#Change11 On MOOC – my reflection Part I

Doug’s post on what’s the problem with MOOC provides great food for thoughts.  My first response here.  I am still wondering how Teaching as Design Science would work in MOOC (connectivist approach) mainly because of the often challenging balance that is required to be achieved between open emergent structure and closed prescriptive structure with definite outcomes and linear learning pathway.  This was revealed in past researches, where some novices preferred structured facilitation and guidance, whereas veterans would likely prefer to explore and self-organise to achieve their goals.  There are also challenges relating to autonomy, power, and assessment (and accreditation) which often might not be easily resolved in the traditional MOOC (i.e. within an institutional framework), where the professors would likely decide on the course design and assessment criteria well in advance, leaving little leeway for “negotiation” in the content and assessment.  These could be revealed through the various feedback as shown in surveys, and your post has also highlighted some of the issues associated with the course design.  I agree with your view: ” ”Connecting” learners to one another or exposing them to content may often not be sufficient to magically cause learning to happen or to cause significant changes in beliefs and practice.  Similarly, making content “open” isn’t sufficient to magically cause learning to happen, although it is a good first step (enabling and expanding access to learning opportunities for more people).”

I have posted here relating to learning with Connectivism and ANT.

I have posted learning with external sources (or learning that may reside with non-human appliance here)

You may treat my ATM metaphor as follows:

ATM – denotes Computers – hardware/software, etc any internet, ICT, Learning Management Systems (LMS), Search Engines, Web 2.0 tools – blogs, social networking tools: Youtube, Myspace, wiki, Ning, Delicious, Twitter & Tweeter, FB, and many others emergent technologies or tools like Cloud computing, Mobiles, (non-human appliances).
Money – denotes the resources resided on the internet or social networks (or even our own networks (brain?, conceptual networks?) if there are connections and interactions of these networks)- information, links, articles, extracts, aggregates of “knowledge” or any artifacts – on-line or hard copy of books, e-portfolios etc.  So fake money could include fake information, incorrect information or spam.
However, you could also use abstract concept of these like virtual ATM, virtual money (such as internet banking) to represent the concepts behind learning – the immersive virtual learning ecology and SL with Linden as the Money etc.. This could be linked to all the learning concepts as introduced by Stephen Downes – where learning is ontology, non-propositional, emergent, and a continuous process that DOES NOT MEAN the acquisition of knowledge BUT merely as a networking process….which to me would be another way of looking into learning, from a more CONNECTIVIST and philosophical point of view.
Would this be a “connectivist” approach towards connectivism where all different approaches (all the metaphors suggested as per the posts, including Roy, Ulop, Frances (ANT), and many others from Instructivist, Cognitivist, Constructivist, Connectionist approaches and those of Stephen and Georges’ Connectivism principles are connected and interacted to reveal an emergent pattern of knowledge and learning? I don’t know!
Though there may be a lot of uncommon or “seemingly conflicting” views amongst them, I could see a lot of common grounds connecting them together, just like the metaphor of the digestion system in our human body.

I have tried distinguishing human from non-human learning here

This is my response to Ulop and Roy on our Community Network on Connectivism:

Great that we have come to some common themes on learning.
I think it’s imperative to distinguish human learning from the learning “that may reside with non-human appliances”.
An example is when you go to ATM to get money. The ATM has “learnt” how to issue the correct amount of money you have keyed in and issue you with the money with receipt. So the ATM processes your order based on an algorithm and a process run by the machine and computer, and that is taught by human. Such processing of money for you is similar to concepts adopted by artificial intelligence. Now, what happens if someone put fake money into the ATM. So you will also receive those fake money when you use those ATM. For the ATM, it has “learnt” to give you the money you have requested, but it hasn’t learnt to check if the money stored was fake or not. So, if you receive the fake money, it isn’t the “fault of the ATM” and the ATM is 100% accurate in learning and “highly intelligent” in accordance to our human initial design.

