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M assive O pen O nline C ourses

M assive O pen O nline C ourses. Helena Gillespie Associate Dean for Learning and Teaching, Faculty of Social Sciences UEA h.gillespie@uea.ac.uk @ helenauea #cll1213. http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf. Internationalization.

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M assive O pen O nline C ourses

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  1. MassiveOpenOnlineCourses Helena Gillespie Associate Dean for Learning and Teaching, Faculty of Social Sciences UEA h.gillespie@uea.ac.uk @helenauea #cll1213

  2. http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdfhttp://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf

  3. Internationalization Teaching courses Marketing Outreach

  4. CONVENIENCE: A MOOCs shift control to the student. I watched lectures while striding on my treadmill, while riding a train, while eating a spinach salad. I watched them on double-speed when my slow-talking cosmology professor lectured, and on three-fourths speed when my British epistemology professor tommy-gunned out his syllables. I gave up binge-viewing of “Homeland” Season 2 and instead dove into game theory. TEACHER-TO-STUDENT INTERACTION: D As I mentioned, I had little to no contact with the professors. Not that I didn’t try. I entered a lottery to join an exclusive 10-person Google hangout with my genetics professor, the Duke University biologist Mohamed A. Noor. I lost. My cosmology professor, S. George Djorgovski, of Caltech, held office hours on Second Life, the virtual world. But the professor told those of us who were Second Life virgins that we might not want to bother, since the software is complicated.

  5. Why MOOC students drop out… • Takes too Much Time • Assumes Too Much Knowledge • Too Basic • Lecture Fatigue • Poor Course Design • Clunky Community/Communication Tools • Bad Peer Review & Trolls • Surprised by Hidden Costs • Shopping Around • Want to Learn, Nor for Credential

  6. …. How to we mainstream the MOOC in the UK?

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