Thursday, December 12, 2013

MOOCs FORUM > Premier Issue > Free Access


Why the MOOCs Forum Now?
Nish Sonwalkar
MOOCs FORUM. September 2013, 1(P): 1-1.


MOOCs Impact at Duke University: An Interview with Peter Lange, Provost
MOOCs FORUM. September 2013, 1(P): 2-5.

Roundtable Discussion 

State-of-the-Field Discussion
Moderator: Nish Sonwalkar, Participants: Jack Wilson, Andrew Ng, Peter Sloep
MOOCs FORUM. September 2013, 1(P): 6-9.


Crowdsourcing to Assess MOOCs: A Position Paper
R.J. Clougherty Jr., Viktoria Popova
MOOCs FORUM. September 2013, 1(P): 10-13.

Original Articles 

Self-Driven Mastery in Massive Open Online Courses
Chuong B. Do, Zhenghao Chen, Relly Brandman, Daphne Koller
MOOCs FORUM. September 2013, 1(P): 14-16.

Shall We MOOC? A SWOT Analysis at the Program Level
Vanessa P. Dennen, Amit Chauhan
MOOCs FORUM. September 2013, 1(P): 17-21.

The First Adaptive MOOC: A Case Study on Pedagogy Framework and Scalable Cloud Architecture—Part I
Nishikant (Nish) Sonwalkar
MOOCs FORUM. September 2013, 1(P): 22-29.

Letter to the Editor

Vijay Dixit
MOOCs FORUM. September 2013, 1(P): 30-30.

Source and Links To Full Text Available At:


Friday, September 27, 2013

MERLOT JOLT > Special Issue on Massive Open Online Courses

MERLOT Journal of Online Learning and Teaching
Vol. 9, No. 2, March 2013


  A Message from the MERLOT Executive Director: MOOCs, MERLOT, and Open Educational Services  Gerard L. Hanley

Guest Editors' Preface to the Special Issue on MOOCs: An Academic Perspective on an Emerging Technological and Social Trend  / George Siemens, Valerie Irvine, and Jillianne Code

Research Papers
Patterns of Engagement in Connectivist MOOCs / Colin Milligan, Allison Littlejohn, and Anoush Margaryan

Learner Participation and Engagement in Open Online Courses: Insights from the Peer 2 Peer University / June Ahn, Brian S. Butler, Alisha Alam, Sarah A. Webster

Realigning Higher Education for the 21st Century Learner through Multi-Access Learning
Valerie Irvine, Jillianne Code, and Luke Richards

Case Studies
Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning  / Derek O. Bruff, Douglas H. Fisher, Kathryn E. McEwen, and Blaine E. Smith

Liminal Participants and Skilled Orienteers: Learner Participation in a MOOC for New Lecturers /
Marion Waite, Jenny Mackness, George Roberts, and Elizabeth Lovegrove

Concept Paper
Evaluating the Strategic and Leadership Challenges of MOOCs / Stephen Marshall

Position Paper
Massiveness + Openness = New Literacies of Participation?  / Bonnie Stewart

The Inside Story: Campus Decision Making in the Wake of the Latest MOOC Tsunami  / Marilyn M. Lombardi


All papers in JOLT are published under a Creative Commons Attribution-Non-Commercial-Share-Alike License

Source and Links Available At:


Note: A forthcoming issue will include additional articles on MOOCs ; Sign-up tp receive advance notice at:


Thursday, August 15, 2013

CT > MOOC Special Issue > The Rise of MOOCs

  • What Do Massive Open Online Courses Mean for the Future of Higher Education?
  • The MOOC Business Plan
  • With MOOCs still mostly free, course providers are searching for a viable business model.
  • Blended MOOCs: The Best of Both Worlds?
  • Combining in-class instruction with MOOC content may resolve some common MOOC hurdles
  • Assessment Tools for MOOCs
Campus Technology August 2013
  • As MOOCs are made available for credit, scalable assessment options are essential.
  • How to Convert a Class Into a MOOC
  • The sheer size and diversity of the student body in a MOOC require a new approach to teaching.
  • Building a Sense of Community in MOOCs
  • Massive class sizes can breed feelings of isolation, but they can also enable more student interaction.
  • cMOOCs: Putting Collaboration First
  • Alternative MOOC models are fostering creativity and collaboration with peers.
Source and Full Text Links Available At:

Friday, May 10, 2013

MOOCs and Beyond - eLearning Papers 33 Released

Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.

Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model.

The emergence of MOOCs poses a set of challenges to the educational community. This new special issue of eLearning Papers aims to shed light on the way these online courses affect both education institutions and learners, and tries to find answers to some of the questions confronted by teachers and researchers.

Among other topics, eLearning Papers 33 explores whether MOOCs may be a viable solution for education in developing countries and analyses the role of these emerging courses in the education system, especially in higher education. Furthermore, valuable examples from the field are presented, such as the quad-blogging concept and a game-based MOOC developed to promote entrepreneurship education.

