Wednesday, January 30, 2013

ELI Online Spring Focus Session 2013 > Learning and the Massive Open Online Course > April 3-4 2013

Over the past year, the massive open online course (MOOC) has emerged as a significantly different course model. But how robust is the MOOC as a vehicle for learning? In this focus session, through presentations and discussions, the ELI will explore the MOOC and its viability as a new learning model. Topics will include:

The MOOC instructional/learning model and how to support faculty teaching in it;

  • Quality assurance mechanisms, accreditation, and analytics;
  • Instructional design challenges and opportunities;
  • Student evaluation, assessment, and academic integrity; and
  • The future of higher education and the MOOC
Join us April 3 and 4 for the ELI Online Spring Focus Session 2013, "Learning and the Massive Open Online Course," where we will engage the teaching and learning community in exploring this new online course model. Tour institutional examples of MOOCs, various instructional designs and delivery models, processes, methodologies for setting up and evaluating the model, and implications for teaching and learning.

Hosted inside an Adobe Connect learning environment, this virtual event will be much more than your usual online seminar. You’ll exchange ideas and collaborate interactively with the ELI community—all without leaving your institution. You'll also receive all the resources and guided activities you need to help frame discussions and organize team events locally in your department, college, or institution.

Is This Event for You?

This online session will bring together a variety of teaching and learning professionals to begin to address challenges and opportunities related to working with emerging technologies and innovations around open educational content. The session will be valuable for:

  • Information technology professionals
  • Learning technologists and designers
  • Faculty members and instructors
  • Administrators
  • Librarians
  • Others functioning in related roles

You will receive the greatest value from this online session if you attend as member of a team or host a group event on your campus. Team participation can help your institution advance a current or upcoming project and encourage cross-disciplinary collaboration. Team members also find that active discussion and engagement with each other during focus session activities builds rapport, solidifies plans, and enriches collaboration. By sharing a common focus session experience, participants can reflect on the implications for their institutions.

How You Will Prepare

You may be asked to complete presession activities and a survey in preparation for this online event. Please also visit the Resources page to learn more about informal networking opportunities before the event begins. We recommend that teams consider the ways they can interact both inside the online learning environment and together at their institution. Resources and guided activities will be provided to help you frame discussion locally and organize team events.

Source and Links to Program, Resources, and Registration Available At


EDUCAUSE Review > The MOOC Model: Challenging Traditional Education


James G. Mazou / January 28, 2013

Key Takeaways

  • A turning point will occur in the higher education model when a MOOC-based program of study leads to a degree from an accredited institution — a trend that has already begun to develop.
  • Addressing the quality of the learning experience that MOOCs provide is therefore of paramount importance to their credibility and acceptance.
  • MOOCs represent a postindustrial model of teaching and learning that has the potential to undermine and replace the business model of institutions that depend on recruiting and retaining students for location-bound, proprietary forms of campus-based learning.

Source and  Full Text Available At 


Tuesday, January 29, 2013

ELI Webinar > Beyond the MOOC Hype: Getting Serious About Online Learning > February 11 2013 > 1 PM - 2 PM (ET)

Join Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, as they moderate this webinar with Michael Feldstein and Phil Hill.

For almost two decades, the world of online education has been evolving. Entering 2013, we are presented with a confusing array of educational delivery models. The purpose of this webinar is to give participants a solid foundation regarding what online educational delivery models are out there. Ranging from relatively traditional classrooms to fully online courses, online education is being integrated into the college experience for almost one-third of students. Many of these models, such as massive open online classes (MOOCs), are geared toward accessibility and affordability. Other models focus on personalized learning styles, such as competency-based education. Traditional learning management system providers and textbook publishers are also trying to find their places in this new world, promoting yet other models. We aim to shed light on these approaches so that decision makers and stakeholders can determine the best approach for their colleges and universities while staying true to the missions of their respective institutions.

Special Guests

Michael Feldstein
Ed Tech Consultant and Analyst

Phil Hill
Ed Tech Consultant and Analyst

Source, and Links To Additional Resources and Registration Available At


Friday, January 25, 2013

University of Akron Looking to Expand Online Offerings

Carol Biliczky  / Beacon Journal staff writer

Published: January 24, 2013 - 10:51 PM | Updated: January 25, 2013 - 11:03 AM

Someday you might be able to get a degree from the University of Akron without setting a foot on its well-manicured campus. Or paying UA a single dollar in tuition.

UA officials are looking at ways to extend the school’s reach by embracing massive, open online courses — or MOOCs, in the shorthand of the educational revolution.

University President Luis Proenza wants to make the campus a source of online learning, and as quickly as possible.

“This is the first time I’ve seen a real sense of urgency among university leaders who recognize the opportunities in digital learning,” he told the campus by email earlier this month, referring to a professional association meeting he attended last fall.

