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Presentation mooc

  1. Zafar Iqbal Ph.D Education International Islamic University Islamabad
  2. Learning via technology? • Computer-based Learning • Web-based Learning • Virtual Learning • eLearning • Network Learning
  3. What is MOOC?  “ A course of study made available over the Internet without charge to a very large number of people: anyone who decides to take a MOOC simply logs on to the website and signs up” Ryan Tracey 2013  It is the web based distance learning or online learning , it does not have limitation in the term of participants  In Massive Open Online Courses there is creativity and openness and it allow participants to share reading, videos and activities
  4. What is MOOC?  A massive open online course (MOOC) is an online course that has open access and interactive participation by means of the Web.  MOOCs provide participants with course materials that are normally used in a conventional education setting - such as, lectures, videos, study materials.  MOOCs offer interactive user forums, which are extremely useful in building a community for students, and professors. Generally, MOOCs do not charge tuition fees.
  5. A MOOC and an online college course have many similarities, but they’re not exactly the same. MOOCs are different from online college courses in the following ways: Similarities Differences  MOOCs are offered online.  MOOCs are often taught by the same professors that teach online college classes  . MOOC course materials are often exactly the same as the course materials provided to college students taking online classes  . MOOCs are sometimes offered in partnership with colleges and universities.  A set of MOOCs can sometimes be offered for academic credit.  However, in these instances, the student will have to be officially enrolled in a college or university and pay tuition to receive academic credit for the MOOC. MOOCs offer self-paced study, allowing students to complete coursework and take tests on their schedule.  MOOCs are free.  MOOCs have unlimited class size. Anyone can enroll in a specific MOOC, even if they’re not “qualified” to take it.  Students can start and stop the course at any time, without any formal consequences.  Upon completion of the course, a student will not have a tangible or formally recognized degree, certificate or transcript of completion.
  6. Types of MOOCs
  7. Historical background Historically, the first MOOC was activated in 2008 by G. Siemens and S. Downes and named it "connectivism and Connective Knowledge"—better known under the name CCK08 . The two trainers held classes for 25 students in Manitoba University and opened an online course, which was attended by 2200 participants. The theme of the course, which from its name can be concluded, was to connect people and their general and specialized knowledge through their collaboration on the web.
  8. BRIEF HISTORY CONT…  The term MOOC was used for the first time in 2008 for a course offered by the Extension Division of the University of Manitoba in Canada. This non-credit course, Connectivism and Connective Knowledge (CK08) was designed by George Siemens and Stephen Downes.  Enrolled 25 on-campus students  2,200 students enrolled in the free online version.
  9. Massive  In the three years following its launch in 2011, Coursera claims over 7.5 million sign-ups with its largest course claiming 240,000 participants.  In 2013, the University of British Columbia offered several MOOCs through Coursera, with the numbers initially signing up ranging from 25,000 to 190,000 per course (Engle, 2014).
  10. Open  There are no pre-requisites for participants other than access to a computer/mobile device and the Internet. However, broadband access is essential for xMOOCs that use video streaming, and probably desirable even for cMOOCs. It should also be noted that many other kinds of online material are also open and free over the Internet, often in ways that are more accessible for reuse than MOOC material.
  11. Online  MOOCs are offered online  Institutes provide learner support for the MOOC materials  students used MOOC materials from Udacity courses, including lectures, readings and quizzes  instructors spent classroom time on small-group activities, projects and quizzes to check progress
  12. courses  One characteristic that distinguishes MOOCs from most other open educational resources is that they are organized into a whole course.  However, what this actually means for participants is not exactly clear. Although many MOOCs offer certificates or badges for successful completion of a course.
  13. NUMBER OF MOOCs  In 2014 there are approximately 1,000 MOOCs available from universities in the USA  800 from European institutions.  Table on desktop
  14. Which language?  MOOCs are in several languages besides English,  Spanish  French  Urdu  Chinese  Many other languages of the world
  15. FEATURES OF MOOCs  specially designed platform software  video lectures  computer-marked assignments  peer assessment  supporting materials  a shared comment/discussion space  no or very light discussion moderation  badges or certificates  learning analytics
  16. MOOCs In Pakistan  MOOC providers in pakistan   2.UDEMY  3.COURSERA  4.SKILLSHARE  5.SKILLSUCCESS  6. Live Training Lab  7.  8. Pakistan Institute Of Computer Sciences  9. MDi Pakistan Online Training  10. Harvard Online Courses
  17. MOOCs In India  Graduate Guru. Establishment: 2016. ...  Khan Academy. Establishment:2006. ...  Tata Interactive Systems. Establishment: 1990. ...  Coursera. Establishment: 2012. ...  W3 Schools. Establishment: 1998. ...  Ask IITians. ...  Tutor. ...  Open Yale Courses.
  18. Critical Analysis  Open access, exposing top level professors at schools that would otherwise be unavailable to much of the World's population  Open courses for all interested, regardless of location, resulting in a more diverse student base  Collecting data via computer programs helps closely monitor the success and failure of each student. Traditional classroom participation cannot offer this type of precise information.  Some enthusiastic professors have found global sharing of knowledge more appealing. Many acknowledge that MOOCs help them reevaluate their pedagogical methods, while improving knowledge sharing.  One drawback is the low course completion rate. Some studies have shown that courses are completed by as few as 10 percent of the huge volume of students that join the MOOC.
  19. Critical Analysis  One of the models of knowledge transfer and improving the education, primarily in nonformal systems of education, is massive open online courses (MOOC) phenomenon.  The occurrence of MOOC (massive open online courses massive courses on the net with an open access) may indicate the future direction of the education system.  Many thought that MOOC courses will overcome all other learning systems. But
  20. Software for Online Learning  1. Zoom – for synchronous video lessons  2. Google Classroom – for a fully-baked free LMS  3. Microsoft Teams – for a comprehensive digital learning hub  4. Blackboard – for top-of-the-range higher education LMS  5. Slack – for peer and organization communication  6. Floop – for work questions and support  7. SmartSurvey– for feedback on remote teaching  8. Edmondo – for centralized teacher-student communication  9. Timely – for managing time and staying visible  10. Dewo – for outsourcing meeting scheduling  11. Todoist – For organizing your tasks  12. Pocket - for curating useful web resources  13. Prezi – for professional digital presentations  14. Dropbox Paper – for document collaboration  15. WeTransfer – for sharing large files  16. Idroo – for virtual whiteboards and live annotation  17. Markup Hero – for quick image annotation
  21. References   Allen, I. and Seaman, J. (2014) Grade Change: Tracking Online Learning in the United States Wellesley MA: Babson College/Sloan Foundation  Christensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns New York: McGraw-Hill  Engle, W. (2104) UBC MOOC Pilot: Design and Delivery Vancouver BC: University of British Columbia  Friedland, T. (2013) Revolution hits the universities, New York Times, January 26  U.S.Department of Education (2014) Web Tables: Enrollment in Distance Education Courses, by State: Fall 2012Washington DC: U.S.Department of Education National Center for Education Statistics