This issue includes 4 In-Depth articles and 6 From the Field ones:

In-depth articles

  • The Impact and Reach of MOOCs: A Developing Countries’ Perspective by Tharindu Liyanagunawardena, Shirley Williams and Andrew Adams
  • MOOCs and disruptive innovation: Implications for higher education by Li Yuan and Stephen Powell
  • The Next Game Changer: The Historical Antecedents of the MOOC Movement in Education by David T. Boven
  • MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective by Lourdes Guàrdia, Marcelo Maina and Albert Sangrà

From the field articles

  • MOOCs are More Social than You Believe by Jan Blom, Himanshu Verma, Nan Li, Afroditi Skevi and Pierre Dillenbourg
  • Realising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Media by Emily Purser, Angela Towndrow and Ary Aranguiz
  • Learning from Open Design: Running a Learning Design MOOC by Patrick McAndrew
  • Quad-blogging: Its Potential to Transform Peer-to- Peer Learning in a MOOC by Angela Towndrow, Ary Aranguiz, Emily Purser and Madhura Pradhan
  • Game Based Learning MOOC. Promoting Entrepreneurship Education by Margarida Romero
  • The AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time by Carmen McCallum, Stephen Thomas and Julie C. Libarkin
Source and Links To Full Text Available At 

Free Webinar > The MOOC Moment > May 30, 2013 > 2:00 - 3:00 PM ET

Massive open online courses (MOOCs) have become the talk of academe, with many colleges and universities debating whether they should start them or join one of the consortia offering the courses. Inside Higher Ed's recent survey of college and university presidents found that these leaders see MOOCs more as a threat to their business models than as an improvement for academe. Faculty responses range from fear for their jobs, to cynicism, to enthusiasm, to inspiration. MOOCs have prompted poetry, ad hominem attacks, calls for new college songs, multiple opinion pieces and countless comments on the Inside Higher Ed site. 

Join editors Scott Jaschik and Doug Lederman as they review the history, frame the context, and look to the future of MOOCs in a free webinar on Thursday, May 30, at 2 p.m. Eastern. The webinar will consist of a 30-minute presentation and a 30-minute question period. There is no conference call required for this event -- the entire presentation, including audio, is delivered via the web. This event will be captioned for the deaf and hard of hearing by SpeechText Access. Read up before you join the conversation. 

[snip] ... A  free copy of  The MOOC Moment -- ....  [a] free booklet of forward-looking articles and essays about MOOCs, with enthusiasts and skeptics alike examining curricular and financial issues ''' is available for download]

 The MOOC Moment booklet and webinar is made possible in part by the generous financial support of Academic Partnerships. Your registration information will be shared with the company.

Source and Link to Registration Are Available At 

The Pedagogical Foundations of Massive Open Online Courses

 First Monday

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.


The efficacy of online learning
The importance of retrieval and testing for learning
Mastery learning
Peer and self–assessment
Short format videos
Online forums and video discussions

Source and Full Text Available At

Thursday, May 9, 2013

'The MOOC Moment': New Compilation of Articles Available

Inside Higher Ed is today releasing a free compilation of articles -- in print-on-demand format -- about massive open online courses, or MOOCs. The articles aren't today's breaking news, but reflect long-term trends and some of the forward-looking thinking of experts on how MOOCs may change higher education. The idea is to provide these materials (both news articles and opinion essays) in one easy-to-read place. Inside Higher Ed will be releasing more such compilations in the months ahead, on a range of topics.

Source and Links Available At 


Wednesday, May 8, 2013

Free Webinar > MOOCs and the Completion Agenda: Lessons in Learning, Assessment and Application > May 28 2013 >

Date: May 28, 2013 | Time: 13:00 pm (ET)

Throughout the higher education community, questions continue to swirl about massive open online courses (MOOCs). How are students benefiting by participating in MOOCs? In what ways are colleges and universities integrating MOOCs into their curricula? How can we effectively assess the quality of MOOC learning experiences?

Panelists will explore the opportunities and challenges that come from incorporating MOOC learning experiences into college curricula. The webinar will also offer examples of MOOC integration currently taking place on college campuses.


Daphne Koller / Co-founder of Coursera, Inc., and a Stanford University professor in the department of computer science

Elizabeth Allan / Associate Professor of Biology at the University of Southern Oklahoma, and an ACE CREDIT® faculty reviewer

Barbara Illowsky / Professor of Mathematics and Statistics at De Anza College

Michelle Pilati / Professor of Psychology at Rio Hondo College

Cathy Sandeen
Vice President for Education Attainment and Innovation, ACE (moderator)

Source and Links to Registration Available At 


Wednesday, April 24, 2013

A/V Now Available > CCCOER FREE Webinar on Open Education, MOOCs, and Student Access > April 30 2013 > 12 PM - 1 PM (ET)

image of speakers and webinar descriptionJoin the Community College Consortium for Open Educational Resources and CCC Confer on April 30, 10:00 am Pacific for a panel discussion on rebooting California’s higher education system with Open Education, MOOCs, and an online Student Access Platform.

The California legislature, responding to shrinking budgets and huge wait lists for gateway courses, has proposed:
  • Open textbooks
  • Credit for Massive Open Online Courses (MOOCs)
  • The California Online Student Access Platform
Three leaders in the field share their thoughts on this revolution in higher education. What are the next steps for ensuring the success of our students? How do we continue the prominence of California’s institutions of higher education?

Dean Florez, CEO of the Twenty Million Minds Foundation, and former majority leader of the California senate, has been a driving force behind the new legislation and instrumental in bringing stakeholders and MOOC thought leaders together to reboot higher education in California.
Dr. Barbara Illowsky, Mathematics professor and open textbook faculty co-author at De Anza Community College. An early developer of open educational resources to make college affordable, Dr. Illowsky has continued to push for digital interactivity to improve student learning outcomes. In fall 2013, she plans to teach an introductory, descriptive, not-for-credit statistics MOOC.
Dr. Michelle Pilati, Psychology professor at Rio Hondo College and current president of the CCC Academic Senate has been closely involved with the implementation strategy for the new legislation to set up an Open Educational Resources (OER) Council containing faculty representatives from the three public higher education systems.

Note: Individuals who are not affiliated with the listed institutions and organizations can register as 'other organization'.

