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 

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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