Once you realise such problem of fake money, you may then re-design the ATM so that it could check for fake money. So, you would then teach the ATM to check the fake money (bank notes) before it issues any money. Through this process of learning by you and your re-design of the ATM, the ATM is learning through you as human how to ensure that only real money is issued to the customer. The ATM itself can only learn how to do the job through human intervention. By itself, it isn’t as smart as human. And sometimes, the ATM may fail to check whether the bank notes are fake or not if there are changes in the design of the bank notes or there could be mistakes made due to the malfunction of the “ultra-violet” detector (say due to failure of the detector) of the ATM. So, you may then rely back on human to check if the money is fake or not.
The above metaphor is again trying to illustrate how smart human are as compared to machine. Similarly, I don’t think there has been any machine that is built which could simulate our digestive system so far, as we could cleanse any toxins through our body organs and eject waste which are useless for us. I would like to learn if such a machine exists in this world which could do all these!

This ATM example illustrates that:
1. Human learns through a biological and a neuro process with the brain (just like the digestion metaphor), and it is different from machine learning in that the machine can ONLY learn when the human teaches it (even if it’s artificial intelligence). You may claim that a machine can do some “learning” by itself, but as the above example illustrates, it must start from human. And a machine may fail to learn if the human doesn’t teach it to learn properly – fake money will be issued to customers without notice or warning, though the ATM is functioning 100% effectively and efficiently.
2. In human learning, there are some common learning principles with non-human learning (animals or even appliances). These include the observable – the Stimulus-response classical conditioning by Pavlov. Classical conditioning is the study of learning which involves reflex responses, in which a neutral stimulus comes to elicit an existing reflex response. Please note that Pavlov’s work on the physiology of digestion, begun in 1879, earned him the Nobel Prize in 1905. He first became aware of reflexes by reading Sechenov’s work while still at seminary, but his own research on what became known as classical conditioning did not begin until about 1902. At this time, while still studying in digestion in dogs, he noticed what he called ‘psychic salivation’ – a dog would salivate before it was actually given food. Since Pavlov believed that digestion involved series of reflexes, he set out to determine what controlled this anticipatory response. Ultimately, his work on conditioning overshadowed the research which had earned him the Nobel Prize.
3. I try to distinguish the human from non-human learning to avoid the confusion arising out of the studying of the non-human appliances, ants, spiders, pests in their life cycle, its ecology from human, especially when we are referring specifically to learning over the digital ecology, the net, virtual networks, and communities. There may be a lot of learning embedded in such social and ecological studies, and so I will leave it to the Biologists, Sociologists and Social Scientists or YOU to investigate. Sometimes, there might be a similar pathway in adopting the “behavioural” approach by observing the behavior of those creatures and generalizing them on human. Would this be what Pavlov had tried to do? However, I do think we have overlooked his work on the physiology of digestion. I have now used digestion as a metaphor on learning. I must admit that I don’t know all his work on signal conditioning (and have forgotten what I have read years ago) until you asked me now. Please see Approaches to Psychology by William E. Glassman 2000 (that I bought more than 8 years ago).

Ulop and Roy, I am interested in learning how these could be further explored. I think it could lead to a great concept map which deploy all the learning components as cited by Roy and your critical analysis of learning. Let’s continue…

Could we contrast these networked learning with

The Actor Network Theory that looks at the socio-technical aspects?

What do these Theories have in common, and what about their differences?

Postscript: Just read this Verhagen, P. (2006) Connectivism: A new learning theory? http://elearning.surf.nl/e-learning/english/3793 on 26 Feb 11.  that also discusses on learning that may reside with non-human appliance.  I have also shared my views here.

I will continue to reflect on the recent MOOC initiatives and Khan Academy in coming posts.

#Change11 “One small step for man, a giant leap for mankind” – Is that the MOOC movement?

Some of you who were born in the 60s or before might have watched this, but this would be remembered forever.

What is happening now with a similar motto, though different nature is the Education Revolution that has been promised through edX:

Will this be the future of Higher Education around the Globe?  The MOOC Movement that we are witnessing this year.  We have seen the rise of MOOC though since 2008, or even before where Stephen wrote in Rise of MOOCs and Tony reflected on MOOCs here.

I am interested in the research mentioned in the edX and edX release:

“Harvard and MIT will use these new technologies and the research they will make possible to lead the direction of online learning in a way that benefits our students, our peers, and people across the nation and the globe,” Faust continued.

