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May 2013

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E-mail: editorialteam@elearningeuropa.info , ISSN 1887-1542

MOOCs and Beyond

EditorialMOOCs and Beyond

In-depthThe Impact and Reach of MOOCs: A Developing Countries’ PerspectiveMOOCs and disruptive innovation: Implications for higher educationThe Next Game Changer: The Historical Antecedents of the MOOC Movement in EducationMOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective

From the feldMOOCs are More Social than You BelieveRealising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social MediaLearning from Open Design: Running a Learning Design MOOCQuad-blogging: Its Potential to Transform Peer-to-Peer Learning in a MOOCGame Based Learning MOOC. Promoting Entrepreneurship EducationThe AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time

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Editorial

MOOCs and Beyond In August, 20 12 , our months a ter opening, Coursera—one o several Massive OpenOnline Course (MOOC) providers quickly gaining traction on the Internet—registeredone million students, rom nearly 200 countries. This is only one o the many staggeringstatistics that could be shared about the sudden popularity o MOOCs, the total o whichspeak to the worldwide interest in accessing university courses online.

The large number o people enrolling in MOOCs, coupled with university interest inexpanding online content, has put this new model in the spotlight. The term MOOC dates

rom 2008, developed initially as a pedagogical experiment ocused on creating a moreconnected and democratic learning environment. However, since 2011, universities haveused the term to describe course o erings geared toward a worldwide student body.Today, “MOOC” describes a range o pedagogical models. George Siemens distinguishesbetween “cMOOCs” which ollow the original “connectivist” model and the moreinstitutionalised and tightly structured “xMOOCs”. Despite the di erences, the emergenceo MOOCs as a whole poses a set o challenges to the educational community. Many o us seem to believe that MOOCs are nally delivering some o the technology-enabledchange in education that we have been waiting nearly two decades or.

This issue aims to shed light on the way MOOCs a ect education institutions andlearners. Which teaching and learning strategies can be used to improve the MOOClearning experience? How do MOOCs t into today’s pedagogical landscape; and couldthey provide a viable model or developing countries?

We must also look closely at their potential impact on education structures. With theexpansion o xMOOC plat orms connected to di erent university networks—like Coursera,Udacity, edX, or the newly launched European Futurelearn—a central question is: what istheir role in the education system and especially in higher education?

This special issue o eLearning Papers brings together in-depth research and examplesrom the eld to generate debate within this emerging research area.

Yishay Mor, Senior Lecturer in Educational Technology at The Open University

Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board

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In-depth

MOOCs, developingcountries, connectivism,online learning

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Authors

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MOOCs, disruptive

innovation, sustainableinnovation, business model

TharinduLiyanagunawardenaShirley WilliamsSchool of SystemsEngineeringUniversity of Reading

Andrew AdamsCentre for BusinessInformation Ethics MeijiUniversity

Li YuanStephen PowellCETIS (Centre forEducational Technology &Interoperability Standards

The Impact and Reach of MOOCs: A DevelopingCountries’ PerspectiveMassively Open Online Courses (MOOCs) are a recent but hugely popular phenomenonin the online learning world. They are hailed by many as a solution or the developingworld’s lack o access to education because MOOCs can provide learning opportunities toa massive number o learners rom anywhere in the world as long as they can access thecourse through Internet. However, a close consideration o learner’s ability to make useo MOOCs in developing countries seems to contradict this rhetoric. This paper discusses

eatures o MOOCs and looks at them rom a developing countries’ perspective to con-clude that due to a complicated set o conditions (‘access’, language, computer literacyamong others) prevailing in developing countries, MOOCs may not be a viable solution

or education or a large proportion o people in these areas o the world.

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MOOCs and Disruptive Innovation: Implications forHigher EducationThe opportunity that MOOCs o er or the massi cation o courses has generatedsigni cant interest rom governments, institutions and commercial organisations,who have been increasingly involved in experimenting with MOOCs or the purposeo expanding access, marketing or developing new revenue streams. This paper willuse disruptive innovation theory (Bower and Christensen, 1995) to examine MOOCsdevelopment and how their approach could be used to help institutions exploreinnovative approaches or teaching and learning and to gain competitive advantagesin the education market. MOOCs provide institutions with a vehicle to think creativelyand innovatively to explore new business models and fexible learning paths in highereducation provision. However, there is a need to rethink current higher educationstructures and policies that obstruct innovation. This includes the existing undingstructure and the ability to disaggregate teaching rom assessment and accreditation ordi erential pricing and pursuit o marketing activities.

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In-depth

MOOCs, Bell-Lancaster,educational change,disruptive movement

David T. BovenLoyola University Chicago

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Authors The Next Game Changer: The Historical Antecedents ofthe MOOC Movement in EducationThough the history o massive open online courses is very short, scholars can gaininsights by looking at similar movements in the past. This paper examines severalhistorical moments in education to develop an understanding o MOOCs and their

uture. Speci cally, this paper explores two developments that resemble the discoursesurrounding MOOCs—the emergence o studia particulare and generale in medievalEurope and the monitorial educational systems o the early nineteenth century. It alsolooks at several other educational innovations that have been seen as disruptive to thestatus quo o education. These include land-grant institutions in the United States inaddition to the University Without Walls and open education movements o the 1960sand 1970s. These previous movements are very instructive as proponents o MOOCeducational systems develop strategies or promoting MOOCs and giving them lasting

resonance in the digital age.

