Sunday, March 3, 2013

GradHacking the MOOC

tagxedo edcmooc cow

Its undeniable that we are currently living in the time of the MOOC (Massively Open Online Course, just in case you were catching up on Downton Abbey and missed it). Every day new headlines pop up at Inside Higher Ed and The New York Times discussing the impact of MOOCs, who’s joined forces with Coursera or Udacity or edX or some combination of the three, what Higher Ed thinks about MOOCs, what Silicon Valley thinks of MOOCs, who’s doing well with MOOCs, and who isn’t doing so well at MOOCs. As a graduate student, I am approaching the MOOCsplosion from both the student and instructor angle. First, I figured I’d better take one or two or four to see what the fuss is all about.  And second, it stands to reason that if I someday work in Higher Ed, I’d better have some conceptual frame to think about what it might take to teach or support a MOOC, as well as an informed opinion about what to make of it all.


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