Research to Enhance Residential Model

EdX will enhance the traditional residential model of undergraduate education on both campuses by supporting an unlimited number of experimental online approaches to teaching that can be used by Harvard and MIT faculty and which will benefit students in Cambridge and Boston. It will also have the benefit of providing global access to some of the world-class instruction that already occurs in Cambridge and Boston, but which is only one aspect of the full Harvard College and MIT experience.

Some questions relate to

1. How we learn?

2. How to use classroom more effectively?

3. How to use technology in online education?

4. How technology has enabled us to learn?

I think we might have addressed some of the questions in our previous MOOCs in Connectivism and Connective Knowledge, PLENK2010, and Change11.

There are however many “wicked problems“, challenges and opportunities that relate to MOOCs, when it is open to global networks, that there are as many solutions as there are problems generated.



So, what I would like to start with is my suggestion of challenging the assumptions, based on Assumption Theory.

What are the assumptions behind MOOC using the different approaches here in MOOC?

My suggested assumptions in MOOC include:

  • people would learn in a self-directed manner
  • Knowledge is distributed
  • Knowledge is negotiated
  • Knowledge is emergent
  • Knowledge is rhizomatic (thanks to Dave’s video posted – refer to How to be successful in MOOC?)
  • Learning is capacity to construct, navigate and traverse across networks
  • personal learning networks would be a far better way for people to learn
  • people like to learn via social networks
  • people know how to connec(people have the communication, literacy and critical literacy skills)
  • people know how to use the technology to connect
  • people are self motivated (intrinsic motivation)
  • people like to accept challenges, chaos and complexity is just part of the learning process
  • people don’t need to follow a course or qualification for learning to be effective
  • Learning is emergent, and is based on connections, engagement and interactions
  • Learning is open
  • Identity in networked learning is based on individual’s “participation, interaction” in the networks, and is reflective of ones involvement in the media, it’s dynamic, adaptive
  • Individual and social learning is emphasised – cooperation
  • Sensemaking and wayfinding are important
whereas on the other hand, the more formal or traditional education/learning approach or even the online approach of:
  • people need to learn in a structured manner, in a course (face to face or online), with teacher’s instruction (zpd) zone of proximal development,
  • people construct knowledge via a constructivist pedagogy – with an expert.
  • Knowledge is acquired
  • Learning is about acquisition of knowledge, skills and experience
  • people like to learn with Learning Management Systems (LMS)
  • people prefer to learn independently (in a closed environment) (behind the walls in schools) or learn collaboratively in a group or team
  • people don’t have enough skills, knowledge and experience to use technology to connect, formal training/education is the solution
  • people don’t want chaos, complexity – don’t want to be overwhelmed with information or knowledge
  • people need to be motivated with rewards (extrinsic motivation)
  • people need to follow a course or qualification for learning to be effective
  • Learning is based on instruction by the teachers
  • Learning is closed (in a closed classroom or closed online network)
  • Identity is based on the association of oneself as a student or that of the group – it’s static
  • Group learning is emphasised – collaboration
  • Teaching and close mentoring are important
I need to think more about the above, whether my assumptions about both intrinsic and extrinsic motivation will affect how people face challenges, technology and connecting / relating to others.
The above statements are just set to be a “polarised” one, and these are just my first thoughts.  I need to draw a mind map to show the relationship at a later stage, once I have re-visited our research papers on Blogs and Forums as Communication and Learning Tools in a MOOC and The Ideals and Reality of Participating in a MOOC.
If you felt comfortable with idea, it may be fun to collaborate together using a shared workspace for mind / concept map or drawing tool.
Besides, there are many other factors and concepts on learning that need to be included in this research.
I think it could be interesting to conduct research on PLENK2010 based on our experience and involvement in CCK08/CCK09/edfutures/CritLit2010.
I am not sure if we could thresh out some research questions, as a follow up study of CCK08.
Suggested title:
Essential critical success factors in the design and delivery of Massive Open Online Course (MOOC)
Note: based on PLENK2010/CCK09 experience
Research questions:
1. What are the design factors in an open online course?  (Consider the connectivist principles)
2. What are the delivery factors in an open online course?
3. How would educators and participants evaluate an open online course (PLENK2010)?
Research methodology:
Consider using a more open survey approach in the design and conduction of the research –
(a) email
(b) Twitter and Facebook or  Amplify, Delicious, Google Document AND wikis etc.
(c) blog
(d) voicethreads
(e) Google Wave
Research Approach:
1. Development of questionnaire
2. Conduction of survey
3. Analysis of findings
4. Writing up of paper
5. Final edit and publication of paper
The above suggestions are subjected to changes based on feedback from instructors, participants and review.
John Mak
I would like to respond to reflections by
1. Doug: the problems with MOOC
in coming posts.