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MOOC Design Principles. A Pedagogical Approach fromthe Learner’s PerspectiveThe debate around Massive Open Online Courses (MOOCs) is much more ocused onthe social, institutional, technological and economical aspects than on the need ordevelopment o new pedagogical approaches that provide consistent guidance on howto design or this emergent educational scenario. A new understanding o knowledgeproduction and learning challenges the core o learning design, demanding innovativeand appropriate approaches to teaching and learning. We present a set o learning designprinciples drawn rom the learner’s perspective. They ocus on empowering learners innetworked environments or ostering critical thinking and collaboration, developingcompetence based outcomes, encouraging peer assistance and assessment throughsocial appraisal, providing strategies and tools or sel -regulation, and nally using avariety o media and ICTs to create and publish learning resources and outputs.

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MOOCs, learning design,educational models,online learning, learnerempowerment

Lourdes GuàrdiaMarcelo MainaAlbert SangràOpen University ofCatalonia

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From the feld

Collaborative MOOCs,MOOC study groups,computer supportedcollaborative learning,technology enhancedlearning

Jan BlomHimanshu VermaNan LiA roditi SkeviPierre DillenbourgÉcole PolytechniqueFédérale de LausanneCenter for Digital Education

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Author s MOOCs are More Social than You Believe

We report about two ongoing studies, which challenge the individualistic model o MOOC based learning. MOOC usage is embedded in the context o collocated studygroups. The ability to pause a lecture and discuss its contents with peers creates learningopportunities. Learning by explaining has been proved e ective through many empiricalstudies. We investigate the best way to con gure these study groups with di erent tools.

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Realising the Potential of Peer-to-Peer Learning: Taminga MOOC with Social Media

We report on peer-to-peer learning online, describing the role o cooperative, studentmanaged groupings in success ul learn-by-MOOC experiences. We ound that to expandlearners’ potential in digital culture, it helps to by-pass traditional notions and tools o online learning support, and embrace networked social media.

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academic literacy,connectivism, digitalculture, open education,peeragogy

Angela TowndrowUniversity of Western AustraliaAry AranguizFearlesstech4teachersEmily PurserUniversity of Wollongong

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Authors

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From the feld

Open EducationalResources, LearningDesign, MOOC, OpenUniversity

Patrick McAndrewThe Open University

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Author Learning from Open Design: Running a Learning DesignMOOC

The OLDS-MOOC ( http://olds.ac.uk ) or learning design developed a project-basedstructure with alternative paths through the material. Running the course in the open ledto resh collaboration, demonstration o tools in action and interaction with enthusiasticlearners. There were also strains in operating and lessons to be learnt.

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Quad-blogging: Its Potential to Transform Peer-to-PeerLearning in a MOOC

We present the concept o quad-blogging, and its potential or acilitating and enhancingpeer-to-peer learning in higher education, speci cally in a massive open online course(MOOC) by increasing peer engagement, promoting the practice o blogging and

ostering the ormation o pro essional learning networks through social media.

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Aut h ors

quad-blogging, peer-to-peer learning, MOOC,connectivism, peeragogy

Angela TowndrowUniversity of WesternAustralia Ary AranguizFearlesstech4teachers Emily PurserUniversity of Wollongong Madhura Pradhan

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From the feld

serious games, gamebased learning, MOOCs,entrepreneurship, lifelonglearning.

Margarida RomeroRamon Llull University

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Author Game Based Learning MOOC. PromotingEntrepreneurship Education

Promoting entrepreneurship could help society overcome the crisis. At the sametime, MOOCs could allow a large number o participants to enrol in entrepreneurshipeducation. This case study introduces the Introduction to Entrepreneurship MOOC, whichtakes advantage o Game Based Learning or developing entrepreneurship through anactive based methodology in a MOOC open to anyone, anywhere.

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The AlphaMOOC: Building a Massive Open OnlineCourse One Graduate Student at a Time

Traditionally, developing courses in higher education involves a single individual workingto build materials that will be implemented by that individual. More rarely, groups worktogether to build course. Interdisciplinary collaboration by teams o developers is o tenseen during online course creation, where teams generally consist o content experts,technologists, and instructional designers, and each takes on and persists in a singlerole. We propose a di erent model or team development o online MOOCs, one in whichteam members take on diverse roles. This approach was implemented in developmento a Foundations o Science course, with 28 core team members, consisting o sta andgraduate students. The engagement o experts in areas outside their immediate area o

expertise allowed developers to take on the role o the novice, ensuring a MOOC that wasapproachable to learners o diverse abilities.

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aMOOC, graduatestudents, community,interdisciplinary course

development, onlinelearning

Carmen M. McCallumStephen ThomasJulie LibarkinMichigan State University

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Authors