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MOOCs : Design, Use and Business Models.

By: Contributor(s): Material type: TextTextPublisher: Newark : John Wiley & Sons, Incorporated, 2015Copyright date: ©2015Edition: 1st edDescription: 1 online resource (143 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781119081296
Subject(s): Genre/Form: Additional physical formats: Print version:: MOOCsDDC classification:
  • 371.3344678
LOC classification:
  • LC5800 -- .P664 2015eb
Online resources:
Contents:
Cover -- Title Page -- Copyright -- Contents -- Acknowledgements -- 1: What is a MOOC? -- 1.1. From distance learning to MOOCs -- 1.2. What is a MOOC? -- 1.3. xMOOCs, cMOOCs and other SPOCs -- 1.3.1. xMOOCs -- 1.3.2. cMOOCs -- 1.3.3. SPOCs -- 1.3.4. SOOCs -- 2: How to Construct a MOOC -- 2.1. From a conventional course to a MOOC -- 2.2. Human resources for the building of a MOOC -- 2.2.1. Teaching staff -- 2.2.2. Instructional designer -- 2.2.3. Video -- 2.2.4. Graphic designers and webmasters -- 2.2.5. Integrator -- 2.2.6. Testers -- 2.2.7. Project manager -- 2.3. Steps involved in mounting a MOOC -- 2.3.1. Announcements -- 2.4. Resources required -- 2.5. Post-construction tasks -- 2.6. Amount of human resources required for the construction of a MOOC -- 2.6.1. For teachers -- 2.6.2. Teaching support staff -- 2.6.3. Technical support staff -- 2.7. Cost of a MOOC -- 2.7.1. Logistics -- 2.7.2. Software platform -- 2.7.3. Hardware platform -- 2.7.4. Human resources -- 3: A MOOC for Whom and for What Purposes? -- 3.1. Audiences -- 3.1.1. MOOCs at university -- 3.1.2. Lifelong learning -- 3.2. Proper use of MOOCs -- 3.2.1. MOOCs as instruments of communication -- 3.2.2. MOOCs, distance learning and initial training -- 3.2.3. MOOCs and continuing education -- 3.3. Assessment of learners and certification -- 3.4. Following of MOOCs and "tutored" MOOCs -- 4: Financing and Development of MOOCs -- 4.1. What benefits do MOOCs bring, and what profits can be made? -- 4.1.1. In universities -- 4.1.2. Continuing education -- 4.1.3. Value of data -- 4.2. Financing of MOOCs -- 5: MOOCs and Higher Education -- 5.1. MOOCs and universities -- 5.1.1. What is a university? -- 5.1.2. Who is the target market for a university? -- 5.1.3. Which universities? -- 5.1.4. MOOCs in universities and the "educational revolution" -- 5.1.5. The end for universities?.
5.2. MOOCs and lifelong learning -- 5.2.1. At present, which are the largest groups of MOOC users? -- 5.2.2. Various uses for MOOCs -- 6: Conclusions: What Does the Future Hold for MOOCs? -- 6.1. "To MOOC or not to MOOC"? -- 6.2. Why and for whom should MOOCs be developed? -- 6.3. What can be done to support the development of MOOCs? -- 6.3.1. Hardware and software platforms -- 6.3.2. Encouragement of developers -- 6.4. What can be done to support the users of MOOCs? -- 6.5. A step towards digital learning houses (DLHs) -- Bibliography -- Glossary of Terms -- Index.
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Cover -- Title Page -- Copyright -- Contents -- Acknowledgements -- 1: What is a MOOC? -- 1.1. From distance learning to MOOCs -- 1.2. What is a MOOC? -- 1.3. xMOOCs, cMOOCs and other SPOCs -- 1.3.1. xMOOCs -- 1.3.2. cMOOCs -- 1.3.3. SPOCs -- 1.3.4. SOOCs -- 2: How to Construct a MOOC -- 2.1. From a conventional course to a MOOC -- 2.2. Human resources for the building of a MOOC -- 2.2.1. Teaching staff -- 2.2.2. Instructional designer -- 2.2.3. Video -- 2.2.4. Graphic designers and webmasters -- 2.2.5. Integrator -- 2.2.6. Testers -- 2.2.7. Project manager -- 2.3. Steps involved in mounting a MOOC -- 2.3.1. Announcements -- 2.4. Resources required -- 2.5. Post-construction tasks -- 2.6. Amount of human resources required for the construction of a MOOC -- 2.6.1. For teachers -- 2.6.2. Teaching support staff -- 2.6.3. Technical support staff -- 2.7. Cost of a MOOC -- 2.7.1. Logistics -- 2.7.2. Software platform -- 2.7.3. Hardware platform -- 2.7.4. Human resources -- 3: A MOOC for Whom and for What Purposes? -- 3.1. Audiences -- 3.1.1. MOOCs at university -- 3.1.2. Lifelong learning -- 3.2. Proper use of MOOCs -- 3.2.1. MOOCs as instruments of communication -- 3.2.2. MOOCs, distance learning and initial training -- 3.2.3. MOOCs and continuing education -- 3.3. Assessment of learners and certification -- 3.4. Following of MOOCs and "tutored" MOOCs -- 4: Financing and Development of MOOCs -- 4.1. What benefits do MOOCs bring, and what profits can be made? -- 4.1.1. In universities -- 4.1.2. Continuing education -- 4.1.3. Value of data -- 4.2. Financing of MOOCs -- 5: MOOCs and Higher Education -- 5.1. MOOCs and universities -- 5.1.1. What is a university? -- 5.1.2. Who is the target market for a university? -- 5.1.3. Which universities? -- 5.1.4. MOOCs in universities and the "educational revolution" -- 5.1.5. The end for universities?.

5.2. MOOCs and lifelong learning -- 5.2.1. At present, which are the largest groups of MOOC users? -- 5.2.2. Various uses for MOOCs -- 6: Conclusions: What Does the Future Hold for MOOCs? -- 6.1. "To MOOC or not to MOOC"? -- 6.2. Why and for whom should MOOCs be developed? -- 6.3. What can be done to support the development of MOOCs? -- 6.3.1. Hardware and software platforms -- 6.3.2. Encouragement of developers -- 6.4. What can be done to support the users of MOOCs? -- 6.5. A step towards digital learning houses (DLHs) -- Bibliography -- Glossary of Terms -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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