#Change11 An update on posts related to MOOCs as at 21 December 12

MOOC – Udacity and Coursera

Sounds really exciting this time with the MOOC, as reported by Audrey Watters 18 April 2012.

Both Udacity and MITx – as well as those 3 Stanford classes last term – focus on CS, but Coursera’s course catalog will extend beyond that one discipline. Ng and Koller promised me classes in poetry. They said there’ll be classes in science fiction and in folklore.  There’ll be sociology.  There’ll be continuing ed in medicine.

This is another post providing the updates on MOOCs – Elite Universities’ Online Play by Steve Kolowich 18 April 2012

Princeton, Penn and Michigan will join Stanford University and the University of California at Berkeley as partners of Coursera, a company founded earlier this year by the Stanford engineering professors Daphne Koller and Andrew Ng. Using Coursera’s platform, the universities will produce free, online versions of their courses that anyone can take.

Read more: http://www.insidehighered.com/news/2012/04/18/princeton-penn-and-michigan-join-mooc-party#ixzz1sOyPg9HX
Inside Higher Ed

A whole new U http://www.psmag.com/education/a-whole-new-u-42336/

http://edition.cnn.com/2012/07/05/opinion/bennett-udacity-education/ 5 July 2012

These MOOCs seem to be moving at a trajectory that would provide a whole spectrum of free online courses to anyone interested in taking.



http://efoundations.typepad.com/efoundations/2012/03/moocing-about-with-saas.html March 2012

A related post on MOOCs Education Startup Coursera Raises $16 Million From Kleiner, NEA by Ari Ley 18 April 2012

Envisioning a post-campus America The Atlantic 13 Feb 2012

Online Education Venture Lures Cash Infusion and Deals With 5 Top Universities by John Markoff

Drop In! Top Schools From Berkeley to Yale Now Offer Free Online Courses by Sarah Kessler

Coursera Adds Humanities Courses, Raises $16 Million, Strikes Deal with 3 Universities

Learning from MOOC by Audrey Watters

How will MOOC impact the future of college education  K. WALSH on 25 April 2012

http://reflectionsandcontemplations.wordpress.com/2012/07/14/review-of-the-coursera-human-computer-interaction-course/ 14 July 2012

http://www.chicagotribune.com/news/education/ct-met-u-of-i-online-0717-20120717,0,72285.story 17 July 2012

http://www.hackeducation.com/2012/07/17/considering-courseras-expansion/ 17 July 2012

http://ht.ly/cniOh 18 July 2012

http://www.huffingtonpost.com/2012/07/19/university-of-illinois-coursera-course-online-education_n_1686531.html 19 July 2012

http://stevendkrause.com/2012/07/20/even-more-mooc-mooc-mooc-chronicle-article-explains-the-business-model/ 20 July 2012

http://bavatuesdays.com/weve-been-mooced/ 20 July 2012

http://www.theaustralian.com.au/higher-education/moocs-still-open-but-no-longer-free/story-e6frgcjx-1226430308516 20 July 2012





http://www.forbes.com/sites/georgeanders/2012/08/09/courseras-huge-online-classes-roar-into-brazil-india-and-china/ 9 August 2012

http://word2live.wordpress.com/2012/08/12/about-attitude-and-coursera/ A student’s perspective on Coursera


http://gigaom.com/2012/08/22/amid-plagiarism-reports-coursera-adds-honor-code-reminders/ 22 August 2012


MITx update

MITx education initiative http://web.mit.edu/newsoffice/2011/mitx-education-initiative-1219.html

MITx What the students think? – Students response to prototype course.

