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The Role of MOOCs in Transnational Higher Education -- The African diaspora

The Role of MOOCs in Transnational Higher Education -- The African diaspora. Dr. Eldonna L. May Wayne State University ~ Detroit, Michigan. Precursors to MOOCs. 2008 (Wiley, Siemans, Downes, Cormier) Open Educational Resources (OER) MIT OpenCourseWare project: 2,100 ‘courses’ Kahn Academy

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The Role of MOOCs in Transnational Higher Education -- The African diaspora

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  1. The Role of MOOCs in Transnational Higher Education --The African diaspora Dr. Eldonna L. May Wayne State University ~ Detroit, Michigan

  2. Precursors to MOOCs • 2008 (Wiley, Siemans, Downes, Cormier) • Open Educational Resources (OER) • MIT OpenCourseWare project: 2,100 ‘courses’ • Kahn Academy • OLI: 18 free online courses • Saylor Foundation: 281 free online courses • MRUniversity: MOOC platform for Economics • “Marginal Revolution University” ‐ George Mason U.

  3. Massive Open Online Courses • Online course (4 – 12 weeks) • Open access – global online learning communities • ‘Unlimited’ enrollment • Graded (automated) • Discussion forums / Meet-ups • Free (may pay for proctored exams) • May offer a ‘Certificate of Completion’ • Non‐credit (typically) • Not an alternative degree pathway

  4. The Proliferation of MOOCs • U.S.-based MOOC consumers see MOOCs as a no-cost alternative to college fees have risen astronomically in recent years • Because there is no longer parallel a rise in employment earnings traditional university study denotes a negative ROI. •  The legislatures of cash-strapped U.S. states consider MOOCs the means to reduce costs for public higher education sectors. • MOOCs began in the English-speaking West, but also have reached educationally under-served members of the international community. •  Universities unable meet rising global demand for education by building thousands of new campuses; MOOCs offer low-cost, attractive alternative. • Rapid innovation in online technology coincides with developments in higher education. • Learners increasingly insist upon more technology in education; MOOCs respond to this demand.

  5. Major Purveyors of MOOCs in the United States • Udacity (for‐profit) Stanford • Sebastian Thrun • Coursera (for‐profit) Stanford • Daphne Koller, Andrew Ng • edX (not‐for‐profit) MIT/Harvard • Khan Academy (not-for-profit) • Udemy (for-profit)

  6. Popular MOOCs – A Short List • Introduction to Artificial Intelligenceby Sebastian Thrun of Udacity and Peter Norvig of Google, Inc. • Gender Through Comic Books by Christina Blanch of Ball State University addresses questions of gender representations and constructions involving both men and women. • X-Informatics by Prof. Geoffrey Fox of Indiana University discusses the mathematics, science and computer code involved in detecting a Higgs Boson. • Welcome to Computing by Richard Buckland of the University of New South Wales, Australia. • Frontiers/Controversies in Astrophysics by Professor Charles Bailyn of Yale University discusses exoplanets, black holes, and cosmology.

  7. Providers of MOOCs outside the United States – Coursera Partners • Ecole Polytechnique, France • Edinburgh University, Scotland • IE Business School, Spain • Leiden University, The Netherlands • Ludwig-Maximilians-Universitat, Munich, Germany • Sapienza, University of Rome, Italy • Technical University of Denmark • Technical University Munich, Germany • University of Copenhagen, Denmark • University of Geneva, Switzerland • University of Helsinki, Finland • Universitat Autònoma de Barcelona, Spain • The University of London, England

  8. MOOCs Around the World • Academy Cube – EU Commission • Open2Study – Australia • Digital October – Russia • FutureLearn – UK • AMI – Africa • JMOOC - Japan • CnMooc – China • Open HPI – Germany • MiriadaX – Latin America

  9. MOOCs in the African diaspora • Serve local populations (rural villages) • Improve teacher education quality • Improve student learning • Credentialing • Accounting & Finance • Teacher Training (Education) • Health Care • University Curriculua • University of Pretoria • University of Cape Coast

  10. Challenging Assumptions andConcerns About MOOCs • The necessity of a fixed, time‐based curriculum • What is a learning space? • Our notion of what constitutes a college • Roles of faculty & students • The balance of power: shifting to students – More options: knowledge acquisition & credentialing ********** • Academic rigor & quality, esp. at scale • Plagiarism and cheating • Commercial exploitation • Student adaptability • Dropout & failure rates • Need for ‘urban planning’

  11. Why embrace MOOCs? • Improve teaching and learning • Tap into global intelligence • Democratize education • Mine talent for employers (recruitment service) • Brand recognition, brand marketing • Extend scope of influence • Prototypes of optimized learning environments • Hedge against irrelevance

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