About MOOCs

1. The story of MOOCs ( Massive Open Online Course) is the story of the ugly duckling of ‘distance learning’ transformed with the emergence of Tablets and Smartphones as access devices, mobile Internet, OERs, into a swan in the league of Stanford ( Coursera), Harvard and MIT (edX), the UKOU and several European Universities ( Futurelearn) and several initiatives in languages other than English ( such as Iversity).
2. The essential elements of a MOOC are : A detailed syllabus with well articulated learning outcomes, the core course content, opportunities for learner interaction, a good system for feedback to learners, tests and quizzes and other methods of formative and summative assessment, and finally ease of accessability.
3. MOOCs require adoption of new pedagogical approaches: Flipped Class, building on self-learning, peer learning, chunking of learning as micro-lectures, a-synchronous resource based learning included its gamification and a more automated approach towards measurement and adoption of video and other learner Analytics
4. Creating a high quality MOOC requires significant effort. Although a quick MOOC can be created by self-recording of talking head videos with PowerPoint slides at just volunteering costs, an effective MOOC requires a systematic team effort of the same order as producing a movie or creating a game. A professional production process could take upto 150 hours for producing one hour of MOOC delivery. It is also very important to appreciate that not everyone can teach a MOOC.
5. Having some content in a MOOC platform is not enough. There are some other important elements needed for MOOCs to succeed as a teaching-learning endeavour. The first and critical one is a 24×7 HelpDesk to answer questions ( academic) and queries ( operational and administrative). One important aspect of a good learning experience is a low ‘ latency’ between the raising of a query and its effective resolution. Mentoring or Tutoring and Coaching must also be available. Finally the physical infra-structure may not have class-rooms or lecture halls, but must have well designed ‘ interaction spaces’ to foster the residual intangible and important ‘human learning interactions’ that do not happen over the Internet.

Additional Resources:
1.” Maturing of the MOOC ” is available at : https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf
2. John Daniel : http://www.tonybates.ca/wp-content/uploads/Making-Sense-of-MOOCs.pdf
3. Designing MOOCs : a white paper on Instructional Design for MOOCs: http://www.tatainteractive.com/pdf/Designing%20MOOCs%20%20%20A%20White%20Paper%20on%20ID%20for%20MOOCs.pdf
4. The MOOC MOOC: http://www.moocmooc.com/
5. The first of a set of 6 articles by Inge de Waard : http://www.learningsolutionsmag.com/articles/886/
6. The MOOC list has a number of courses as MOOCs that one can pursue : http://www.mooc-list.com/
7. An Infographic on ‘ online course design’: http://www.learndash.com/guide-to-online-course-design-infographic/
8. MOOC explained for teachers : http://www.educatorstechnology.com/2013/09/mooc-explained-for-teachers.html
9. Understanding MOOCs from CEMCA : http://cemca.org.in/ckfinder/userfiles/files/EdTech%20Notes%202_Littlejohn_final_1June2013.pdf
10. Wikipedia article on MOOCs : http://en.wikipedia.org/wiki/Massive_open_online_course

Introductory Courses on MOOCs by Prof.M.M.Pant
1. The ABC of MOOCs : a nano-MOOC
2. Grow your own MOOC : a micro-MOOC
3. The MOOC Primer : a mini-MOOC

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