While online courses have been around at UA and other universities for decades, MOOCs are different. Unlike traditional online classes, MOOCs don’t cost anything, offer credit, limit enrollment or require students to complete prerequisites.

That means thousands of students can sample prepackaged online courses in everything from solid-state chemistry to game theory to equine nutrition.

While most of today’s courses are offered by elite institutions like Harvard, Stanford, the Massachusetts Institute of Technology and the Berklee College of Music, that is rapidly changing. More and more university officials are showing interest in entering the exploding fray.

“It’s more than just a fad,” said Gerry McKiernan, an Iowa State librarian whose self-described “obsession” with MOOCs led him to launch a blog called Alt-Ed in April. “Very quickly the phenomenon has exploded. It is a moving target. I think it certainly will affect higher education.”

While just 2.6 percent of colleges and universities nationwide offer MOOCs, another 9.4 percent are planning to do so, according to a report by the Babson Survey Research Group. About 6.7 million students took online courses in 2012, with innovations cropping up seemingly every day.

San Jose State University announced this week that it will experiment with offering credit for MOOCs through the for-profit provider Udacity. Another for-profit provider, Coursera, announced last week that students can earn “verified certificates” via software that tracks their typing style. That identifies the student doing the work and gives them something to prove that it was indeed them who passed the course. Coursera offers more than 200 courses from 33 universities.

Ohio State became the first Ohio university to launch MOOCs, with four classes on Coursera this month.

More than 30,000 students — some from as far away as Lithuania, India and Norway — have enrolled in the introductory calculus course offered by lecturer Jim Fowler.

His 15-week course is made up of videos plus an online textbook and exercises with cues to help the stumbling student. Fowler offers weekly online office hours and encourages students to work with others online.

The course “is about doing calculus problems in fellowship with one another,” he says enthusiastically on the introductory lecture.

No formality here: He wears a casual brown sweater, signs his missives to students “Jim” and exudes his love for higher math. His goal, he said, is to make math more accessible to more people.

Reaching students

That is also how Proenza sees it. MOOCs can “improve educational productivity, allowing us to reach more learners at lower cost,” the UA president said in his campus email.

In a paper he presented to the Coalition of Urban Serving Universities, he suggests capitalizing on the promise of MOOCs by “unbundling teaching and learning, assessment and location.”

He says that universities should develop the ability to credential students with course credits — and even degrees — when they prove they have the knowledge, regardless of where they received the knowledge or even took a college course at all.

He wants UA to make available “as many of the world’s resources (about MOOCs) as possible to anyone who might need them.”

Already the university has a web page dedicated to MOOCs.




Wednesday, January 23, 2013

Update > Streaming Also Available > OCLC Research > Free Program > MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge? > March 18-19 2013 > University of Pennsylvania

This meeting will feature thoughtful and provocative presentations about how libraries are already getting involved with MOOCs, and engage attendees in discussions about strategic opportunities and challenges going forward.

MOOCs, or Massive Open Online Courses, have become all the rage, with numerous institutions joining forces with Coursera, edX, FutureLearn, and other providers. The Babson Survey Research Group recently found that although 55 percent of institutions said they were undecided about their plans for offering MOOCs, 9.4 percent said they were in the planning stages of offering one, and 2.6 percent have already taken the plunge;  the same survey showed the number of students taking at least one course online has reached an all-time high of 32 percent.

Please join OCLC Research and the University of Pennsylvania Libraries for thoughtful and provocative presentations about how libraries are already getting involved with MOOCs. Whether your institution is already on board or on the fence, you’ll learn from the pioneers how library content and services can be represented in these new learning environments, and about opportunities for new discussions with partners in supporting learning on campus. Potential themes include:

Copyright, licensing, open access

As courses are being offered online to a diverse and geographically distributed audience, what are the challenges for licensing and clearing copyright for materials used in courses? Are there opportunities for advancing the conversation on open access with faculty?

Production & pedagogy

How libraries and academic support offices contribute to MOOC-related course production options—a view on how technology helps and hinders, and how pedagogy may need to shift in a new environment. What are we learning about teaching, what works, and what doesn't?

Embedded librarians: what can happen when librarians go behind the lines in a MOOC?

As we learn about new platforms and new modes of working, librarians are going into the trenches to see for themselves how MOOCs work. How do library resources and research skills fit into this new and evolving picture? What can we learn from the data we can mine from these platforms?

Who are the masses? A view of the audience

MOOCs are drawing thousands and even hundreds of thousands of attendees. What do we know about these learners? What might we discover? How might we change as a result?