Source and Link To Registration Link Availale At


YouTube Available At


Slides Available At 


Tuesday, April 23, 2013

NPR > Making The Most Of MOOCs: The Ins And Outs Of E-Learning

Don't ever email the professor. Never friend the teacher on Facebook. Those are some of the rules A.J. Jacobs learned when he joined the ranks of millions enrolled in massive open online courses, MOOCs. Harvard, MIT and Stanford are among universities offering virtual classes free of charge.

Source and Link to Transcript and Audio Available At 

[ ]

Friday, April 19, 2013

Free MOOC > Academia and the MOOC > Apr 15 2013 - May 13 2013

The New York Times said 2012 was “the year of the MOOC” and EDUCAUSE said MOOCs have “the potential to alter the relationship between learner and instructor and between academe and the wider community.” Many elite universities are offering Massive Open Online Courses, but most colleges and educators are unsure about what MOOCs are and if they are worthwhile.

Can an "open" course offered at no cost to a very large number of participants who receive no institutional credit be a worthwhile venture for a college? And can a course be effective if participants and course materials are distributed across the Web?

In this class, we will briefly cover the history and development of MOOCs. Participants will engage in discussions about why institutions offer these courses, and the possible benefits to both schools and students. This four-week course will examine MOOCs from four perspectives: as a designer building a course, as an instructor, as a student, and as an institution offering and supporting a course.


Kenneth Ronkowitz
Professor; Instructional Designer

Ken Ronkowitz has been designing and teaching online courses since 2000. He was the Manager of Instructional Technology at the New Jersey Institute of Technology and recently completed directing a five-year Federal writing grant at Passaic County Community College. He continues to teach for PCCC and in the graduate program in Professional Technical Communication at NJIT. He has taught in a MOOC environment for and has been taking and analyzing MOOCs the past year and writing about them at, a blog about learning and technology. Ken started his career in education in 1975 as a secondary teacher of English.

Source and Enrollment Link Available At


Wednesday, April 10, 2013

FridayLive! > sMOOChers Continue Debrief on MOOCs with Amy Woodgate > April 12 2013 > 2:00-3:00 pm (ET)

Amy Woodgate, University of Edinburgh MOOC project director, rejoins "sMOOChers" who participated in THE INTENTIONALLY EXPERIMENTAL #EDCMOOC "eLearning and Digital
Cultures," .  This is one of six MOOCs offered by the University of Edinburgh.  Edinburgh was offering this "course" both as a MOOC and as a more traditional course simultaneously. Amy will share insights gleaned from participant feedback and you are invited to join in conversation regarding some of the questions raised during her last session. This link will take you to those questions. We will continue to add to the MOOC guidelines that are emerging.

Other questions to explore: Is TLT FridayLive a MOOC? How can TLT FridayLive learn from MOOCs and incorporate changes in form and function?

For the last 15 minutes, participants will be invited to discuss emerging plans for the TLT Group to offer a MOOC-ish experience based on John Sener's recent book "Seven Futures of American Education:  Improving Teaching and Learning in a Screen Captured World."

Source and Link To Required Registration Available At



FridayLive! > sMOOChers Debrief with Amy Woodgate > March 8 2013 > 2:00-3:00 pm (ET)


Saturday, April 6, 2013

MOOCs and Open Education: Implications for Higher Education

Li Yuan and Stephen Powell /  JISC CETIS / March 2013

This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address.

Table of Contents

1. Executive Summary 3
1.1. The focus of the report 3
1.2. Making sense of MOOCs 3
1.3. Analysis of MOOC initiatives 3
1.4. Issues and challenges for MOOCs 3
1.5. MOOCs as disruptive innovations 4
1.6. Implications for higher education 4
2. Introduction 5
3. Making sense of MOOCs 5
3.1. The history and key features of MOOCs 5
3.2. cMOOCs vs. xMOOCs 7
4. Analysis of MOOC-style open education initiatives 7
4.1. Key developments of MOOCS-style Initiatives 7
4.2. Motivations for MOOC providers 8
4.3. Motivations for learners 9
4.4. Business models 9
5. Issues and challenges for MOOCs 10
5.1. Sustainability 10
5.2. Pedagogy 10
5.3. Quality and completion rates 11
5.4. Assessment and credit 11
6. MOOCs: Disruptive innovation in HE? 12
6.1. Disruptive innovation theory 12
6.2. MOOCs disruption and innovation in higher education 13
7. Implications for higher education 15
7.1. Drivers and trends towards open education 15
7.2. Implications for educational policy 17
7.3. Implications for HE institutions 17
8. Conclusions 18
9. References 19

Source and Full Text Available At 


Tuesday, April 2, 2013

Survey > Topic and Format Preferences for Postings to the _Alt-Ed_ MOOC Blog


Over the past year, I have identified several thousands items relating to Massive Open Online Courses (M)OCs).

I estimate that I've blogged less than 5% in  the _Alt-Ed_ blog

I am greatly interested in learning of your TOPIC and FORMAT interests and preferences with regard to future posting of items to the  blog and have prepared a survey to solicit your priorities.

The survey requests your degree of interest in specific topics and formats (No Interest; Minor Interest; General Interest; Great Interest):

*1. Please Indicate your personal /professional TOPIC preferences by clicking on the appropriate interest level. Note: Each topic requires a response.
  • Administration
  • Analytics
  • Business models
  • Challenges and criticisms
  • Community colleges
  • Courses
  • Credits and credentials
  • Digital Badges
  • Future developments
  • Governmental involvement
  • History
  • Implementation
  • Instructor attitudes and experiences
  • Intellectual property
  • K-12
  • Legal issues
  • Legislation
  • Library role
  • Modalties (Asynchronous/Synchronous)
  • Non-U.S. initiatives
  • Open Resources
  • Overview
  • Pedagogy
  • Personalization
  • Platforms
  • Potential benefits
  • Privacy
  • Research
  • Student Assessment
  • Student Experience
  • Subjects
  • Technology
  • User-Contributed Content
  • Other (please specify)

*2. Please Indicate your personal /professional FORMAT preferences by clicking on the appropriate interest level. Note: Each format type requires a response.
  • Blogs
  • Chat
  • Conferences
  • Media
  • Podcast
  • Presentations
  • Seminar
  • Twitter
  • Webinars
  • Workshops
Please Note > All responses are anonymous and will only be used to set priorities for future postings.

