MOOCs E-Book

Jean-Charles Pomerol

• Herausgeber: John Wiley & Sons
• Kategorie: Wissenschaft und neue Technologien
• Sprache: Englisch

Seitenzahl: 201

Veröffentlichungsjahr: 2015

Beschreibung

MOOCs (Massive Online Open Courses) are shaking up the traditional forms of primary and continuing education and training. These new distance teaching tools which take advantage of the Web and social network revolution are making us think again about how we teach and learn.

Leseprobe

Contents

Acknowledgements

1 What is a MOOC?

1.1. From distance learning to MOOCs

1.2. What is a MOOC?

1.3. xMOOCs, cMOOCs and other SPOCs

2 How to Construct a MOOC

2.1. From a conventional course to a MOOC

2.2. Human resources for the building of a MOOC

2.3. Steps involved in mounting a MOOC

2.4. Resources required

2.5. Post-construction tasks

2.6. Amount of human resources required for the construction of a MOOC

2.7. Cost of a MOOC

3 A MOOC for Whom and for What Purposes?

3.1. Audiences

3.2. Proper use of MOOCs

3.3. Assessment of learners and certification

3.4. Following of MOOCs and “tutored” MOOCs

4 Financing and Development of MOOCs

4.1. What benefits do MOOCs bring, and what profits can be made?

4.2. Financing of MOOCs

5 MOOCs and Higher Education

5.1. MOOCs and universities

5.2. MOOCs and lifelong learning

6 Conclusions: What Does the Future Hold for MOOCs?

6.1. “To MOOC or not to MOOC”?

6.2. Why and for whom should MOOCs be developed?

6.3. What can be done to support the development of MOOCs?

6.4. What can be done to support the users of MOOCs?

6.5. A step towards digital learning houses (DLHs)

Bibliography

Glossary of Terms

Index

First published 2015 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:

ISTE Ltd

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© ISTE Ltd 2015

The rights of Jean-Charles Pomerol, Yves Epelboin and Claire Thoury to be identified as the author of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

Library of Congress Control Number: 2014956807

British Library Cataloguing-in-Publication Data

A CIP record for this book is available from the British Library

ISSN 2051-2481 (Print)

ISSN 2051-249X (Online)

ISBN 978-1-84821-801-7

Acknowledgements

We, the authors, would like to express our warmest thanks to the staff at the Université numérique des sciences de la santé et du sport (UNF3S – Health & Sport Sciences Digital University): Perrine de Coetlogon, Albert-Claude Benhamou, François Kohler, Marcel Spector and the whole team, from whom the leading author of this book learned a great deal whilst he was President of the UNF3S. At UPMC, we have benefited greatly from the helpful and amicable comments made by Pierre Jarraud, Christian Queinnec, Antoine Rauzy and Jean-Marc Labat, all of whom are specialists in distance education. Let us also mention that a French version of this book was published by Éditions Dunod in Paris, entitled: “Les MOOC, conception, usages et modèles économiques”.

To all those who have directly or indirectly helped us with their comments and feedback, we are very grateful. Nevertheless, we and we alone are responsible for the opinions expressed in this book.

1

What is a MOOC?

1.1. From distance learning to MOOCs

Whilst MOOCs – Massive Open Online Courses – undeniably represent a change of scale, they are nevertheless part of the age-old concept of distance learning. Thus, we feel it is relevant to begin this discussion with a brief history of distance learning, in order to highlight the ways in which MOOCs constitute a breakaway, if indeed they are one. This is one of the questions which we examine in this book.

In the United States, distance learning has been a reality since the late 19th Century (see [WAT 91]). Originally, distance learning centers would send students course material and exercises through the postal service; later, audio versions of the classes became available. In 1948, the University of Louisville (Kentucky) signed an agreement with the PBS (Public Broadcasting Service in the US) whereby the university could use the radio as a medium to support distance learning. Between 1950 and 1980, CBS (Columbia Broadcasting System), in collaboration with NYU, broadcast the series “Sunrise Semester”, which offered students university credits.

Originally, audio and video cassettes were also sent by post to students wishing to follow such distance-learning courses. At that early stage, one spoke not of “e-learning”, but of “distance learning”. With the televisual revolution, numerous filmed lectures are put only on YouTube and many video servers at universities, but also on iTunes and other servers. A great many institutions also offer online courses; an example is MIT, with its free program , launched in 2001. Thereafter, a variety of other, increasingly-sophisticated online learning initiatives have been launched, including (SEE), set up by Andrew Ng in 2007, offering a full course with university credits earned, or the (OLI) offered by Carnegie Mellon University. In France, a television channel, Canal U, broadcasts numerous courses offered by prestigious institutions such as the Sorbonne or the .