Forward by Curtis Bonk....................................................................................................................... xii
Preface.............................................................................................................................................. xxiii
Acknowledgments............................................................................................................................. xxvi
Preface.............................................................................................................................................. xxiii
Acknowledgments............................................................................................................................. xxvi
Section 1 Introduction
Chapter 1
A Framework for Massive Open Online Courses.................................................................................. 3
Badrul H. Khan, Founder of McWeadon Education & Honorary Distinguished
Professor of E-Learning, Egyptian E-Learning University
Badrul H. Khan, Founder of McWeadon Education & Honorary Distinguished
Professor of E-Learning, Egyptian E-Learning University
Chapter 2
Massive Open Online Courses: Past, Present and Future.................................................................... 17
Maria Elena Corbeil, University of Texas Brownsville, USA
Joseph Rene Corbeil, University of Texas Brownsville, USA
Maria Elena Corbeil, University of Texas Brownsville, USA
Joseph Rene Corbeil, University of Texas Brownsville, USA
Section 2 Pedagogical Issues
Chapter 3
Pedagogy and MOOCs: A Practical Application of Khan's E-Learning Framework
Pedagogy and MOOCs: A Practical Application of Khan's E-Learning Framework
Debbie
A. Morrison, Online Learning Insights, USA
Chapter 4
A Co-Evolution Story: Lessons Learned by Gamifying Two Online University Courses
A Co-Evolution Story: Lessons Learned by Gamifying Two Online University Courses
Patricia
J. Donohue, San Francisco State University, USA
Kevin
Kelly, San Francisco State University, USA
Stephen
P. Wilcox, Rutgers University Online, USA
Section 3 Technological Issues
Chapter 5
Mass Customization in Massive Open Online Courses (MOOCs): Overcoming the
Challenge of "One-Size-Fits-All"........................................................................................................ 63
Karla G. Robinson, University of Puerto Rico, Puerto Rico
Mass Customization in Massive Open Online Courses (MOOCs): Overcoming the
Challenge of "One-Size-Fits-All"........................................................................................................ 63
Karla G. Robinson, University of Puerto Rico, Puerto Rico
Chapter 6
In Constraint, Creativity - A Manifest for Open Online Education..................................................... 85
Margaret Schedel, Stony Brook University, USA
Jennifer Adams, Stony Brook University, USA
Catherine Katsafouros, Stony Brook University, USA
Timothy Vallier, Stony Brook University, USA
In Constraint, Creativity - A Manifest for Open Online Education..................................................... 85
Margaret Schedel, Stony Brook University, USA
Jennifer Adams, Stony Brook University, USA
Catherine Katsafouros, Stony Brook University, USA
Timothy Vallier, Stony Brook University, USA
Section 4 Interface Design Issues
Chapter 7
One Massive Leap into the Abyss: Lessons Learned from the
Design and Implementation
of My First MOOC
of My First MOOC
Fatimah Wirth, Georgia Institute of Technology,
USA
Chapter 8
Towards an Engaging and Usable Video Content: Addressing
Accessibility and
Usability Issues During Video Development
Usability Issues During Video Development
Alexis Ulrich, Mancko, France
Chapter 9
MOOCs and UDL: The Marriage of MOOC Interface Design and
Universal Design
for Instruction
for Instruction
Deborah A. Banker, Angelo State University,
USA
Section 5 Evaluation Issues
Chapter 10
Chasing a Moving Target: Challenges and Successes in
Implementing a MOOC
Evaluation Framework
