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To MOOC or not to MOOC : how can online learning help to build the future of higher education? / / Sarah Porter
| To MOOC or not to MOOC : how can online learning help to build the future of higher education? / / Sarah Porter |
| Autore | Porter Sarah |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Waltham, MA : , : Chandos Publishing, , [2015] |
| Descrizione fisica | 1 online resource (xvii, 137 pages) : color illustrations |
| Disciplina |
371.33
371.3344678 |
| Collana | Chandos information professional series |
| Soggetto topico |
MOOCs (Web-based instruction)
Education, Higher - Computer-assisted instruction Open learning Distance education |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Series Editor; To MOOC or Not to MOOC; Copyright; Contents; List of tables; Biography; Introduction; Why do MOOCs matter?; References; Part One; 1 - What are MOOCs?; Introduction; Definitions; Where did MOOCs come from?; The growth of MOOCs; Criticism of MOOCs; References; 2 - The MOOCosphere; Introduction; Other MOOC providers; Notes; References; 3 - Examples of MOOCs; Introduction; Digital storytelling, DS106, University of Mary Washington; Phonar, photography MOOC; Understanding Dementia MOOC, University of Tasmania; Buddhism and Modern Psychology, Princeton University
ConclusionReferences; Further Reading; 4 - Introduction to the case studies; 5 - The confident entrepreneurs; The MOOC story so far; Imperatives for investing in MOOCs; Context: strategic investment in online and distance learning; Governance and decision making; Resourcing; Quality assurance; Accreditation; Partnerships; Future strategy; Key points; 6 - The old hands: experts in online and distance learning; The MOOC story so far; Imperatives for investing in MOOCs; Resourcing; Quality assurance; Student experience; Accreditation; Partnerships; Future strategy; Key points 7 - The institutional innovatorsMOOC platforms; Governance and decision making; Resourcing; Quality assurance; Future strategy; Key points; 8 - The opportunists; Imperatives for investing in MOOCs; MOOC activities to date; Governance and decision making; Resourcing; Quality assurance; Student experience; Accreditation; Partnerships; Future strategy; Key points; 9 - The cautious experimenters; MOOC activities to date; Governance and decision making; Resourcing (including funding); Quality assurance; Student experience; Accreditation; Partnerships; Future strategy; Key points 10 - The old guardOpen education; MOOCs; Key points; 11 - Key issues that emerged from the case studies; Imperatives for engagement in MOOCs; Governance and decision making; Quality assurance; Partnerships and MOOC models; Costs and business models; 12 - Planning the MOOC project; Introduction; Stage 1: initial planning (project initiation); Stage 2: planning; Stage 3: running the MOOC project; References; 13 - Planning your MOOC-costings; Content creation; Copyright clearance and legal advice; Governance; Additional costs that are specific to in-house MOOCs Additional costs from working with an external MOOC platformReferences; 14 - Business models for MOOCs; Udacity business models; What is in it for the university partner?; Coursera monetization options; What is in it for the university partner?; edX financial arrangement options; What is in it for the university partner?; What is in it for the university partner?; FutureLearn business models; What is in it for the university partner?; Revenue generation options for universities who provide MOOCs; References; 15 - Additional benefits of MOOCs Developing markets and building relationships with new customers |
| Record Nr. | UNINA-9910788103803321 |
Porter Sarah
|
||
| Waltham, MA : , : Chandos Publishing, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
To MOOC or not to MOOC : how can online learning help to build the future of higher education? / / Sarah Porter
| To MOOC or not to MOOC : how can online learning help to build the future of higher education? / / Sarah Porter |
| Autore | Porter Sarah |
| Edizione | [1st edition] |
| Pubbl/distr/stampa | Waltham, MA : , : Chandos Publishing, , [2015] |
| Descrizione fisica | 1 online resource (xvii, 137 pages) : color illustrations |
| Disciplina |
371.33
371.3344678 |
| Collana | Chandos information professional series |
| Soggetto topico |
MOOCs (Web-based instruction)
Education, Higher - Computer-assisted instruction Open learning Distance education |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Series Editor; To MOOC or Not to MOOC; Copyright; Contents; List of tables; Biography; Introduction; Why do MOOCs matter?; References; Part One; 1 - What are MOOCs?; Introduction; Definitions; Where did MOOCs come from?; The growth of MOOCs; Criticism of MOOCs; References; 2 - The MOOCosphere; Introduction; Other MOOC providers; Notes; References; 3 - Examples of MOOCs; Introduction; Digital storytelling, DS106, University of Mary Washington; Phonar, photography MOOC; Understanding Dementia MOOC, University of Tasmania; Buddhism and Modern Psychology, Princeton University
ConclusionReferences; Further Reading; 4 - Introduction to the case studies; 5 - The confident entrepreneurs; The MOOC story so far; Imperatives for investing in MOOCs; Context: strategic investment in online and distance learning; Governance and decision making; Resourcing; Quality assurance; Accreditation; Partnerships; Future strategy; Key points; 6 - The old hands: experts in online and distance learning; The MOOC story so far; Imperatives for investing in MOOCs; Resourcing; Quality assurance; Student experience; Accreditation; Partnerships; Future strategy; Key points 7 - The institutional innovatorsMOOC platforms; Governance and decision making; Resourcing; Quality assurance; Future strategy; Key points; 8 - The opportunists; Imperatives for investing in MOOCs; MOOC activities to date; Governance and decision making; Resourcing; Quality assurance; Student experience; Accreditation; Partnerships; Future strategy; Key points; 9 - The cautious experimenters; MOOC activities to date; Governance and decision making; Resourcing (including funding); Quality assurance; Student experience; Accreditation; Partnerships; Future strategy; Key points 10 - The old guardOpen education; MOOCs; Key points; 11 - Key issues that emerged from the case studies; Imperatives for engagement in MOOCs; Governance and decision making; Quality assurance; Partnerships and MOOC models; Costs and business models; 12 - Planning the MOOC project; Introduction; Stage 1: initial planning (project initiation); Stage 2: planning; Stage 3: running the MOOC project; References; 13 - Planning your MOOC-costings; Content creation; Copyright clearance and legal advice; Governance; Additional costs that are specific to in-house MOOCs Additional costs from working with an external MOOC platformReferences; 14 - Business models for MOOCs; Udacity business models; What is in it for the university partner?; Coursera monetization options; What is in it for the university partner?; edX financial arrangement options; What is in it for the university partner?; What is in it for the university partner?; FutureLearn business models; What is in it for the university partner?; Revenue generation options for universities who provide MOOCs; References; 15 - Additional benefits of MOOCs Developing markets and building relationships with new customers |
| Record Nr. | UNINA-9910817323603321 |
|
Porter Sarah
|
||
| Waltham, MA : , : Chandos Publishing, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||