14 Articles on MOOCs


Size Isn’t Everything – Cathy Davidson – The Chronicle Review – The Chronicle of Higher Education

Wired UK raises the possibility that the university may have to restructure itself. That undoubtedly will raise numerous hackles. But from an intellectual standpoint, it signals a revolution in waiting. Forbes, on the other hand, touts the financial promise of investments in MOOC’s and other digital educational offerings. Entrepreneurs and college administrators are already heeding that siren call. But it is mostly the sound of yesterday.

Online Learning – The Chronicle of Higher Education

MOOC Madness. An inside look at the latest phenomenon in online learning. In this special report, we look at the hype, the hope, and the details—and offer the voices of the pioneers, converts, skeptics, and the undecided.

Massive Open Online Courses Views & Research – The Conversation

The Conversation about MOOCs. Australia.

Educause. 7 things you should know about MOOCs.

What You Need to Know About MOOCs – Technology – The Chronicle of Higher Education

What are MOOCs? MOOCs are classes that are taught online to large numbers of students, with minimal involvement by professors. Typically, students watch short video lectures and complete assignments that are graded either by machines or by other students. That way a lone professor can support a class with hundreds of thousands of participants. Why all the hype? Advocates of MOOCs have big ambitions, and that makes some college leaders nervous. They’re especially worried about having to compete with free courses from some of the world’s most exclusive universities. Of course, we still don’t know how much the courses will change the education landscape, and there are plenty of skeptics

The End of the University as We Know It – Nathan Harden – The American Interest Magazine

In fifty years, if not much sooner, half of the roughly 4,500 colleges and universities now operating in the United States will have ceased to exist. The technology driving this change is already at work, and nothing can stop it. The future looks like this: Access to college-level education will be free for everyone; the residential college campus will become largely obsolete; tens of thousands of professors will lose their jobs; the bachelor’s degree will become increasingly irrelevant; and ten years from now Harvard will enroll ten million students.


What is a MOOC?
An online phenomenon gathering momentum over the past two years or so, a MOOC integrates the connectivity of social networking, the facilitation of an acknowledged expert in a field of study, and a collection of freely accessible online resources. Perhaps most importantly, however, a MOOC builds on the active engagement of several hundred to several thousand “students” who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. Although it may share in some of the conventions of an ordinary course, such as a predefined timeline and weekly topics for consideration, a MOOC generally carries no fees, no prerequisites other than Internet access and interest, no predefined expectations for participation, and no formal accreditation.

MOOCs chapter of Curt Bonk’s Monster Syllabus

great article collection

A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop | The International Review of Research in Open and Distance Learning

Complexity, Resilience, and the Need for Agility in Learning<br />Barnett (2002) highlighted that we now live in a world characterized by “super-complexity,” uncertainty, and change: “Work, communication, identity, self, knowing, and even life: the meaning of fundamental concepts are no longer clear in a world of change” (p. 9). Barnett (2002) had his own interpretations of knowledge in relation to uncertainty and change. He would like to see curricula and pedagogy move away from knowledge and skills to be a “pedagogy for human beings.” He discussed a form of knowledge that would involve learners thinking about and confronting themselves with the uncertainties and dilemmas in their own lives. Learning is at the heart of personal change and transformation, and the learner needs to take risks and deal with changing situations in his or her environment. Folke (2010) emphasized the need for resilience, so people will anticipate change then influence developments to achieve societal and personal goals. At the heart of sustainable change is developing and helping people to build up an “inner resilience” that guards them from experiencing every change that comes their way as disruptive. Instead, this resilience ensures that they learn to cope with these changes more as part of their continuous “agile” development and learning (Cashman, 2009), recognizing patterns in one situation and making sense of them and applying them in another.

Curt Bonk’s Monster Syllabus

Week 7 (February 18th). Open Education & Massive Open Online Course (MOOCs)
Rita Kop and Hélène Fournier, National Research Council of Canada, John Sui Fai Mak, Australia (2011, November). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research on Open and Distance Learning (IRRODL), 12(7). http://www.irrodl.org/index.php/irrodl/article/view/1041/2025 (see also entire special issue on Emergent Learning, Connections, Designs for Learning: http://www.irrodl.org/index.php/irrodl/issue/view/49)

Inge de Waard, Sean Abajian, Michael Sean Gallagher, Rebecca Hogue, Nilgün Keskin, Apostolos Koutropoulos, Osvaldo C. Rodriguez (2011, November). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education, International Review of Research on Open and Distance Learning (IRRODL), 12(7). Article: http://www.irrodl.org/index.php/irrodl/article/view/1046/2026

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Available: http://www.elearnspace.org/Articles/MOOC_Final.pdf

Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. Paper presented at the Seventh International Conference on Networked Learning, Aalborg, Denmark. Available: http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mackness.pdf

Nathan Harden (January/February 2013). The End of the University as We Know It. An American Interest. Available: http://the-american-interest.com/article.cfm?piece=1352

Karen Doss Bowman (2012, Summer). Winds of Change: Is Higher Education Experiencing a Shift in Delivery?, Public Purpose Magazine (from the American Association of State Colleges and Universities) Available: http://www.aascu.org/WorkArea/DownloadAsset.aspx?id=5570

06 Aug 12

Open All the Way: MOOCs, OER, and Open Education

The Chronicle Wired Blog asked “What happens when you invite the whole world to an online class?” The result last summer was eduMOOC – a class about “Online Learning Today… and Tomorrow” with more than 2,500 registered participants in 70 countries and a plethora of wikis, blogs, tweets, panels, discussions and more. The MOOC offers the opportunity for service; building a student base; connecting with an entire field or industry; and establishing a worldwide reputation for leadership. In this session we will discuss the global implications; the evolving models; business plans; and how to launch and administer a massive worldwide class.

25 Jul 12

What’s the “problem” with MOOCs? EdTechDev

Picky, picky. This covers a lot of territory. I leave it thinking that we need to be doing a lot more than reveling in putting courses online and encouraging tens of thousands to attend. Design should begin with where we want to end up. Incrementalism is the enemy of innovation.

03 May 12

Reconceptualizing facilitation and participation in a networked (MOOC) context | Full Circle Associates

This is a particularly fruitful time for reflection because I’m working on three projects with aspirations to build capacity for facilitation of (mostly) online learning in some quite diverse contexts. Most of them have larger ambitious of scaling and becoming as much “network like” as much as smaller, bounded “community-like.”

Learning Community on Google+





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