Harvard and MIT team up to offer free online courses  NYTimes 3 May 2012

The problem with edx a mooc  by any other name/ Bonnie Stewart 2 May 2012

http://spectrum.ieee.org/at-work/education/review-mitxs-online-circuit-design-and-analysis-course July 2012


Edx launch http://web.mit.edu/newsoffice/2012/edx-launched-0502.html#.T6JPGUn8w5o.twitter

Coursera the New face of Higher Education http://www.zdnet.com/blog/education/coursera-the-new-face-of-higher-education-video/4894


Harvard and MIT team up to educate a billion people online http://www.good.is/post/harvard-and-mit-team-up-to-educate-a-billion-people-online/ by Liz Dwyer

edX The Release http://www.edxonline.org/release.html

edX frequently asked questions http://www.edxonline.org/faqs.html

The week in ed tech news http://hackeducation.com/2012/05/05/the-week-in-ed-tech-news-may-5/ by Audrey Watters 5 May 2012

Bionic learning http://cogdogblog.com/2012/05/02/bionic-mooc/ by Cogdog 2 May 2012

edX platform more MOOCs and opportunity more research about teaching and learning online http://www.insidehighered.com/blogs/hack-higher-education/edx-platform-more-moocs-and-opportunity-more-research-about-teaching-and by Audrey Watters 2 May 2012

Hype X: What edX can and can’t do http://shermandorn.com/wordpress/?p=4934 by Sherman Dorn 2 May 2012

MIT to develop new open learning enterprise unit for online learning http://www.tonybates.ca/2012/03/18/mit-to-develop-new-open-learning-enterprise-unit-for-online-learning/ by Tony Bates 18 March 2012

Harvard joins the MITx http://www.tonybates.ca/2012/05/02/harvard-joins-the-mitx-project/ by Tony Bates 2 May 2012

David Brooks confuses MOOCs with Online Learning http://ht.ly/aMGO3

http://www.insidehighered.com/news/2012/05/10/candace-thille-talks-moocs-and-machine-learning by Steve Kolowich 10 May 2012

http://web.mit.edu/press/2012/edx-partnership-0620.html 20 June 2012

http://www.technologyreview.com/view/428474/emtech-preview-anant-agarwal-on-overhauling/ 12 July 2012



http://www.rawstory.com/rs/2012/09/03/top-universities-branch-into-free-online-courses/ 3 September 2012




http://www.idea.org/blog/2012/01/31/higher-ed-courses-with-massive-enrollments-a-revolution-starts/ 31 March 2012

Is community as important as content for online learning? http://blogs.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/

Open Access Courses http://chronicle.com/article/Open-Access-Courses-How-They/131677/?sid=wc 29 April 2012

edX a step forward or backward http://www.changinghighereducation.com/2012/05/edx-a-step-forward-or-backward.html 4 May 2012

The Massive Open Online Professor http://www.academicmatters.ca/2012/05/the-massive-open-online-professor/#comment-3779 May 2012

Open Education Grudge Match Thrun versus Khan http://idelthoughts.tumblr.com/post/22684223722/open-education-grudgematch-thrun-vs-khan by Matthew Roberts 8 May 2012

All MOOCs explained market open and Dewey  by Justin Reich 7 May 2012

5 things I’ve learned MOOCs – about how I learn  by Audrey Watters 9 May 2012

What my 11 year olds Stanford course taught me about online education http://www.forbes.com/sites/joshuagans/2012/05/07/what-my-11-year-olds-stanford-course-taught-me-about-online-education/ 7 May 2012

The big idea that can revolutionize higher education http://www.theatlantic.com/business/archive/2012/05/the-big-idea-that-can-revolutionize-higher-education-mooc/256926/ 11 May 2012

Online education MIT higher education http://articles.boston.com/2012-05-13/editorials/31677597_1_online-education-mit-higher-education 13 May 2012


Come the Revolution http://www.nytimes.com/2012/05/16/opinion/friedman-come-the-revolution.html?_r=2&hp by Thomas Friedman 16 May 2012

