Distance Education and E- Learning (MOOCS)

Distance Education and E- Learning (MOOCS)

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  Amira Abd Elwahab
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  Agenda MOOCS.  Coursera. History. Philosophy. Mission Courses. Learner supports. Technologies. QualityAssurance. Management Systems.
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  MOOCS   Massive Open OnlineCourses are offered over the internet and are open to anyone all over the world for free. In a few short years, MOOCs have become more popular and well known to many people (moocs,2015) There are many major MOOC providers such as edX, Udacity, and Coursera (Pappano, 2012).
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  Coursera   Coursera is aneducation platform that partners with top universities and organizations worldwide, to offer courses online for anyone to take (Coursera, 2015)
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  History   Coursera has beenfounded in 2012 by computer science professors Andrew Ng and Daphne Koller from Stanford University. Penn hosts the Inaugural Coursera Partners' Conference on April 5 and 6, 2013. As of October 2014, Coursera had reached 839 courses and 10 million users. As of May, 2015, Coursera had more than 1000 courses from 119 institutions and 13 million users from 190 countries.
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  Mission   Coursera offers universalreal opportunities to access to best education in the world (Coursera, 2015).
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  Philosophy Effectiveness of onlinelearning. Mastery learning. Peer assessments. Blended learning (Coursera, 2015).
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  Courses   Hundreds of specializationcourses are available in mnay different fields. These courses are related to: Arts And Humanities… Social Sciences. Business… Physical Science and Engineering. Computer Science…. Data Science. Life Science.. Math and Logic. Personal Development.
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  Learner supports  LearnerSupport Forums Guidelines  students can write in this forum about any problem(technical issues) They can and interact with other students by using this forum. It has many steps to be followed: Use a meaningful title for your thread Be specific. Stay on topic ..etc
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  Technologies Most MOOCs aredelivered through online videos. They require the cooperation of many people, including videographers, instructional designers, IT specialists and platform specialists. Coursera uses Scala because it provides a type safe language with powerful concurrency primitives on top of a mature technology platform. A handful of Stanford students wrote the first lines of Coursera using PHP. As the engineering team grew, we began searching for our future technology platform. After experimenting with many technology platforms including Python and Go Coursera has settled on Scala and the Play Framework because itsmeets our needs best.
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  Quality Assurance Coursera hasintroduced a protocol for quality assurance. This protocol is designed to supplement review processes already in place at the home institution, and to streamline the transition from design to deployment. By aiming to limit issues of course design and technological risk, the protocol defines the process and timeline for submitting course materials for review by Coursera, as well as the timeline for uploading approved materials to the Coursera course platform. The protocol outlines five primary milestones in course design and development:  course description pages  course development agreements (two months prior to the course start date)  early uploading of course materials (one month prior to the course start date)  on-going class monitoring  post-course feedback
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  Management systems. • Taxonomyof LMS • Digital Teaching Platforms • First, there are learning management systems as platforms for course development.. • Second, there are self-contained online courses, that students can take from start to finish without teacher interaction. • The PLATO system is an example that dates back to the 1960s, and one of the most interesting contemporary examples is the Open Learning InitiativeProbability and Statistics course from Carnegie Melon (spearheaded by Candice Thille, who is now headed to Stanford. Always happy to have a voice for openly licensed resources head to the Silicon Valley).
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  References • Marzban, H.,PhD., & Zamanian, M. (2014). Towards The Incorpotation of Critical Pedagogy in Elt Materials Development: A Survey On The Iranian Teachers And University Professors’ Attitudes. Modern Journal of Language  Teaching Methods, 4(1), 114-132. • Rashidi, N., & Safari, F. (2011). A model for EFL materials development within the framework of critical pedagogy (CP). English Language Teaching, 4(2), 250 259.doi:10.5539/elt.v4n2p250 • Safari, P., & Pourhashemi, M. R. (2012). Toward an empowering pedagogy: Is there room for critical pedagogy in educational system of iran? Theory and Practice in Language  Studies, 2(12), 2548-2555.doi: 10.4304/tpls.2.12.2548-2555.