continued presence
7. Learner creation (activities)
8. Promote and share your MOOC
9. Iterate and improve

Closing
What is open in MOOCs?
allow MOOCs learners to create your own college degree?
how open should we stretch?
Are MOOCs a solution to low-cost education?
If it’s free, what exactly are students paying for?
What are the sustainable financial models?
What are the market values of MIT degrees,
if everyone has MIT degrees?
if everyone, everywhere & at every moment can take a course & repeatedly try again & again to succeed?
Full transcript