Notas do Editor

  1. xMOOCs have the following common design features: specially designed platform software: xMOOCs use specially designed platform software that allows for the registration of very large numbers of participants, provides facilities for the storing and streaming on demand of digital materials, and automates assessment procedures and student performance tracking. video lectures: xMOOCs use the standard lecture mode, but delivered online by participants downloading on demand recorded video lectures. These video lectures are normally available on a weekly basis over a period of 10-13 weeks. Initially these were often 50 minute lectures, but as a result of experience some xMOOCs now are using shorter recordings (sometimes down to 15 minutes in length) and thus there may be more video segments. Over time, xMOOC courses, as well as the videos, are becoming shorter in length, some now lasting only five weeks. Various video production methods have been used, including lecture capture (recording face-to-face on-campus lectures, then storing them and streaming them on demand), full studio production, or desk-top recording by the instructor on their own. computer-marked assignments: students complete an online test and receive immediate computerised feedback. These tests are usually offered throughout the course, and may be used just for participant feedback. Alternatively the tests may be used for determining the award of a certificate. Another option is for an end of course grade or certificate based solely on an end-of-course online test. Most xMOOC assignments are based on multiple-choice, computer-marked questions, but some MOOCs have also used text or formula boxes for participants to enter answers, such as coding in a computer science course, or mathematical formulae, and in one or two cases, short text answers, but in all cases these are computer-marked. peer assessment: some xMOOCs have experimented with assigning students randomly to small groups for peer assessment, especially for more open-ended or more evaluative assignment questions. This has often proved problematic though because of wide variations in expertise between the different members of a group, and because of the different levels of involvement in the course of different participants. supporting materials: sometimes copies of slides, supplementary audio files, urls to other resources, and online articles may be included for downloading by participants. a shared comment/discussion space where participants can post questions, ask for help, or comment on the content of the course. no or very light discussion moderation: the extent to which the discussion or comments are moderated varies probably more than any other feature in xMOOCs, but at its most, moderation is directed at all participants rather than to individuals. Because of the very large numbers participating and commenting, moderation of individual comments by the instructor(s) offering the MOOC is impossible. Some instructors offer no moderation whatsoever, so participants rely on other participants to respond to questions or comments. Some instructors ‘sample’ comments and questions, and post comments in response to these. Some instructors use teaching assistants to comb for or identify common areas of concern shared by a number of participants then the instructor or teaching assistants will respond. However, in most cases, participants moderate each other’s comments or questions. badges or certificates: most xMOOCs award some kind of recognition for successful completion of a course, based on a final computer-marked assessment. However, at the time of writing, MOOC badges or certificates have not been recognised for credit or admission purposes even by the institutions offering a MOOC, or even when the lectures are the same as for on-campus students. No evidence exists to date about employer acceptance of MOOC qualifications. learning analytics: Although to date there has not been a great deal of published information about the use of learning analytics in xMOOCs, the xMOOC platforms have the capacity to collect and analyse ‘big data’ about participants and their performance, enabling, at least in theory, for immediate feedback to instructors about areas where the content or design needs improving and possibly directing automated cues or hints for individuals. xMOOCs therefore primarily use a teaching model focused on the transmission of information, with high quality content delivery, computer-marked assessment (mainly for student feedback purposes), and automation of all key transactions between participants and the learning platform. There is almost no direct interaction between an individual participant and the instructor responsible for the course.