Disruptive innovation coming to higher education http://informaticsprofessor.blogspot.com.au/2012/05/disruptive-innovation-coming-to-higher.html 19 May 2012

http://highereducationmanagement.wordpress.com/2012/05/20/moocs-the-prestige-factor/ by Keith Hampson 20 May 2012

Faculty groups consider  how respond MOOCs http://www.insidehighered.com/news/2012/05/23/faculty-groups-consider-how-respond-moocs byKaustuv Basu 23 May 2012


MITx Khan Academy and online education are no substitute for in school learning http://www.policymic.com/articles/8794/mitx-khan-academy-and-online-education-are-no-substitute-for-in-school-learning



http://www.theatlantic.com/sponsored/workforce-of-tomorrow/archive/2012/05/thirsting-for-knowledge-try-a-mooc/257623/ 24 May 2012



http://www.insidehighered.com/news/2012/06/05/early-demographic-data-hints-what-type-student-takes-mooc 5 June 2012

Language of MOOCs http://www.insidehighered.com/blogs/hack-higher-education/language-moocs by Audrey Watters

http://www.insidehighered.com/news/2012/06/11/experts-speculate-possible-business-models-mooc-providers 11 June 2012


http://www.openculture.com/2012/06/udacity_to_launch_5_new_classes.html18 June 2012


http://scholasticadministrator.typepad.com/thisweekineducation/2012/06/bruno-mitx-is-very-traditional-and-thats-ok.html 20 June 2012

http://ht.ly/bKgWI 20 June 2012

http://elearnmag.acm.org/opinions.cfm?aid=2263018 June 2012

http://blogs.broadviewuniversity.edu/2012/06/30/is-a-mooc-in-your-educational-future/ 30 June 2012




http://chronicle.com/blogs/innovations/whats-the-matter-with-moocs/33289 6 July 2012


Online platforms to help you further your education for free



http://www2.dailyprogress.com/news/2012/jul/15/colleges-expand-audiences-online-courses-masses-ar-2059268/ 15 July 2012

http://www.insidehighered.com/news/2012/07/17/uva-and-11-others-become-latest-plan-moocs 17 July 2012

http://www.guardian.co.uk/education/2012/jul/17/top-universities-free-online-classes?CMP=twt_gu 17 July 2012

http://rjlipton.wordpress.com/2012/07/17/an-education-tsunami/ 17 July 2012

http://www.nytimes.com/2012/07/18/education/top-universities-test-the-online-appeal-of-free.html?_r=1 18 July 2012





http://www.insidehighered.com/news/2012/08/02/conventional-online-universities-consider-strategic-response-moocs 2 August 2012



http://www.onlineuniversities.com/blog/2012/08/moocs-more-hype-hope/ 2 August 2012

http://www.thenational.ae/arts-culture/a-mooc-point-massive-open-online-courses-to-change-how-we-learn 8 August 2012

http://olivieralfieri.visibli.com/share/lBY4fN 8 August 2012


http://chronicle.com/blogs/wiredcampus/coursera-hits-1-million-students-with-udacity-close-behind/38801 10 August 2012

http://www.theweu.com/FAQ.html On World Education University (WEU)

http://etcjournal.com/2012/08/11/a-sign-of-how-moocs-will-impact-colleges/ 11 August 2012


http://www.nytimes.com/2012/08/21/education/mechanical-mooc-to-rely-on-free-learning-sites.html?_r=2 21 August 2012


http://www.insidehighered.com/news/2012/08/22/cal-state-rolls-out-next-stage-its-online-effort 22 August 2012

http://newsbreaks.infotoday.com/NewsBreaks/MOOCs-and-the-Changing-Face-of-Higher-Education-84681.asp August 2012





http://chronicle.com/article/Whats-Next-in-Online/134230/ 10 September 2012



http://www.washingtonpost.com/blogs/campus-overload/post/what-in-the-world-is-a-mooc/2012/09/24/50751600-0662-11e2-858a-5311df86ab04_blog.html 24 September 2012


http://www.insidehighered.com/views/2012/10/12/will-moocs-open-elite-universities-excessive-corporate-influence-essay 12 Oct 2012









Experience in teaching in xMOOC

Everybody wants to MOOC the world.