Thanks for your assistance and cooperation !

The survey is located at 



Friday, March 29, 2013

A/V > NME 2013 > C2 - Who's Afraid of the Big Bad MOOC?


This session will cover the current online learning landscape in higher education. The discussion will also include a review of recent innovations at the Columbia School of Continuing Education's online programs and an overview of the upcoming Columbia massively online open courses (MOOCs).

Scheduled Panelists

Michael Cennamo, CCNMTL Educational Technologist for Online Learning
Sree Sreenivasan, Chief Digital Officer, Columbia University
Marni Baker-Stein, School of Continuing Education

Source and A/V Link Available At 


Thursday, March 28, 2013

MOOC News and Reviews

About Us

MOOC News and Reviews is an online publication devoted to thoughtful critique of individual MOOC courses and to discussion of the evolving MOOC landscape. We are independent and user-centric, and our goal in every review is to answer for readers, “What will I experience in this course and how will it impact my life?”

We are a multi-author blog striving to provide

  1. A comprehensive and authoritative resource for insight about individual courses and for commentary on developments in the MOOC world
  2. Essays that are in-depth.
  3. Inclusion of voices and perspectives reflecting the global diversity of the MOOC student body.
  4. Attention to lesser-known MOOC platforms.
  5. A consistent focus on the interests of our audience – students, teachers and the institutional partners of MOOC providers. We want to address the questions students are asking – if and how a given course or platform will help them achieve their goals
  6. Transparency. Our authors use their real names, are open about their biases and limitations, credit their sources and then make their case.MOOC News and Reviews is published and edited by Robert McGuire. 

Site and Source Available At

Mediasiting Your MOOC: How UW La Crosse Transformed Online Learning Modules into a Massive Open Online Course. > April 16 2013 > 11 AM - Noon

Mediasiting Your MOOC: How UW La Crosse Transformed Online Learning Modules into a Massive Open Online Course

\Date: April 16, 2013 / 11:00am - 12:00pm CT

The seed for a math MOOC at UW La Crosse was planted in 2007 long before the term became mainstream, when Professor Robert Hoar and his colleagues created a large collection of online learning modules and webcasts to help students enhance their math skills. They gathered data, tracked viewing habits and assessed student performance. What they found was that students showed marked improvement in their math skills over time.

Last year, armed with a solid concept and assessment data, Dr. Hoar was ready to take those math modules to a larger audience. In collaboration with the UW System he applied for a Gates Foundation grant to develop a math MOOC and provide it free online to anyone. The UW La Crosse/UW System Math MOOC was born.

Now, with more than 1,900 students enrolled, the MOOC has attracted students diverse in location and background. More than 40 countries are represented and include those preparing for college, entire high school classes, an 11-year-old prodigy and an even an 83-year-old grandmother.

Join Dr. Hoar and Jim Jorstad from the UW La Crosse as they take you step-by-step through the process of creating their MOOC. They’ll take your questions live, share lessons learned along the way and discuss the future of this groundbreaking class, including:

  • How to break through the hype to discover what the reality and potential of MOOCs truly are. Can they be scalable, sustainable and profitable?
  • How Mediasite was leveraged to explain, promote and disseminate the MOOC concept as well as engage a massive international online audience
  • Data showing online courses support traditional pedagogies and enhance student success
  • How this course lays the groundwork to test the MOOCability of other teaching and learning experiences in other disciplines in the future.

Source and Registration Link Available At 


Guardian > Does Europe Need Its Own Mooc?

Student doing online class, mooc
While Moocs are on the rise in the US, little has happened in the rest of the world, with the exception of Futurelearn, the Open University partnership consisting of 17 UK universities, as well as the Berlin-based iversity. At European Union level, there have been reports about talks at the European Commission, but little action has been taken so far.

In May 2012, WiredAcademic reported that the EU's Erasmus programme might soon go online – a good start if we want to see the equivalent of Coursera on this side of the Atlantic. But this does not go far enough.


What is missing from the equation is an institution that would not just bring together individual universities in Europe, but would be European in essence. At the moment there are no genuinely pan-European higher education institutions, apart from a few niche institutions in Warsaw, Florence and Bruges, specialising in postgraduate research.


Europe and the rest of the world

A European Mooc will need to have its own brand name, degree awarding powers and a viable business model that would attract international students, not just Europeans. Students should have the option to combine online and in-campus education, perhaps by splitting their on-campus time across two or even three countries, as with international dual degrees.


Why does Europe need a Mooc?

There are many reasons – one is that this might be the only means of survival for smaller universities. Even before Moocs became a part of our lives, there was speculation about the imminent shrinking of the industry, with only a bunch of universities around the world, perhaps not more than 50, surviving the next few decades. What was speculation now seems inevitable, as access to online courses reduces demand for on-campus education at mid-tier institutions.


Finally, a European version of Coursera might spark in Britain a debate similar to the one about the UK's membership in the European Union. A European university without a few reputable UK institutions would be a halfway house. Chances are that some of them would be glad to join a partnership including Sorbonne, Freie Universitat and the like. Would this create a split across the UK sector between Europhile and Futurelearn institutions?

