MOOC HQ

MOOC HQ

Massive Open Online Courses (MOOCs) have been making waves ever since Sebastrian Thrun and Peter Norvig's course on AI enrolled 165,000 students in 2011. Key questions include:

  • How does the massive scale of these classes impact the pedagogy?
  • What is the place of a MOOC in a traditional higher education curriculum?
  • What kinds of learning can MOOCs supplement or replace?
  • What is the difference between MOOCs and peer-to-peer online, connected learning?
  • Are MOOCs innovative? How can we leverage the MOOC form to innovate rather than perpetuate pedagogical practices? 
  • How do we address the problems raised by MOOCs, such as unprecedented incompletion rates? (And -- perhaps most importantly -- are these problems really problems?)
  • What labor issues for the professoriate need to be addressed as we consider the business model of MOOCs?

As the discussion around MOOCs evolves alongside the MOOCs themselves, the HASTAC community remains deeply engaged. This collection is designed to highlight posts on www.hastac.org about MOOCs, online learning, and digital pedagogy. 

Image generated on wordle.net.

Collection Content

Can you help us catalogue which MOOCs host wholly new job creating curricula?

Can you help us catalogue which MOOCs host wholly new job creating curricula?

Jobs and Fellowships
2 types of catalogue -above are postcards from type 1 MOOCwho -if you share someone's life knowhow with millions of youth who would you choose - Sir Fazle Abed , Muhammad Yunus, Taddy Blecher, Jagdish Gandhi or who? Type 2 MOOCwhere -what moocs or khan academy curricula already out there are...
United Kingdom

News / Teaching & Learning Practices

Advice for Middle-Age Seekers of MOOCs

Cathy Davidson, one of HASTAC's cofounders and John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies and Ruth F. DeVarney Professor of English at Duke University, is featured today in the New York Times. She's written a 2-part series on MOOCs that explores their potential and their negatives. Questions proposed by readers and addressed by Cathy include the high dropout rates of MOOCs, their potential to mitigate income inequality, and how they fit with traditional instruction.

Excerpt:

"MOOCing the Liberal Arts?" The 13th annual Conversation on the Liberal Arts

"MOOCing the Liberal Arts?" The 13th annual Conversation on the Liberal Arts

February 13 2014 to February 15 2014
Event
Feb 13 - 15, 2014, Westmont College You might have heard that MOOCs (Massive Open Online Courses) are the next big thing in higher education. You might have heard their merits: access, connection, innovation, low cost. You might have heard the concerns: anonymity, low completion rates, weak...
Santa Barbara, CA
United States

Reclaim Opening Learning | Innovation Contest

August 2 2013
Grants and Funding
As MOOC initiatives have proliferated, there seems to be relatively little variety in strategies to recruit and retain students or in the basic design of the educational software interface, and the assumption that bigger is better remains largely untested. Unfortunately, the promise of educational...
United Kingdom
A Look at MOOCs

Group / Teaching & Learning Practices

A Look at MOOCs

Members: 204
Posts: 49

News / Teaching & Learning Practices

The MOOC Synthesizer | Scott McLemee, Inside Higher Ed

Introduction: 

"Two recent interventions in the ongoing conversation about massive open online courses (MOOCs) strike me as provocative, in very different ways – and also as curiously neglected, given the interest of what the authors have to say. Perhaps it is a sign of fatigue with the subject? Maybe, but the two articles in question, published a little over a month ago, take up the MOOC question in ways that haven’t previously come to the fore.

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