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Transcript of 5320
THE OF LEARNING
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College of Education, TTU
How does a work?
Tips to build a MOOC:
Reach out to experts in curriculum development and technology for guidance.
Develop a list of learning goals that can be accomplished in brief video segments or through methods such as readings, discussion boards and guest lectures.
Don't dumb it down, but do prepare background materials for non-scientists.
Film lab experiments, create interactive tools and slides, and develop problem sets rendered with
Try out videos, online quizzes and animated models on a small cohort first.
Students may access material at different times and out of order, so avoid mentions of lecture dates, times and content sequence.
Practice the lecture before taping.
Hire an assistant to help in monitoring forums and distributing communications.
Make course expectations regarding accessing homework and quizzes clear early on, while also mapping out deliverable.
Encourage student-to-student interaction and mentoring in online forums.
Collect data on student learning to improve the next iteration of the course. S.K.
all of these
Pros & Cons
Link to this page
What is a ?
Classes may consist of up to 100,000+ students.
Registration is open to anyone in the world.
The courses are taken completely online.
Like college courses but don't offer credits.
Teacher's role changed in using MOOC
What's Next in MOOC
"A MOOC is an online course with the option of free and open registration, a publicly-shared curriculum, and open-ended outcomes. MOOCs integrate social networking, accessible online resources, and are facilitated by leading practitioners in the field of study. Most significantly, MOOCs build on the engagement of learners who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. "
McAuley, Stewart, Siemens, & Cormier, 2012
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2012). The MOOC model for digital practice.
Mak, S., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a MOOC.
Kolowich, S. (2013). Why professors at San Jose State won’t use a Harvard professor’s MOOC. The Chronicle of Higher Education, 2.
de Waard, I., Koutropoulos, A., Keskin, N., Abajian, S. C., Hogue, R., Rodriguez, O., & Gallagher, M. S. (2011). Exploring the MOOC format as a pedagogical approach for mLearning. Proceedings from mLearn.
Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. MERLOT Journal of Online Learning and Teaching, 9(2), 187-199.
Chen, X., Barnett, D. R., & Stephens, C. Fad or Future: The Advantages and Challenges of Massive Open Online Courses (MOOCs).
Provide a solution to overcrowding
Create a dynamic archive
Are real college classes
Bring people together from all over the world
Help for blended teaching and flipped classroom
Bring business opportunists
Grading papers is impossible
High dropout rate
Shrink faculties, graduate programs, even research fields
Are NOT degree programs
Intellectual property and financial details are issues
- Asiri, 2014;
QA Education, 2014.
Asiri, O. I. (2014). A Comparison Between International and US Graduate Students’ Attitudes and Experiences Using Massive Open Online Courses (MOOCs).
Lack of hands-on learning
- Asiri, 2014;
QA Education, 2014.
"A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance."
- EDUCAUSE, 2013