Source and Full Text Available At 


Saturday, March 23, 2013

Moocshop: A Research-Oriented Workshop On Massive Open Online Courses > July 2013

The Moocshop will survey the rapidly expanding ecosystem of Massive Open Online Courses. We will foster a cross-institutional and cross-platform dialogue in order to articulate and synthesize the plurality of challenges that arise when evaluating and designing MOOCs. While the forms and functions of MOOCs are currently evolving, we aim to develop a shared foundation for an interdisciplinary field of inquiry moving forward.

We invite researchers, technologists, and course designers from universities and industry to share their approaches and perspectives on key topics, including analytics and data mining, assessment, credentialing, pedagogy, platform design, data standards, and privacy.

Date: July 9 or 13 @ the Artificial Intelligence in Education Conference in Memphis, Tennessee


Submission Deadline: April 22
Camera-Ready Deadline: TBA

Invited Speaker: George Siemens

Topic Areas

  • analytics and data mining
  • pedagogy
  • platform design
    • course features
    • instructor-facing features 
      • authoring tools 
      • dashboards
  • privacy
  • evaluation of efficacy
  • accreditation / credentialing / certification 
  • modalities of use  (present / future)
  • assessment
  • personalization
  • student models
  • data standards

Submission Types

We provide two submission types in order to maximize participation opportunities and create a discussion that is as timely as possible.

  • Short Paper (3-6 pages): Short papers should present work with at least 30% novel, unpublished content. Authors with this type of submission will receive feedback on their submission.
  • Abstract/Title: For early stage or work in progress. We will publish accepted papers and abstracts in a Workshop Proceedings, and with authors’ permission, presentation materials. This Proceedings will also include a summary of the workshop and will be published online under a Creative Commons license.

Submission Instructions


Workshop Format

The final schedule will be based on the number of submissions. Authors of accepted short papers will present for 10-25 minutes and authors of accepted abstracts will present for 5-15 minutes.

Source and Relevant Links Available At 


Digital Literacies Conference 2013 > University of Southampton (UK) > April 24 2013

This is the second year that CITE have run the Digital Literacies Conference.  The theme for 2013 is ‘Online Learning and Massive Open Online Courses’ (MOOCs).  We are pleased that this year we have contributions from a range of academics involved in the development of MOOCS (Edinburgh and the Open University, including Futurelearn.  We also have the student perspective of what it is like to participate in a MOOC.

On the themes of online learning, we have contributions from students on the Curriculum Innovation Module ‘Living and Working on the Web’ about their experience of being  blended learning students.

Participating in the event this year are:

  • Hugh Davis, Director of CITE (University of Southampton)
  • Sheila MacNeil (University of Strathclyde)
  • John Schulz, Senior Teaching Fellow, Education School (University of Southampton)
  • Christine Sinclair (Edinburgh University)
  • Mark Lester – Head of Strategy Development at the Open University
  • Martin Weller (the Open University)
  • Bill Warburton, CAA Manager, iSolutions. (University of Southampton)
  • Tamsyn Smith, Learning Designer. CITE, (University of Southampton)
  • John Wollard, Senior Teaching Fellow, Education School (University of Southampton)
  • Adam Warren, Senior Learning Designer, CITE (University of Southampton)
  • Lisa Harris, Senior Lecturer Digital Marketing, School of Management, (University of Southampton)
  • Gary Kinchen, Programme Director, Education School. (University of Southampton)
  • Sarah Fielding, Learning Designer, CITE (University of Southampton)


9.00 – 9.30 registration Tea/coffee

9.30 – 9.45 WELCOME  - Hugh Davis

9.45 – 10.50  academic view point -Christine Sinclair – lessons from running a mooc

with student viewpoint – Sheila McNeil

10:50 -11:05 Coffee

11.05 – 11:35 Students as online learners (blended learners) presentations including Digital Champions

11:35 – 12:00 Workshop session – cool social media tools

12:00 – 12:30 Martin Weller – Author Digital Scholar and running a MOOC with OU- what is the difference between running a regular DL course and a MOOC?

12:30 – 13:30 lunch/networking

13:30- 14:00 Panel – with Hugh Davis, Sheila MacNeil, Christine Sinclair <and others?>

14:00 – 15:30 Variety of sessions:

What makes a good MOOC (workshop) Tamsyn Smith,  Bill Warburton and  -Adam Warren  or

Speed sessions (10 mins each)

1. John Wooolard – Staying safe on line

2. Gary Kinchen – using Facebook

3. Martin Dyke – Using live video technology for active learning

4. John Schulz – Awesome Apps for educators

5. <TBC>

6. <TBC>

15:30 – 15:45 break for tea

15:45 – 16:15 Futurelearn presentation

16:15 – 16:30 Closing remarks (Hugh Davis)

There is a small charge of £50 for external visitors to the conference to register your place at the conference ... .  Registration is free for all staff and students at the University of Southampton.



Friday, March 22, 2013

Free Webinar > MOOC Madness: What Are We Learning From MOOC Mania? > March 27 2013 > 2:15 EST

mooc madness.jpg

Wednesday, March 27, 2013 2:15 pm EST

Presenter: Ann Taylor, Director of John A. Dutton e-Education Institute, Pennsylvania State University 


Massive Open Online Courses (MOOCs) are taking higher education by storm and oftentimes with as much frenzy as the Road to the Final Four!

Currently, as unpredictable as NCAA brackets, MOOCs are also intriguing and inspiring!  Join expert 

Annie Taylor to open up lively discussion of MOOCs and how they could fit into your institutions overarching mission for access as well as your strategy for student recruitment and retention. 

