5 diagram showing the mooc development timeline accessed 7 December 2012, a slight aside to xmoocs is Semester Online. This isnt strictly a mooc but interestingly some universities that have signed up with coursera are also involved in this venture. Significantly, these are credit-bearing courses. Semester Online is a for-credit, online program for undergraduates offering rigorous courses, where students will have access to renowned professors from multiple, highly selective institutions. Courses are taught live, in small groups where students are surrounded by outstanding peers and guided by renowned professors much as they would be if they were summary on campus. Compelling, richly produced, self-paced course materials are designed with university faculty and are accessible 24 hours a day. Familiar social networking tools allow students to connect and build relationships with peers from their school and other schools online.
They did run them on a much larger scale than we have done with our moocs. They had better pr connections and better funding. Our own moocs, in turn, borrowed heavily from online learning research, our work with networked learning, and the experiences of conferences and online courses that are at least 20 years old. In academia, there is a desire for attribution, an acknowledgement of the origin of ideas. having the idea first is not the same as succeeding in commercializing japanese and moving ideas into the public sphere. In regards to the ladder sic, Udacity and coursera have been wonderfully capable. George siemens, adjacent possible: moocs, Udacity, edx, coursera m/?p81, accessed 18 December 2012, the timeline of mooc development is as shown: Fig.
Udacity and coursera are for-profit organizations. Currently, they have a large amount of venture capital provided to them so that they can operate (e.g. Ultimately, they with need to monetize their business concept. EdX is different in that it is a not for-profit initiative. My understanding is that edX allows the institutions to enhance and improve their on-campus course provision by experimenting within these open online courses, in a continual feedback mechanism. So, in their short existence moocs have undergone this schism into two distinct forms. The original format, based on a proposed new pedagogical theory (or simply a pedagogic view) called Connectivism, is now commonly termed cmooc whilst the other strand that has a more traditional approach to course content transfer and where enrollment is required and the content isnt. The latter has got most of the publicity and kudos for the concept, as george siemens writes: lets start by doing away with the lone genius myth of moocs. Thrun, Udacity, coursera, and Stanford did not invent moocs.
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These types of moocs were the only ones run until in 2011 Stanford made some of their writing courses openly available, which included the. Artificial Intelligence course run by sebastian Thrun and Peter Norvig. That particular course was successful in attracting 160,000 people who enrolled from 190 countries, aged from 13 to 70, including working single mothers, people in active war zones under attack, in short a diverse cohort of non-typical Stanford students. 1 Screenshot of the Stanford Artificial Intelligence mooc webpage. Arguably, this initiative by Stanford is what took the mooc concept out of the educational technologists world and propelled it into more general acceptance, fuelled by traditional media hype.
Following the Stanford ai course, sebastian Thrun decided that he couldnt go back to teaching in a class of maybe a hundred students at Stanford so he resigned his tenure and jointly set. 2 Screenshot of Udacity home webpage. Also out of the work at Stanford came. 3 Screenshot of the coursera home webpage. And at the same time harvard modi and mit set up edx, with Berkley joining later. 4 Screenshot of edX home webpage.
These moocs are truly global in their reach, and can be massive with tens of thousands of participants. Whilst the approach is very much in its infancy the concept has gained traction in a short time and is developing and evolving almost on a month/weekly or even) daily basis. For many people much of their understanding about moocs will have been gained from reading about them in the traditional media. I have participated in several moocs and wanted to present my experiences to the conference, and allow delegates to consider the positives that moocs could offer in and of themselves, but also how lessons can be learned to potentially improve on-campus courses. As the name implies, in their original form these courses are open in the sense that they are available for anyone to participate, they are at zero cost to the participants and the content is freely available without restriction. Depending on the type of mooc there may be no prerequisites to participation.
Thus, some would argue, moocs have the potential to open up higher education to vast numbers of people who would not otherwise have access possibly due to gender, religion, culture, socio-economic background or a host of life events or supposed disadvantages preventing access. They can also bring greater breadth to the learning experience of traditional campus-based participants, drawing upon cultural differences and past life experiences. Dave cormier is credited as coining the term mooc in 2008 when he had a discussion on skype regarding the connectivism and Connective knowledge course (CCK08) george siemens was running with Stephen Downes. A year prior to that Alec couros ran the. Social Media and Open Education open online course and david Wiley ran an open course based on a wiki. In turn these initiatives were founded upon a long history and research of open education and online learning and teaching.
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