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The Scoop on MOOCs

The Scoop on MOOCs

With the Chronicle of Higher Education’s recent story, “MOOC Mania,” even more people are talking about MOOCs, or Massive Open Online Courses – and a lot of this dialogue is happening right here on Check out the links below for insightful posts on MOOCs and how to use them to revolutionize teaching and learning.

From Cathy Davidson:

From other HASTAC contributors:

HASTAC recently hosted a forum for Duke scholars to discuss a humanities MOOC with Stanford Professor Petra Dierkes-Thrun, joined by Duke Professors Cathy Davidson and David Bell, co-directors of Duke’s new PhD Lab in Digital Knowledge. Participants live-tweeted the discussion; you can read the exchange on its Storify page.  This was followed by a lecture by Sebastian Thrun, whose AI class at Stanford started the recent MOOC trend by drawing 160,000 students. 

Sebastian now is CEO of Udacity, an online educational provider.  His talk focused on three areas where his work has made a huge difference:  transportation (the driverless car), communication (Google Glasses), and education (MOOCs).  You can read tweets from his talk, compiled into a Storify summary, here:

The MOOC discussion continues around the web:

Research on MOOCs (courtesy of Wikipedia):

We’d love for you to add your thoughts on this MOOC movement. What are MOOCs good for? What can they do? What can’t they do? Will they replace a traditional face-to-face university education?   Are they a substitute for a classroom experience? What can we learn from MOOCs about teaching and learning? Are there ways we can enrich and enliven the MOOC experience for those who, perhaps, are unable to attend an actual college in person? Will MOOCs bring down the cost of education? Do they jeopardize tenure, traditional scholarship, and/or the historic role of the university? 

What other questions do we need to be asking of this new form? Your ideas can help us turn “MOOC Mania” into a meaningful conversation about learning online together. 





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This morning's Inside Higher Ed reports that. AntiochLA will be offering course credit for some of Coursera's courses. Among these is Penn's course on Greek and Roman Mythology. I posted the following comment at IHE:

I am "auditing" the Penn mythology course. (And, yes, I am doing the reading!). The instructor is wonderfully engaging, and extremely knowledgeable. However, when it comes to analytical rigor and depth, the lectures fall short of what I would expect in a class at a top-flight university. Indeed, the course seems designed as a popularization of the subject matter.

It is important to note that this course does not have a real time, registered Penn students complement, say, as the recent Penn course on the Affordable Health Care Act did, or the Introuction to Sociology course at Princeton.

I would strongly recommend that colleges offer credit only for Coursera courses that have real time complements in which students at the originating institution are enrolled.

Read more:
Inside Higher Ed



As the use of public MOOCs by individuals grows, we are wondering what the potential use and impact is INTERNALLY as part of corporate learning and development programs. Please help us understand this impact by taking our short poll. #MOOCs corporate#learning #training #talentmgt #HR #slbootcamp