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MASSIVE OPEN ONLINE COURSES
TECHINICAL RESEARCH WRITING ON
MOOCS
Submitted ToDr. Achintya SinghalBANARAS HINDU UNIVERSITY
Submitted ByPiyush Kumar
MCA 3rd Semester (BHU)
CONTENT1. INTRODUCTION
2. TYPES OF MOOCS
3. HISTORY OF MOOCS
4. WHY ARE MOOCS DIFFERENT?
5. COMPANIES AND UNIVERSITIES SERVE MOOCS TO THE MASSES
6. PEDAGOGY OF UDACITY
7. CONTROVERSY
8. VISION & GOALS OF MOOCS FOR INDIA
9. ADVANTAGES AND DISADVANTAGES OF MOOCS
10. WHAT'S HAPPENING TODAY? WHAT CAN YOU DO?
11. CONCLUSION
1. Introduction MOOCS: Massive Open Online Course, a term used to describe
web technologies that have enabled educators to create virtual
classrooms of thousands of students. Typical MOOCs involve a
series of 10-20 minute lectures with built-in quizzes, weekly
auto-graded assignments, and TA/professor moderated
discussion forums. Notable companies include Coursera, edX,
and Udacity.
MASSIVEIt should allow access to a very large number of students, much larger than a face-to-face class, or a traditional online course.
OPENOpen has several meanings in MOOCs. On one hand, the course should be open to everyone and should not require some prerequisites such as possession of a qualification or a level of performance in earlier studies.
ONLINEThe course is done remotely via the Internet and does not require physical attendance at a classroom. This feature is essential for anyone from anywhere in the world with an Internet connection can participate in these courses.
COURSEIt should have some learning objectives to be achieved by students after certain activities within in a given period of time.
2.MOOCS Stand’s For
3.Types of MOOCsxMOOC. Is the type of the learning where by the learners share the ideas and there is only one instructor on the discussion
cMOOC. Hear the learners
control their own learning, and they create their own goal. The learners are not assessed or tested weather they have met the outcomes that they where aiming at.
History of MOOCS
As technology has evolved, so has distance learning. It began with mailing books and syllabi to students, then radio lectures, then tv courses, and now online courses.
3.
WHY ARE MOOCs DIFFERENT?
Beginning with the first correspondence courses in the 1890s from Columbia University, distance learning has been an important means of making higher education available to the masses. As technology has evolved, so has distance learning; and in just the last 5 years a new form of education has arisen, Massive Open Online Courses (MOOCs). MOOCs are becoming increasingly popular all over the world and the means by which learning is measured, evaluated, and accredited has become topic of controversy in higher education.
4.
Continue
WHY ARE MOOCs DIFFERENT?
Short (10-20 minute) lectures recorded specifically for online.
Quizzes that are usually integrated into lectures.
TA / Professor moderated discussion forums.
5.
WHY ARE MOOCs DIFFERENT?
Large class sizes (often tens of thousands of students).
Graded assignments with set due dates (graded by computer)
Letters, badges, or certificate of completion.
5.
COMPANIES AND UNIVERSITIES SERVE MOOCs TO THE MASSES
The modern MOOC began with an open Computer Science course at Stanford, Introduction to Artificial Intelligence, taught by Professor Sebastian Thrun in 2011. The wildly successful course, with 160,000 students in attendance, led Thrun (along with his colleagues David Stavens and Mike Sokolsky) to create Udacity in 2012, kicking o! MOOC mania.
6.
• Udacity courses include lecture videos, quizzes and homework assignments.
• Multiple short (~5 min.) video sections make up each course unit.
• All Udacity courses are made up of distinct units = a week’s worth of instruction and homework.
• Since Udacity enrollment is open, you can take as long as you want to complete.
• Udacity courses include discussion forums and a wiki for course notes, additional explanations, examples and extra materials.
• Each course has an area where instructors can make comments but the pedagogical emphasis is on self-study.
Udacity
• Udacity courses do have an informal discussion forum where students can post any ideas and thoughts they have about the course, ask questions, and receive feedback from other students
• Free participation is non-credit • A few courses can be taken for credit (from California
institutions) for a fee• Udacity offers job placement service in partnership
with various employers
Pedagogy of Udacity
CONTROVERSYAs MOOCs become increasingly popular all over the world, the means by which learning is measured, evaluated, and credited is a topic of controversy in higher education.
7.
Some courses have already been accredited and universities are beginning to accept transfer credit for completing MOOCs. These companies have quickly grown in size and hype, and their rapid growth has led to many questions around how MOOCs may shape the future of higher education.