Topics to be "Bounced Around" are:
  • Current and Future state of MOOCs
  • Various goals, uses, and applications
  • Things to Think About
  • Measuring Effectiveness
About The Presenter

Ann ("Annie") Taylor is Director of the Dutton E-Education Initiative at Penn State University.  In Annie's role as director, she has responsibility for guiding the College’s strategic vision and planning for online learning.  In this role, she works with faculty, administrators, stakeholders, and Institute staff to plan and implement online degree and certificate programs tailored to the needs of adult professionals worldwide. Annie serves on University committees focused on strategic planning, policies, and procedures related to the University’s distance learning initiatives and has been a member of the University Faculty Senate since 2007, where she is an active member of the Senate Committee on Outreach.

Source and Registration Link Available At


Thursday, March 21, 2013

MOOCS: Quels Fonctionnements?

Le Defis des MOOCs Europeennes et le Future de l'Universite Globale

MOOCs - De Nouvelles Formes de Courses Ouverts ...

Embracing OER & MOOCs to Transform Education ... ?

MOOC Model for Digital Practice

Messing With MOOCs

New Frontier of MOOC: Massive Open Online Learning

Massive Open Online Courses (MOOCs): A Snapshot

MOOC: Massive Open Online Course

Everybody Wants To MOOC The World: Academia and the MOOC

Wednesday, March 20, 2013

iversity > Open Courses: Education For Everyone

We are a diverse interdisciplinary team from Berlin. We’ve attended some of the world’s finest institutions. Yet, wherever we went, we were frustrated by the dearth of digital infrastructure in use. That’s why we set out to garner the wealth of opportunities to improve the quality of teaching and learning for future generations of students.

Following an EXIST-Founder Scholarship from the German Federal Ministry of Science and Technology, iversity received more than 1 million Euros in funding from the BFB Frühphasenfonds Brandenburg (EU 75% / Brandenburg 25%) and bmp media investors in July 2011. In December of 2012 Marcus Riecke joined the team and invested in the company together with the existing investors, the business angel Masoud Kamali and T-Venture, the venture arm of Deutsche Telekom AG.

MOOC Production Fellowship

250,000 Euros for online teaching and learning

Apply by April 30, 2013 for one of ten €25,000 fellowships to produce your own online course!

[] aggregates the best free and open courseware for students and professionals, all in a conveniently searchable online courseware platform. Search, track, and share progress on over 500 university and college level classes globally. Formerly known as, we continue to carefully select and share with you new courses every week. Our passion for developing and sustaining OCW projects drives us to curate the best. From biology to accounting, foreign languages to science, ensures you get a world-class education from the world's top schools and scholars anytime, anywhere.

Monday, March 18, 2013

MOOC Categories for Survey For Future Postings ?


Over the past several months, I have identified thousands of news items relating to MOOCs.

I am interested in surveying colleagues to identify the general topics of greatest interest for future posts.

I have identified several:

  • Accreditation 
  • Business models
  • Challenges and criticisms
  • Copyright
  • Courses
  • Digital Badges 
  • Evaluation
  • Future developments
  • History
  • Library role
  • Non-U.S. initiatives
  • Platforms 
  • Potential benefits
  • Subjects
  • Technology

Are there others have been omitted ? And Are there particular sub-topics of interest?

A formal MonkeySurvey will be created with these topics/subtopics to learn of particular preferences and will be available no later than April 1 2013.

Please contact me directly at 

Thanks for your assistance !



CourseSites MOOC Catalog

_MOOCs and Libraries_ Blog Launched

Say MOOC ...


CHE > The Professors Who Make the MOOCs

Photo illustration

What is it like to teach 10,000 or more students at once, and does it really work? The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors, often successful. Nearly half of the professors felt their online courses were as rigorous academically as the versions they taught in the classroom.

The survey, conducted by The Chronicle, attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded.


Source and Full Text Available At


Sunday, March 10, 2013

A/V Available > MOOCs: An Evolving Model of Curriculum Delivery and Assessment


Universités : Promesse de FUN pour les Plates-formes Pédagogiques Ouvertes en Ligne

Deux rapports, une communication officieuse de la ministre de l’enseignement supérieur et de la recherche, et voilà le projet France Université Numérique (FUN) sur des rails (encore potentiels). De quoi mettre le projecteur sur les premières initiatives de Mooc’s (Massive Open Online Courses) francophones (dont des cursus IT) lancées jusqu’à présent en ordre dispersé. Et amorcer une réplique à l’offensive américaine sur ce terrain. Les enseignants concernés attendent de voir.

Un vice-président numérique pour chaque université. 20% des cours en ligne d’ici à 2017. Des moyens mobilisés pour former les futurs enseignants à des modalités pédagogiques qui privilégient l’interactivité, les enseignements en petits groupes plutôt que les sempiternels cours en amphi. Tout est sur le papier. Dans deux rapports remis à l’exécutif (le 17 décembre, à l’issue des Assises de l’Enseignement supérieur et de la recherche (ESR), par Vincent Berger), le 14 janvier dans sa version parlementaire, par le député Jean-Yves Le Déaut). Des propositions confirmées par ailleurs par la ministre Geneviève Fioraso lors d’un débat à l’université Paris-Diderot. Le tout résumé par un acronyme : FUN, pour France Université Numérique. Un projet qui devrait être présenté au conseil des ministres courant février, annoncé comme « un service public d’ingénierie pédagogique pour l’enseignement supérieur en ligne ».

