Massive open online courses (MOOCs)

Skills or competencies gained in a MOOC (See Kop, 2011)

To browse other articles on a range of HSL topics, see the wiki index.

Introduction

See also E-learning, Connectivism and Information technology topics

This is an early draft of an overview of MOOCs in preparation for LIBR559M and SPPH581H.

What's a MOOC?

A massive open online course (MOOC) is literally open to any learner anywhere in the world who wants to interact online in social spaces with other learners. In a MOOC, the "learning is built around learning communities & interaction, extending access beyond the bounds of time and space, but offering the promise of efficiency and widening access."

MOOCs typically use networked learning methods but within a conventional structure of online courses. The first MOOC, entitled Connectivism and Connective Knowledge had the feel of a massive online event where two instructors invited online learners from around the world to discuss a range of topics. Each week was facilitated by an expert on the topic at hand, relying on learning networks to assist those learning the course concepts. George Siemens at Athabasca's Technology Enhanced Knowledge Research Institute is known for developing a pedagogical model of networked learning called Connectivism. He and Stephen Downes pioneered massive open courses where students study in open and networked contexts.

• The Open Future of Higher Education: How Higher Education Will Be Reinvented in an Open World

Examples of MOOCs

Earlier examples of online courses using networked learning methods:

• Introduction to Open Education - 2007 course
• Composing free and open education resources - 2008, School of Art Education, University of Art and Design Helsinki
• Facilitating Online - 2008 course by Blackall and Hegarty for Otago Polytechnic
• Connectivism - 2008 by Siemens and Downes
• EC&I 831: Social Media & Open Education by Alec Couros
• Digital Storytelling - 2010/2011 by Groom took MOOC into new places with people creating celebratory media
• http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mackness.html

Connectivism and Connective Knowledge

Connectivism and Connective Knowledge 2011 is a massive open online course that explores the concepts of connectivism and connective knowledge in an open freely-accessible forum for learners, anywhere. It explores the application of these learning concepts as a framework for the theories of teaching and learning. Participation is open to everyone and there are no fees or subscriptions required.

Howard Rheingold is influential in his views on the social impact of technology (see Smart Mobs). He discusses how social media is influencing learning interviews George Siemens about massive open online courses (MOOCs). Siemens explains what a MOOC is, how it works, and the educational philosophy behind it.

MobiMooc

While MOOCs are not widely known, some groups are offering mobile MOOCs called MobiMoocs which focus on mobile learning. These miniMOOCs provide a chance to learn about open courses, how to engaging participants and types of tech that work best online. MOOCs are still experimental but the format ensures educators try out new things pedagogically. See MobiMooc wiki.

Medical MobiMooc

In the field of health and medicine, Drs. Caroline Park and Richard Kenny have partnered with a group for mobile clinical supervision and pedagogy. The areas being studied include:

• feasibility of using mobile devices in hospitals, clinics and patient’s homes
• ease of use of technology by nursing students and faculty
• perceptions of usefulness of technology
• modeling mobile technology in nursing education on the FRAME (framework for rational analysis of mobile education) model

• Kenny et al. (2009). Using Mobile Learning to Enhance the Quality of Nursing Practice Education. In M. Ally (Ed.), Empowering Learners and Educators with Mobile Learning. Athabasca, AB.
• Kenny et al. (2009). Mobile Learning in Nursing Practice Education: Applying Koole's FRAME model. Journal of Distance Education, 23, 6, 75-96.

• A model of faculty supervision of nurses in clinical practice from a distance (indirect)
• Returning pedagogy to the clinical practice via mobiile devices
• Beginning investigation of Mobile Communities of Inquiry (CoI)

• Park et al. (2009). Connecting at the point of care: Indirect supervision in nursing education practice. CNIE 2009 (Canadian Network for Innovation in Education), Ottawa, ON.

• motivation to engage in mobile learning - self-efficacy
• appropriate faculty-student interaction via mobile devices

• Kenny et al. (2010). Mobile self-efficacy in Canadian nursing education programs. mLearn 2010, 9th World Conference on Mobile Learning, Valletta, Malta.

Open and Networked Research

Some researchers have used networked learning methods to collaborate and support research. An example of this philosophy is the Wikiversity page for Doctor of Philosophy which supports a group of learners pursuing a PhD informally, called an OpenPhD or Open and Networked PhD. Here, for example, are the instructions for the dissertation or thesis.

Blogs about related MOOC matters

• http://www.elearnspace.org/blog/
• Open Education News - http://openeducationnews.org/

References