Krause & Lowe Invasion of the MOs Invasion of the MOOCs The Promise and Perils of Massive Open Online Courses
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Edited by Steven D. Krause and Charles Lowe
Invasion of the MOOCs: The Promises and Perils of Massive Open Online Courses
INVASION OF THE MOOCS:
THE PROMISES AND PERILS OF MASSIVE OPEN ONLINE COURSES
Edîted by Steven D. Krause and Carles Lowe
Parlor Press Anderson, Sout Carolîna www.parlorpress.com
© 2014 by Parlor Press. Individual essays © 2014 by the respective authors. Unless otherwise stated, these works are licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License and are subject to the Writing Spaces Terms of Use. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/us/ or send a letter to Cre-ative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. To obtain permission beyond this use, contact the individual author(s).
All rights reserved. Printed in the United States of America S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data Application on File
Invasion of the MOOCS : the promises and perils of massive open online cours-es / edited by Steven D. Krause and Charles Lowe. pages cm Includes bibliographical references and index. ISBN 978-1-60235-533-0 (pbk. : alk. paper) -- ISBN 978-1-60235-534-7 (hard : alk. paper) -- ISBN978-1-60235-535-4 (adobe ebook) -- ISBN 978-1-60235-536-1 (epub) -- ISBN 978-1-60235-537-8 (ibook) -- ISBN 978-1-60235-538-5 (kindle) 1. MOOCs (Web-based instruction) 2. Web-based instruction. 3. Education, Higher--Computer-assisted instruction. 4. Distance education I. Krause, Steven D. II. Lowe, Charles. LB1044.87.I68 2014 371.33’44678--dc23 2014017050
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Photograph of Steven D. Krause by Mike Andaloro. Used by permission. Photo-graph of Charles Lowe by Daniel Royer. Used by permission. Cover Image Alien in a Flying Saucer. ID 24796944 © 2012 by Candonyc, Dreamstime.com. Use by permission. Cover design by Charles Lowe
This book is printed on acid-free paper.
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Côéŝ
Introductîon: Buîldîng on te Tradîtîon o CCK08 Carles Lowe
MOOCology 1.0 3 Glenna L. Decker
Framîng Questîons about MOOCs and Wrîtîng Courses 14 James E. Porter
A MOOC or Not a MOOC: ds106 Questîons te Form 29 Alan Levine
Wy We Are Tînkîng About MOOCs Jefrey T. Grabill
Te Hîdden Costs o MOOCs Karen Head
45
39
Coursera: Fîty Ways to Fîx te Sotware (wît apologîes to Paul Sîmon) 56 Laura Gibbs
Beîng Present în a Unîversîty Wrîtîng Course: A Case Agaînst MOOCs 68 Bob Samuels
Anoter Colonîalîst Tool? Aaron Barlow
73
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MOOCversatîons: Commonplaces as Argument Jef Rice
MOOC Feedback: Pleasîng All te People? Jeremy Knox, Jen Ross, Cristine Sinclair, Hamis Macleod, and Siân Bayne
98
More Questîons tan Answers: Scratcîng at te Surace o MOOCs în Hîger Educatîon 105 Jacqueline Kauza
Tose Moot MOOCs: My MOOC Experîence Melissa Syapin
MOOC Assîgned Steven D. Krause
122
Learnîng How to Teac … Dîerently: Extracts rom a MOOC Instructor’s Journal 130 Denise K. Comer
MOOC as Treat and Promîse Edward M. Wite
150
A MOOC Wît a Vîew: How MOOCs Encourage Us to Reexamîne Pedagogîcal Doxa 156 Kay Halasek, Ben McCorkle, Cyntia L. Sele, Scott Lloyd DeWitt, Susan Delagrange, Jennier Micaels, and Kaitlin Clinnin
Puttîng te U în MOOCs: Te Importance o Usabîlîty în Course Desîgn 167 Heater Noel Young
86
114
“I open at te close”: A Post-MOOC Meta-Happenîng Relectîon and Wat I’m Goîng to Do About Tat Elizabet D. Woodwort
Here a MOOC, Tere a MOOC Nick Carbone
193
Contents
180
Contents
Wrîtîng and Learnîng wît Feedback Macînes Alexander Reid
Learnîng Many-to-Many: Te Best Case or Wrîtîng în Dîgîtal Envîronments 212 Bill Hart-Davidson
Ater te Invasîon: Wat’s Next or MOOCs? Steven D. Krause
Contrîbutors Index 235
229
204
223
vîî
Iôûçîô: Bûîî ô é àîîô ô CCK
Carles Lowe
CCK08: Connectîvîsm and Connectîve Knowledge, a massîve open onlîne course (MOOC) wît over 2200 students tat was created and acîlîtated by George Sîemens and Stepen Downes, îs generally con-sîdered by many as te MOOC wîc started te current revolutîon în onlîne educatîon.* I remember în 2008 readîng about Sîemens and Downes’ plans to ost an onlîne class tat would ave tradîtîonal pay-îng students, wîle also învîtîng anyone else to read te course materîals and partîcîpate în te onlîne dîscussîons. It seemed to me a ascînatîng experîment în onlîne learnîng tat contînued a rîc tradîtîon o exper-îmentatîon by educatîonal tecnology înnovators înterested în seeîng te ways în wîc te tools o te Internet and electronîc dîscourse could provîde alternatîve—or even better—metods or learnîng. For înstance, în 2002, sîx years beore CCK08, George Sîemens proposed wat e called a “‘non-course course’” în wîc îteen partîcîpants would use a Yaoo Groups to engage wît a acîlîtator-created set o questîons. Sîemens was înterested în stîmulatîng “an exploratory, communîty-created knowledge buîldîng process,” înstead o creatîng a tradîtîonal course tat requîred dîgestîng teacer-provîded content. Te ocus o te non-course course was elearnîng, and te goal was or te dîscussîon partîcîpants to generate îdeas about te possîbîlîtîes o learnîng. Sîemens later summarîzed teîr dîscussîons înto small ar-
* hîs work îs lîcensed under te Creatîve Commons Attrîbutîon-Noncom-mercîal-SareAlîke 3.0 Unîted States Lîcense. To vîew a copy o tîs lîcense, vîsît ttp://creatîvecommons.org/lîcenses/by-nc-sa/3.0/us/ or send a letter to Creatîve Commons, 171 Second Street, Suîte 300, San Francîsco, Calîornîa, 94105, USA. For any oter use permîssîons, contact te orîgînal autor.
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