I ask: Why aren’t there many MOOCs created and developed by individuals (outside institutions)? Could “we” DIO” (do it ourselves)? Interest? We have so many experts and leading professors and professionals here. Isn’t it wonderful to tap into our and your collective and connective wisdom?

I wonder the extent of “truth” with “MOOCs need the reputation of an institution” to attract participants. Salman Khan started off his venture with his only efforts, though he got support from others to form Khan Academy later, whilst Sebastian Thrun, Peter Norvig, Andrew Ng and Daphne Koller all started off with Stanford Uni. George Siemens and Stephen Downes started off with Uni of Manitoba. The research question could be: How do people get attracted to MOOCs? Is it based on the reputation of professors or lecturers? Or the branding of the institutions or MOOCs? Or the content of MOOCs?

I have a few ideas about MOOC in mind. One that appeals most to our Community here, or a group of individuals who may have preferences on c or x MOOCs or a hybrid MOOC. A MOOC on MOOC would be challenging enough that even the best professors in the world might not have the answers straight away.

Other topics of interests:

1. The future of HE and MOOCs.

2. Assessment and Accreditation model of education based on MOOCs (c or x or hybrid, or a new MOOCs).

3. MOOCs and community creation and development – sustainability and research opportunities.

4. Participants views and experience in different MOOCs – and how these would shape MOOCs, institution and social communities – FB, twitter, and Google + etc.

5. Specific areas of interests – MOOCs in STEM, ARTS, Liberal Arts, Education and Philosophy – what sort of MOOCs would be needed?

6. Multi and cross disciplinary MOOCs that is relevant, innovative and creative, with multi-disciplinary experts and professors co-designing and creating with learners.

May I suggest to have a brainstorming of ideas here? I will include these into my blog post too.


13 thoughts on “MOOC on MOOC?

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  4. We certainly can do it ourselves. I think Inge de Waard’s MobiMOOC ( is a testament to that. My guess is that this doesn’t happen often because most of the people likely to engage in such an effort are already affiliated with institutions, so it’s natural for them to take advantage of institutional resources.
    The area of MOOCs and community creation and development is interesting to me. I’ve seen how Facebook groups associated with MOOCs remain active long after the course has officially ended, and how participants come back for more in ds106. Is there a way to encourage veterans of a MOOC to remain involved and help with newcomers? I think there would be great value in that, but it poses an additional design challenge in that the MOOC would have to work for both levels of participants.

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  6. In answer to Paul as a MOOC repeater I’ve been asked to help at Oxford Brooks’ First Steps for beginning teachers MOOC. As a helper for those lost, discouraged or overwhelmed (all of which I have been) I look forward to the opportunity to be there as others learn and develop patterns of navigation and presence online. The teachers where I work lack this confidence of membership in the online world and it makes their necessary use of technology in teaching merely gesturing without purpose.

    The idea of building a MOOC interests me. Can’t think of a better learning experience than producing an experience for others. It seems like appropriate work and a move to an understanding of learning rather than the assumption of learning because that’s what people “do” in places called “schools”.

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