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.
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.
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.
Inhaltsangabe
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
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
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