Why online education works

Colleges turn to crowd sourcing courses

Are MOOCs hyped? http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/11/23/are-moocs-hyped/

Online learning MOOCs pedagogy technology    http://www.guardian.co.uk/higher-education-network/blog/2012/nov/21/online-learning-moocs-pedagogy-technology?CMP=twt_gu

Coursera inspires Arizona Universities to offer free online classes http://www.collegeclasses.com/coursera-inspires-arizona-universities-to-offer-free-online-classes/

 MOOC report http://www.uoc.edu/portal/en/sala-de-premsa/actualitat/noticies/2012/noticia_156/mooc-report.html

The False Promise http://chronicle.com/article/The-False-Promise-of-the/136305/

Other MOOCs

The World’s largest supplier of free online learning http://www.tonybates.ca/2012/04/30/the-worlds-largest-supplier-of-free-online-learning/ by Tony Bates 30 April 2012

UMW featured in elis 7 things about new learning ecosystems http://bavatuesdays.com/umw-featured-in-elis-7-things-about-new-learning-ecosystems/ by Jim Groom 3 May 2012

MobiMOOC wiki http://mobimooc.wikispaces.com/a+MobiMOOC+hello%21






MOOCs (Connectivist MOOCs, Social Constructivist MOOCs etc.)

Rise of MOOCs http://halfanhour.blogspot.com.au/2012/04/rise-of-moocs.html by Stephen Downes April 2012

MOOCs for the win http://www.elearnspace.org/blog/2012/03/05/moocs-for-the-win/ by George Siemens 5 March 2012

Is MOOC the solution to future learning https://suifaijohnmak.wordpress.com/2012/04/25/change11-cck12-is-mooc-the-solution-to-future-learning/ which includes updates on MOOCs, by Sui Fai John Mak 25 April 2012

What’s the problem with MOOCs http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-moocs/ by Doug Holton 4 May 2012

Leveling the ivory tower http://blog.american.com/2012/05/leveling-the-ivory-tower-2/ May  2012

There’s whole lot of MOOC going on http://travelinedman.blogspot.com.au/2012/05/theres-whole-lot-of-mooc-going-on.html by Curt Bonk 7 May 2012

MobiMOOC http://mobimooc.wikispaces.com/a+MobiMOOC+hello%21


I will keep updating this post on MOOCs.

Postscript: OER – Related resource on  MOOC



Higher Education http://www.nytimes.com/2012/07/02/opinion/higher-education-in-a-changing-world.html?_r=1

Please feel free to add to the list any future POSTS relating to MOOCs in the comment.  I would suggest to use a wiki similar to MOOC wikipedia to update these as archive.  Should I/we create such a wiki?

Slideshare by George Siemens http://www.slideshare.net/gsiemens/moocs-educause

http://www.pontydysgu.org/2012/08/the-mooc-debate/ August 2012


http://thesouthend.wayne.edu/article/2012/08/online-classes 2 August 2012


https://suifaijohnmak.wordpress.com/2012/09/12/in-moocs-more-is-less-and-less-is-more-part-2/ John Mak 12 September 2012

http://www.eurodl.org/?article=516 Article on MOOC accessed on 26 September 2012

http://www.connectivistmoocs.org/ List of MOOCs

http://www.universityworldnews.com/article.php?story=20120928161058494 News on MOOC 28 September 2012

“What You Need to Know About MOOC’s.” The Chronicle of Higher Education 2012.http://chronicle.com/article/What-You-Need-to-Know-About/133475/ (a useful cluster of backgrounds, news reports, and opinions)

Schaffhauser, Dian. “Education Leaders See MOOCs, Distance Learning as the Future of Higher Ed.” Campus Technology 20 Aug. 2012. Web.http://campustechnology.com/articles/2012/08/20/education-leaders-see-moocs-distance-learning-as-the-future.aspx (describes and links to recent survey by Pew/Elon College on future of education)

http://hastac.org/blogs/hilary-culbertson/2012/10/05/hastac-guide-moocs Scoop of MOOCs by Hilary Culbertson 5 Oct 2012

A great collection of MOOCs blog posts here http://bundlr.com/b/moocs