« Au moins, la prise de conscience de la nécessité de réagir à l’offensive américaine sur ce terrain se manifeste au plus haut niveau », constate Jean-Marie Gilliot, maître de conférence à Télécom Bretagne, co-initiateur d’Itypa, un des tout premiers Mooc (Massive Open Online Courses) français. Un Mooc modeste ! En comparaison, outre-atlantique, ceux nés à Stanford (Udacity), au MIT et à Harvard (edX), et surtout Coursera ralliant 14 universités (dont l’EPFL, Polytechnique Lausanne), ont su très rapidement se faire des millions d’adeptes. Principalement des étudiants des pays émergents (Brésil, Inde, Chine). La gratuité et la validation potentielle des acquis (crédits) par des universités prestigieuses y sont pour beaucoup. Mais là n’est pas l’essentiel.


Source and Full Text Available At


Saturday, March 9, 2013

IV Jornadas Internacionale de Campus Virtualles 2013


Ya han transcurrido unos años desde que, en julio de 2009, se llevaron a cabo las primeras Jornadas de Campus Virtuales en Tenerife. La necesidad de mantener abierto un foro de estas características, donde compartir experiencias e inquietudes, ha hecho que, desde entonces, ya podamos hablar de un evento consolidado.

Nos complace, pues, tomar el relevo de Oviedo y celebrar en la Universitat de les Illes Balears las IV Jornadas Internacionales de Campus Virtuales.

Si la innovación ha sido una constante en la vida de los servicios de nuestras universidades, los especiales momentos que atravesamos no deben ser un obstáculo para que siga siendo un elemento que guie la práctica de todos los profesionales que los conforman. Por ello, consideramos que la celebración de estas jornadas cobra una especial significación y puede constituir, no solo un espacio de intercambio, sino también de unión en la búsqueda de soluciones que permitan mantener los estándares de calidad, pese a la merma de recursos que nos afecta de manera generalizada.

Nos gustaría invitaros a participar en las jornadas a todos los que estéis interesados en las temáticas abordadas.

Esperamos que sean de vuestro interés.

Un cordial saludo.
Comité de Organización de las Jornadas

Source and Links Available At


Profesores Gratis y al Alcance de un Clic

En Internet, están disponibles los mejores profesores universitarios, gratis y además para todo el mundo.

En el ámbito universitario, la herramienta estrella son los MOOCS (cursos en abierto a través de Internet), son cursos sobre temas muy variados a los que pueden acceder alumnos desde cualquier punto del mundo, sólo se necesita un acceso a Internet.

Durante el pasado año se han dado a conocer masivamente, gracias a los acuerdos firmados por algunas de las universidades más importantes del mundo, sobre todo americanas, para ofrecer formación a precios muy bajos o gratuitamente a través de algunas plataformas como Coursera,, con más de 33 Universidades y más de 200 cursos de todas las ramas, EdX, o Udacity,, estas dos últimas con pocos cursos y centrados en las tecnologías y las ciencias. Cabe destacar que la mayoría de los cursos son de Ciencias, mientras que las humanidades no tienen prácticamente presencia.

También en España el fenómeno MOOCS se está desarrollando, la UNED, la Universidad Nacional de Educación a Distancia, ha lanzado su canal UNED Abierta con el programa COMA (Cursos Online Masivos y Abiertos), para atender esta nueva demanda.

Coursera afirma que se han matriculado 2.000.000 de alumnos. A través de Edx, 40.000 alumnos se matricularon en un curso de sociología y en Udacity 160.000 alumnos de 190 nacionalidades distintas se matricularon en un curso de Inteligencia artificial.

Son cifras altísimas para la comunidad universitaria, es por ello por lo que este fenómeno está sorprendiendo a políticos, rectores y profesores. Los cuales llevan afirmando hace años que la educación superior no puede ni sabe evolucionar.    Parece que se equivocan.

España es el segundo país del mundo en oferta académica no presencial a través de Internet. Superando a países como Estados Unidos e incluso países con mayores tasas de penetración de Internet como Suecia o Finlandia. De cada 10 cursos que se imparten en España, 4 se realizan a través de internet.

Los MOOCS son la respuesta a la crisis universitaria: eliminarán las desigualdades por razones económicas y los problemas de deuda, al tiempo que permitirán a cualquier universitario del mundo recibir instrucción de los mejores profesores, independientemente de dónde viva. A simple vista, todo son ventajas. Sin embargo, también suscitan escepticismo, sobre todo entre los profesores y los directivos de las universidades.


Source and Full Text Available At


Debat en el Món Universitari per l'Aparició de Cursos en Línia Gratuïts Ofertats per Universitats de Prestigi


A la Universitat Oberta de Catalunya estan analitzant el fenomen, però hi veuen molts riscos. Tenir accés a una documentació no vol dir tenir accés a un ensenyament. Pensen que els MOOC tenen més a veure amb l'autoaprenentatge, perquè no disposen de professors que tutelin en bones condicions tants alumnes.

Albert Sangrà de la Universitat Oberta de Catalunya dona la seva opinió; "Ens hem de plantejar si el simple accés a l'informacio o als continguts és el que fa que la gent aprengui", "Estem parlant de milers d'estudiants i la veritat, fer una tasca de seguiment i d'acompanyament per milers d'estudiants és francament difícil fer-ho bé"

Des d'aquesta setmana, la Universitat Pompeu Fabra ofereix a la seva web els primers dos cursos MOOC sobre àlgebra i emprenedoria. Pensen que pot ser un complement a l'oferta docent, però tenint en compte els avantatges i les limitacions del sistema.