Coursera, Udacity, and edX were not originally meant to grant credit, and the recent push from administrators to enable students to earn credit for the successful completion of a MOOC raises many questions.
.
.
VISION & GOALS OF MOOCS FOR INDIA
VISION:
GOALS:
8.
M O O C s s h a l l p r o v i d e a n e ffe c ti v e e c o sy s t e m fo r m e e ti n g t h e o n l i n e e d u c a ti o n a l
S e t u p t h e n e c e s s a r y i n f ra s t r u c t u re a n d t o o l s w h i c h c o n s i s t a s n a ti o n w i d e c o m m u n i t y r e s o u r c e s a n d c o n n e c ti v i t y, H i g h q u a l i t y d i g i t a l c o nt e n t ,
ADVANTAGES AND DISADVANTAGES OF MOOCS:
ADVANTAGES: DISADVANTAGES
9.
• It is free.• Learning is informal and at
student’ own pace of learning.• Computer and internet access
are only resources needed nothing much.
• Students can share, work, critique others and receive feedback. Providing online interaction amongst student.
• X-MOOCs involve costs, something not important.
• Limited real-world engagement
• Techinical Problems.• Academic dishonesty are
likely to happen.• Students must be
accountable for their own.
WHAT'S HAPPENING TODAY? WHAT CAN YOU DO?
UniversitiesResearch must be done to evaluate the electiveness and future of MOOCs. Universities are running pilot programs with MOOC providers with select classes to test their feasibility.
The companies themselves are collecting data on every interaction they have with students. The researchers behind each provider hope to use that data to support the argument in favor of the expansion of MOOCs.
The human resource development ministry launches the Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM), a Web portal where Massive Open On-line Courses (MOOCs) will be available on all kinds of subjects
10.
GOVERNMENT
MOOC Providers
Conclusion
The field of higher education will see massive and constant change in the near future, and MOOCs will continue to play a major role in its rapid evolution. How will YOU play a part in the revolution of learning?
Reference
[1] J. Manning, M. Sanders, “How widely used are MOOC forums? A first look, 2013. Retrieved from: https://www.stanford. edu/dept/vpol/cgi-bin/wordpress/how-widely-used-are-mooc-forums-a-first- [2] G. Siemens, “Connectivism: A learning theory for the digital age”, International Journal of Instructional Technology and Distance Learning, vol. 2, no. 1, pp. 3–10, 2005. [3] S. Downes, “The Role of the Educator”, Huffington Post Educa-tion, 2010. Retrieved from: http://huffingtonpost.com/stephen-downes/the-role-of-the-educator_b_790937.html [4] L. Breslow, D. E. Pritchard, J. DeBoer, G. S. Stump, A. D. Ho, D.T.Seaton, “Studying learning in the worldwide classroom: Re-search into edX's first MOOC”,Research & Practice in Assess-ment,vol. 8, summer 2013, pp. 13-25, 2013. [5]J. Mackness, S.F.J. Mak, R. Williams, “The Ideals and Reality of Participating in a MOOC”, Proc. 7th International Conference on Networked Learning, pp. 266-274, 2010. [6] D. Yang, T. Sinha, D. Adamson, C. P. Rose, “Turn on, Tune in, Drop out: Anticipating student dropouts in Massive Open Online Courses”, 2013. Retrieved from: http://lytics.stanford.edu /datadriveneducation /papers/yangetal.pdf [7] H. Khalil, M. Ebner, “How satisfied are you with your MOOC? -A Research Study on Interaction in Huge Online Courses”, Proc. World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2013, pp. 830-839, 2013. [8] R. McGuire, “Building a sense of community in MOOCs”, 2013.
http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/ (coining MOOC)http://net.educause.edu/ir/library/pdf/eli7078.pdf (first MOOC course)MOOC Companieshttps://www.edx.org/about (edX why founded)http://blog.coursera.org/post/40080531667/signaturetrack (Coursera Signature Track)http://chronicle.com/article/A-First-for-Udacity-Transfer/134162/ (Udacity Revenue)http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?smid=pl-share (Udacity Profit Sharing)http://www.insidehighered.com/news/2013/02/21/coursera-and-edx-add-universities-and-hope-expand-global-reach (Twice As Many Moocs)What are People Saying?http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905 (Professors - Credit)http://www.insidehighered.com/news/survey/affirmative-action-innovation-and-financial-future-survey-presidents (Presidents) What’s Happening Today?http://news.stanford.edu/news/2013/april/edx-collaborate-platform-030313.html (Universities - edX)http://chronicle.com/article/A-Bold-Move-Toward-MOOCs-Sends/137903/ (SB 520)
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