Additional meeting details will be available soon, but register now to secure your spot at this free event > 


Monday, 18 March

MOOCs and Libraries Day  >  1 Meeting

1:00-5:00 PM

Reception for attendees, Van Pelt-Dietrich Library

5:0) PM

Tuesday, 19 March

MOOCs and Libraries Day > 2 Meeting

9:00 AM - Noon

For more information, contact Merrilee Proffitt (



Update > February 12 2013

Streaming Available > Link To Registration


Detailed Schedule


Twitter Hashtag


Thursday, January 10, 2013

Information Visualization MOOC

This course provides an overview about the state of the art in information visualization. It teaches the process of producing effective visualizations that take the needs of users into account.

Among other topics, the course covers:

  • Data analysis algorithms that enable extraction of relationships in data
  • Major visualization and interaction techniques
  • Discussions of systems that drive research and development.



  • Week 1 – Jan. 22, 2013: Visualization Framework & Workflow Design
  • Week 2 – Jan. 29, 2013: “When": Temporal Data
  • Week 3 – Feb. 5, 2013: “Where": Geospatial Data
  • Week 4 – Feb. 12, 2013: “What": Topical Data
  • Mid-Term
  • Week 5 – Feb. 19, 2013: “With Whom": Trees
  • Week 6 – Feb. 26, 2013: “With Whom": Networks
  • Week 7 – Mar. 5, 2013: Dynamic Visualizations & Deployment
  • Final Exam

Suggested Readings: Atlas of Science by Katy Börner and Sci2 Tutorial by Scott Weingart, Ted Polley et al.


Katy Börner  / Instructor, Professor at SLIS

Katy Börner is the Victor H. Yngve Professor of Information Science at the School of Library and Information Science, Adjunct Professor at the School of Informatics and Computing, Adjunct Professor at the Department of Statistics in the College of Arts and Sciences at Indiana University where she directs the Cyberinfrastructure for Network Science Center. Her research focuses on the development of data analysis and visualization techniques for information access, understanding, and management.

Ted Polley / CNS Staff, Research Assistant with MIS/MLS, teaches & tests Sci2 tool

Ted Polley is a Research Assistant at the Cyberinfrastructure for Network Science Center. He is interested in how emerging technologies and instruction can be used in library settings to improve information literacy and enrich the lives of both students and the general public.

Scott Weingart / Assistant Instructor, SLIS PhD student

Scott B. Weingart is a Ph.D. student studying information science and history of science at Indiana University. Scott is an NSF Graduate Research Fellow, a Paul Fortier Prize Winner for the Digital Humanities, and the author of the scottbot irregular, a blog covering computational methods and tools for humanists. Scott also aids in the development of software for data analysis and modeling at the Cyberinfrastructure for Network Science Center at Indiana University.

Grading: Final grade: 30% Midterm, 40% Final, 30% client project/homework. All students that receive more than 80% of all available points get an official certificate/badge.

Source and Links to Video Course Overview, FAQ, and Registration Available At 


Saturday, January 5, 2013

Accepting Credits for MOOCs: Good for Students, Good for Society

By granting transfer credits for the completion of a massive open online course, Colorado State University Global Campus has taken a massive step forward in the process of legitimizing MOOCs in mainstream higher education circles.

By Becky Takeda-Tinker | President, Colorado State University—Global Campus

In recent weeks, Colorado State University-Global Campus (CSU-Global) has stepped forward to accept Udacity’s CS101 Massive Open Online Course (MOOC), Introduction to Computer Programming in transfer (3 credits). The decision has been widely followed, and in some circles questioned or simply tossed aside as inconsequential. Regardless of the response, CSU-Global remains steadfast that its decision is one that aligns with the fundamental premise of education, its belief that student knowledge acquisition should be recognized no matter what the source, and its mission of advancing adult student success in a global society through education.

MOOCs have the ability to be an intersection between advanced technological tools and high-quality, low-cost education—a win for society and for individuals. In its understanding of, and dedication to, adult and lifelong learning, CSU-Global appreciates that MOOCs can make a valuable contribution to education. To put actions behind its beliefs, CSU-Global brought together a faculty team to review CS101’s course learning outcomes, instructional activities, and assessment methods. From its review, the faculty team determined that students who completed the course and passed the proctored exam met the learning outcomes of an undergraduate computer science course. The university then agreed to provide three elective credits in transfer. In its actions, CSU-Global has not broken ‘tradition’; in fact, it has only looked at learning and the demonstration of knowledge according to the most simple of terms: did the student learn and acquire knowledge, and can the student prove that he or she has learned and acquired knowledge?


Would America be better or worse-off without new solutions and paradigms to addressing our current landscape of rising tuition costs, rising financial aid defaults, declining graduation rates and a growing populist disinterest in higher education? At CSU-Global, we strongly believe the latter; and while we may not have all of the answers to enhancing the current state of public higher education, we at least believe that working to incorporate new and innovative thinking is a reasonable and worthy way to try to propel forward the university, the industry of higher education, and the U.S. in our increasingly complex, technological, and globally-competitive world.

