Overview

Are MOOCs a catalyst for reimagining education, a sign of the increased corporatization of the education sector, or merely a well-publicized but passing trend? Massive Open Online Courses shares insights from multiple stakeholders on what MOOCs are now and could eventually become, providing those in higher education as well as K-12, military, government, and corporate training with an authoritative source on a wide range of key issues surrounding MOOCs. MOOCs, or Massive Open Online Courses, are a disruptive technology currently forcing a serious reconceptualization of accreditation, assessment, motivation and retention, technology-based instruction, and the overall student experience. In this timely volume, Paul Kim brings together experts from higher education, business, law, learning analytics and other relevant areas to provide an evenhanded, research-based positioning of MOOCs within the existing educational technology landscape and a base for understanding whether they could reshape the future of education.

Full Product Details

Author:   Paul Kim (Stanford University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 2.30cm , Length: 22.90cm
Weight:   0.362kg
ISBN:  

9780415733083

ISBN 10:   0415733081
Pages:   166
Publication Date:   17 November 2014
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

"Introduction Paul Kim Chapter 1: The Anatomy of MOOCs Jane E. Klobas, Bruce Mackintosh, and Jamie Murphy Chapter 2: MOOC pedagogy Sian Bayne and Jen Ross Chapter 3: To MOOC or not to MOOC? University decision-making and agile governance for educational innovation Jeff Haywood and Hamish Macleod Chapter 4: Enter the Anti-MOOCs: The Reinvention of Online Learning as a Form of Social Commentary Larry Johnson and Samantha Adams Becker Chapter 5: Developing a Sustainable MOOC Business Model Victor Hu Chapter 6: The Subject Matters: MOOCS and Relevancy Dennis Yang and Meg Evans Chapter 7: NovoEd, a Social Learning Environment Farnaz Ronaghi, Amin Saberi, and Anne Trumbore Chapter 8: MOOCs, Copyright, and the Many Meanings of ""Open"" Samantha Bernstein Chapter 9: Educating Educators: Designing MOOCs for Professional Learning Glenn M. Kleiman, Mary Ann Wolf, and David Frye Contributing Authors Index"

Reviews

New technology-based models for postsecondary learning have the potential to disrupt higher education, military and industry training, and even parts of the high school curriculum. This important book describes the types of advances needed in current MOOCs to reach their full potential. Appropriately, its focus is predominantly on teaching and learning models, including the complex issues of faculty professional development and of increasing peer interaction to offset reduced instructional support. Chris Dede, Wirth Professor in Learning Technologies, Harvard University, USA Like several disruptive innovations in the long history of higher education, MOOCs have been both over- and under-sold. For some commentators, everything has changed; for others, they represent another fad which will soon be swallowed by the mainstream. This first-class collection of essays will assist practitioners, students, sponsors, and policy-makers to reach a balanced and critical point of view. Paul Kim's outline of the MOOC impact on the 'educational ecosystem' is admirably cashed out from the perspectives of technology, pedagogy, investment, governance, design, delivery, marketing, and impact. Perhaps most importantly, the contributors are unified in their conclusion that MOOCs cannot and will not be un-invented. Sir David Watson, Professor of Higher Education and Principal of Green Templeton College, Oxford, UK I welcome the appearance of this volume of expert reviews as a significant contribution to digital scholarship. Martin G. Bean, Vice-Chancellor, The Open University, UK This book will align us all around the importance of student success. Its conclusion-that the significance of MOOCS lies not in their technologies but rather in their teaching and learning capabilities-sends a critical message to educators. In my role as Dean of Continuing Education and University Extension at Harvard, I see MOOCs delivering two important outcomes: courseware to facilitate global access to education in the twenty-first century, and the wider, better use of technology by faculty and teachers to support learning. In a future where great content is free, only great learning outcomes delivered via research-driven learning ecosystems will be sustainable. Huntington D. Lambert, Dean, Harvard Division of Continuing Education and University Extension, Harvard University, USA

I welcome the appearance of this volume of expert reviews as a significant contribution to digital scholarship. Martin G. Bean, Vice-Chancellor, The Open University, UK Like several disruptive innovations in the long history of higher education, MOOCs have been both over- and under-sold. For some commentators, everything has changed; for others, they represent another fad which will soon be swallowed by the mainstream. This first-class collection of essays will assist practitioners, students, sponsors, and policy-makers to reach a balanced and critical point of view. Paul Kim's outline of the MOOC impact on the 'educational ecosystem' is admirably cashed out from the perspectives of technology, pedagogy, investment, governance, design, delivery, marketing, and impact. Perhaps most importantly, the contributors are unified in their conclusion that MOOCs cannot and will not be un-invented. Sir David Watson, Professor of Higher Education and Principal of Green Templeton College, Oxford, UK New technology-based models for postsecondary learning have the potential to disrupt higher education, military and industry training, and even parts of the high school curriculum. This important book describes the types of advances needed in current MOOCs to reach their full potential. Appropriately, its focus is predominantly on teaching and learning models, including the complex issues of faculty professional development and of increasing peer interaction to offset reduced instructional support. Chris Dede, Wirth Professor in Learning Technologies, Harvard University, USA This book will align us all around the importance of student success. Its conclusion-that the significance of MOOCS lies not in their technologies but rather in their teaching and learning capabilities-sends a critical message to educators. In my role as Dean of Continuing Education and University Extension at Harvard, I see MOOCs delivering two important outcomes: courseware to facilitate global access to education in the twenty-first century, and the wider, better use of technology by faculty and teachers to support learning. In a future where great content is free, only great learning outcomes delivered via research-driven learning ecosystems will be sustainable. Huntington D. Lambert, Dean, Harvard Division of Continuing Education and University Extension, Harvard University, USA

Author Information

Paul Kim is the Chief Technology Officer and Assistant Dean of the Graduate School of Education at Stanford University. Dr. Kim serves on the Board of Directors of WestEd, the Committee on Grand Challenges in International Development for the National Academies of Science, and the advisory committee for the National Science Foundation's Education and Human Resources Directorate.

Tab Content 6

Author Website:  

Countries Available

All regions