Zafar Iqbal
Ph.D Education
International Islamic University
Islamabad

Learning via technology?
• Computer-based Learning
• Web-based Learning
• Virtual Learning
• eLearning
• Network Learning

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

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.

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.

Types of MOOCs

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.

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.

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).

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.

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

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.

NUMBER OF MOOCs
 In 2014 there are approximately 1,000
MOOCs available from universities in
the USA
 800 from European institutions.
 Table on desktop

Which language?
 MOOCs are in several languages
besides English,
 Spanish
 French
 Urdu
 Chinese
 Many other languages of the world

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

MOOCs In Pakistan
 MOOC providers in pakistan
 1.DigiSkills.pk
 2.UDEMY
 3.COURSERA
 4.SKILLSHARE
 5.SKILLSUCCESS
 6. Live Training Lab
 7. Instutor.com
 8. Pakistan Institute Of Computer Sciences
 9. MDi Pakistan Online Training
 10. Harvard Online Courses

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.

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.

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

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

References
 https://www.tonybates.ca/2014/10/12/what-is-a-mooc/
 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