Source and Full Text Available


Georgia Tech Coursera Offering Educates Participants on How to Plan, Launch, and Teach Online Courses

Newswise — Online education has become overwhelmingly popular and is evolving at a rapid pace due in large part to the expansion of massively open online courses (MOOCs). To meet the increased demands on those who teach via online modalities, Dr. Fatimah Wirth, an instructional designer with Georgia Tech Professional Education, will conduct the first Coursera course focused on creating, designing, and organizing online curriculum. Open to anyone, Fundamentals of Online Education: Planning and Application is a free, six-week course that begins Jan. 28, 2013.

In Fundamentals of Online Education: Planning and Application, participants will learn the basics of proper planning and applications for online education. Topics include online learning pedagogy, online course design, privacy and copyright issues, online assessments, web tools and Learning Management Systems. The course format includes lecture videos, quizzes, standalone assignments, and peer assessments. Participants will build an online course as part of their final project.


Source and Link To Full Text Available At 


Research Ethics in Emerging Forms of Online Learning: Issues Arising from a Hypothetical Study on a MOOC

Author: Esposito, Antonella

Descriptors: Ethics; Ethnography; Electronic Learning; Online Courses; Research Design; Research Methodology; Problem Solving; Expertise; Integrity; Open Education; Internet

Source: Electronic Journal of e-Learning, v10 n3 p315-325 2012 / Peer Reviewed: Yes

Publisher: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail:; Web site:

Publication Date: 2012-00-00

Pages: 11

Pub Types: Journal Articles; Reports - Descriptive

Abstract: This paper is concerned with how research ethics is evolving along with emerging online research methods and settings. In particular, it focuses on ethics issues implied in a hypothetical virtual ethnography study aiming to gain insights on participants' experience in an emergent context of networked learning, namely a MOOC--Massive Online Open Course. A MOOC is a popular type of online open course, that provides free content and expertise to anyone in the world who wishes to enroll.

The purposes of this article are to briefly outline recent debates on online research ethics approaches and then to explore competing views on ethical decision-making when researching in a globalized, online and open learning setting. Considering the challenges of this new elearning inquiry context, issues as the underlying research ethics models, the roles of researcher and participants and the integrity of the research process are discussed in their interplay with the evolving ethos of the ethnographical methodology being adopted to investigate participants' views. Elements drawn from a hypothetical design of a qualitative study are here utilized to identify an empirical instance that shapes and is being shaped by research ethics decisions.

The study aims to answer the following question: what are the affordances (opportunities and challenges) of online open courses as they emerge from the participants' perspectives? This paper considers the potential operationalization of the above research question and discusses both theoretical and methodological issues arising from applying research ethics to this specific case of Internet inquiry. In this sense, ethical approaches in online research contexts as well as main ethical decisions are discussed and justified, envisioning a submission to an institutional ethics review board before undertaking the ethnographical study. Topics such as privacy concerns in a public online setting, choice between overt and covert research, researcher as observer or participant, narrow or loosely defined application of the informed consent and anonymity are outlined, presenting a range of different options.

This article intends to show that ethical decisions are an iterative procedure and an integral part of the research design process. Moreover, it endorses the opportunity to produce localized and contextualized ethical decision-making. To this end, it takes into account the guidance available (research ethics literature; narratives of ethics procedures applied to empirical cases); the ethics debates within the ethnographical tradition and the nature of the setting being researched (the specific format of the networked learning instance being examined). The discussion here proposed orientates ethical decision-making towards an overt and participant research approach, an informed consent intended as a "public notice" and a consideration of participants both as authors in the online setting and as human subjects embedding unexpected privacy sensitiveness. However, such decisions are considered as many starting points to build a research ethics protocol intended to a degree as a work in progress, in a problem-solving approach guided by the practical wisdom of participants emerging over time.

Source and Link To Full Text Available At 


Friday, January 4, 2013

CES 2013 > Making MOOCs Matter: Assessing, Certifying and Credentialing Learning

Date: Thursday, January 10 > 2:00 pm - 3:00 pm

Location: N256

Speakers: Andrew Ng , Candace Thille , James Applegate , Susan Cates


MOOC madness is here! Millions are enrolled in Massive Open Online Courses (MOOCs) and other digital content delivery models. What does this phenomenon mean for students? What's the value of courses without credit? Is it possible to certify learning on such a mass scale? Can technology do more than deliver content?

Track: HigherEdTECH

Andrew Ng, Co-Founder and Co-CEO, Coursera Inc.

Candace Thille, Director, Open Learning Initiative, Carnegie Mellon University

James Applegate, Vice President, Program Development, Lumina Foundation

Susan Cates, Executive Director, MBA@UNC, Kenan-Flagler Business School