Segons l'organitzadora dels cursos MOOC a la UPF, Vanessa Daza, "A una universitat darrera sempre hi ha un pla d'estudis un cap d'estudis, un director, un degà, que garanteix que el que s'està fent és una cosa amb cap i peus, això son unes quantes assignatures amb las quals tu adquireixes certs coneixements"

Els MOOC encara estan en un estat molt embrionari. Hi ha qui pensa que pot ser una estratègia de màrqueting d'universitats de tot el món, però el nou fenomen ja és motiu d'un debat obert.

Source and Full Text Available At

Miríada X

Las Mejores Plataformas para Cursar MOOCs en Inglés y Castellano

Decía el escritor estadounidense Eric Hoffer que, en tiempos de cambio, quienes estén abiertos al aprendizaje se adueñarán del futuro, mientras que aquellos que creen saberlo todo estarán bien equipados para un mundo que ya no existe. ¿No le faltaba razón, verdad?

Nosotros compartimos esa visión del aprendizaje como un proceso que no debe concluir al salir de una universidad, sino prolongarse a lo largo de nuestra estancia en este planeta. Renovarse o morir, dicen.

Es más, si traemos esa observación al contexto de falta de oportunidades que vivimos hoy en España, podríamos añadir que los que tengáis una voluntad real de seguir aprendiendo estaréis en disposición de mejorar vuestras aptitudes y adquirir otras nuevas que siempre pueden ser útiles para vuestro trabajo actual o, quién sabe, para conseguir futuros empleos. Hacednos caso, las ganas de aprender os harán destacar en un mercado laboral que se ha vuelto muy oscuro para todos.

La mejor respuesta a esta creciente necesidad de aprender nuevos conocimientos es la proliferación, en los últimos años, de lo que se conoce como MOOCs, las siglas en inglés de Massive Online Open Courses, cursos volcados en la Red por las propias universidades para el uso y disfrute gratuito de todo el mundo, sin límite de plazas ni procesos de admisión. Conocimiento gratis al alcance de todos, vaya.

Así de fácil. Desde tu casa, con el único requisito de un ordenador conectado a Internet, podrás acceder sin coste alguno a los vídeos, presentaciones y demás material de numerosos cursos de algunas de las universidades más prestigiosas del mundo. Y es que son muchísimas las instituciones educativas que se han sumado ya a esta revolución del ámbito docente. Para nuestra alegría, la “fiebre” por los MOOCs ha iniciado ya su expansión al mundo hispanohablante con el nacimiento de plataformas de cursos en español como Miríada X o UNED Abierta.


Source and Full Text Available At 



Oberta la Inscripció al Primer MINI #MOOC

Pedagogia mòbil a l’Aula

Pedagogia mòbil a l'aula és un curs obert, gratuït i en línia (MOOC) per a la formació de docents i famílies que vulguin aprendre l’ús  educatiu dels dispositius mòbils i tauletes tàctils com a eina d'ensenyament-aprenentatge.

Un dels objectius del curs és potenciar el canvi metodològic, oferint experiències on els estudiants siguin protagonistes, passant d'espectadors a part activa del procés, motivada i emocionada.

Contingut del curs

1. Imatge i Vídeo com a recurs pedagògic.
2. Escoltem i parlem: podcast imprescindible.
3. Creant contingut multimèdia.
4. Educació Artística: potenciant la creativitat.
5. Llegim i compartim.
6. Escrivim i col•laborem.
7. Apps imprescindibles per a l'escola i institut.

Si vols consultar tot el programa fes clic aquí.

Seguim una metodologia activa, aprenem fent i en xarxa, persones com tu et donaran suport a través de la nostra comunitat a Google Plus

Si vols participar només necessites disposar d'una tauleta tàctil o dispositiu mòbil i connexió a Internet.

El curs està obert del 12 de febrer al 16 abril de 2013 i qualsevol persona pot incorporar-se dins d'aquestes dates.

Si vols certificat del curs et cal inscriure't aquí i haver superat el 80% de les pràctiques proposades. Estem fent tràmits per aconseguir suport de les administracions o universitats per a que certifiquin el curs, però NO garantim res. ;-)

De moment, certificarem des de CEL Working

Si el que t'importa és aprendre, aquest és el teu curs!

Source and Link Available At


Los Cursos Online MOOC, Una Tendencia Formativa en Auge

Los Massive Open Online Courses (MOOC) que ofrecen algunas de las mejores universidades del mundo son una tendencia que está cobrando fuerza. Aunque se trata de formación que lleva tiempo realizándose, no ha sido hasta 2012 cuando ha crecido su popularidad, especialmente al recibir el apoyo de universidades estadounidenses.

¿En qué consiste el modelo MOOC? Son cursos gratuitos, masivos y online, ofrecidos por universidades que se caracterizan por dar valor a las herramientas multimedia (videos online, textos, participación en foros, tests para evaluar, etc.)

En nuestro país, UNIMOOC, ha logrado que más de 12.000 personas se inscribieran en el curso experimental AEmprende, impartido por empresarios, docentes e investigadores expertos en emprendeduría. Esta plataforma ha sido llevada a cabo por la Universidad de Alicante, la Universidad de Murcia, la Universidad de Cantabria, la UNED, la Universidad Internacional Menéndez Pelayo, Universia, la UOC, el Gobierno de Cantabria, el Banco Santander, la fundación Santa María la Real y Google, entre otros.

Otra iniciativa de interés es la impulsada por 18 universidades iberoamericanas: Miríada X, la plataforma MOOC que inicia su actividad ofreciendo formación gratuita a través de 58 cursos.

A nivel internacional, las páginas que agrupan cursos en inglés como Coursera son las que acogen a más estudiantes y universidades. En concreto, esta ofrece más de 200 cursos de 33 universidades y alcanza los 2 millones de estudiantes.


Source and Full Text Available At