Evaluation Framework
Robert
H. Hoar, University of Wisconsin-La Crosse, USA
Jennifer
J. Kosiak, University of Wisconsin-La Crosse, USA
Cariann
Mathwig Ramseier, University of Wisconsin-La Crosse, USA
Natalie
Walleser Solverson, University of Wisconsin-La Crosse, USA
Chapter 11
Educational Assessment in a MOOC: The Case of Statistics One
Andrew
R. A. Conway, Princeton University, USA
David
Moreau, Princeton University, USA
LaTasha
Holden, Princeton University, USA
Section 6 Management Issues
Chapter 12
The Personal, Professional and Political Experience of MOOC Management:
A Scottish
Case Study in Rural and Remote Communities
Case Study in Rural and Remote Communities
Karen
McArdle, University of Aberdeen, Scotland
Ramone
Al Bishawi, University of Aberdeen, Scotland
Rachel
Shanks, University of Aberdeen, Scotland
Chapter 13
The Epidemics MOOC: Strategies for the Management of MOOC Creation
Megan Kohler, Pennsylvania State University,
USA
Section 7 Resource Support Issues
Chapter 14
Lights, Camera, Action! A Faculty Resource Support Model for
Making MOOC
Video Lectures
Video Lectures
Elizabeth
A. Evans, Duke University, USA
Mich
Donovan, Duke University, USA
Chapter 15
MOOCers’ Interaction Issues and Needs: Experiences and Perspectives
of Graduate
Students Taking MOOCs
Students Taking MOOCs
Ignacio
E. Rodriguez, University of Texas at Brownsville, USA
Section 8 Ethical Considerations
Chapter 16
Ethical Dimensions of Massive Open Online Courses
Vivien
Rolfe, University of the West of England, Bristol, UK
Chapter 17
Dealing with Bias, Disruption, Fairness, and Copyright
Issues in MOOC Design and
Delivery: A Case Study
Delivery: A Case Study
April
Millet, Pennsylvania State University, USA
Heng
Luo, Pennsylvania State University, USA
Richard
B. Alley, Pennsylvania State University, USA
Chapter 18
A MOOC on Open Educational Resources as an Open Educational
Resource: COER13
Patricia
Arnold, Munich University of Applied Sciences, Germany
Swapna
Kumar, University of Florida, USA
Sandra
Schön, Salzburg Research, Austria
Martin
Ebner, Graz University of Technology, Austria
Anne
Thillosen, Knowledge Media Research Center Tübingen, Germany
Section 9 Institutional Issues
Chapter 19
Closer to the Edge: Massive Courses and Institutional
Constraints
Brad
Hokanson, University of Minnesota, USA
Märit
McCluske, University of Minnesota, USA
Chapter 20
The Foundations of Science MOOC: One Institution’s Approach
to Building Community
and Free-Choice Learning Resources
and Free-Choice Learning Resources
Stephen
R. Thomas, Michigan State University, USA
Jessica
L. Knott, Michigan State University, USA
Julie
C. Libarkin, Michigan State University, USA
Section 10 Students’ Experiences and Perspectives
Chapter 21
Degree of Freedom: An Experiment in Extreme Learning Using
MOOCs and Open
Educational Resources
Educational Resources
Jonathan
Haber, Degree of Freedom, USA
Chapter 22
A Student-Centered Collaborative Design Model for the
Development of MOOCs
Sara
McNeil, University of Houston, USA
Bernard
Robin, University of Houston, USA
Chapter 23
Building ESL Assertiveness from a MOOC: English Composition
I:
Achieving Expertise
Achieving Expertise
Ramón
Talavera-Franco, Ed.D. Student at Northeastern University, USA
Section 11 Instructors’ Experiences and Lessons Learned
Chapter 24
Wrapped Up In Words: Merging a MOOC with a Traditional
Poetry Course for
Increased Success
Increased Success
Amy
B. Hagenrater-Gooding, University of Maryland Eastern Shore, USA
Chapter 25
From Darkness to Light: First Experiences in Developing and
Facilitating a MOOC
Clare
Furneaux, University of Reading, UK
Clare
Wright, University of Reading, UK
Elisabeth
Wilding, University of Reading, UK
About the Authors............................................................................................................................ 349
Index.................................................................................................................................................. 359
