1. What are Moocs?

2. What are Moocs? Continue
 What I can say about moocs is learners can learn online by
themselves and even with the help of peers, teachers and
coaches.
 What I like about moocs is you choose what you want to
learn, unlike in the normal classroom where you are
forced to learn something you do not understand.

3. What are Moocs? Continues
 It can reach anyone with internet who is interested in
learning.
 It is free of charge.
 It does not need qualification or certificate to enroll
to the course.
 Learners who are already enrolled to university can
uses moocs to discuss content lessons

5. HISTORY OF MOOC’S
 Mooc’s was first introduced in 2008 by George Siemens
and Stephen Downes, a researcher with the National
Research Council of Canada. They were soon joined by
David Cormier, an instructional technologist at the
University of Prince Edward Island.

6. HISTORY OF MOOC’S
 The original aim of MOOCs was to open up education and
provide free access to university level education for as
many students as possible.
 This online course was initially designed for a group of
twenty five enrolled fee paying students to study for
credit and at the same time was opened up to registered
only learners around the world.

7. DIFFERENT TYPES OF MOOCS AVAILABLE
cMoocs
 We have cMooc’s which
refers to fully networked
courses with the goal of
knowledge creation.
 It is based on a
connectivism theory of
learning with networks
developed informally
xMoocs
 xMooc’s which indicate
the large scale courses for
knowledge reproduction
 It is content-based MOOCs
which follow a more
behaviourist approach

8. DIFFERENT TYPES OF MOOCS AVAILABLE
Continues
cMoocs
 Informal learning
xMoocs
 More formal learning

10. MY FIELD OF INTEREST
 I am interested in Psychology.
 It involves a lot of things like peoples minds, their mental
process and also scientific research etc.

11. TOPIC I WOULD LIKE TO PURSUE IN MY
FUTURE MOOCS EXPERIENCE
 Feature learn courses
 Online learning about moocs

12. LIST OF REFERENCES
URI: http://publications.cetis.ac.uk/2013/667