Download MOOCs: Design, Use and Business Models by Jean-Charles Pomerol, Yves Epelboin, Claire Thoury PDF

By Jean-Charles Pomerol, Yves Epelboin, Claire Thoury

ISBN-10: 184821801X

ISBN-13: 9781848218017

MOOCs (Massive on-line Open classes) are shaking up the conventional kinds of fundamental and carrying on with schooling and coaching. those new distance educating instruments which reap the benefits of the net and social community revolution are making us re-evaluate approximately how we educate and examine.

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Extra resources for MOOCs: Design, Use and Business Models

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We have not counted the time taken to analyze the students’ behavior, or the meetings during the course. We can consider these as being integrated into the time worked by the community manager. Similarly, in face-to-face teaching, we neglect the time taken for consultation and panels. The row “Writing of corrected exercises” corresponds to the necessity, in scientific disciplines, to put exercises to the students, which are crucial in order for them to be able to assimilate the theoretical aspects, and the teacher to be able to check their comprehension.

The decision to use a commercial firm to How to Construct a MOOC 45 provide these services is a politically risky one, because of the possibility for the LMS to collect learners’ personal data. In order to offer satisfactory access to a MOOC, systems engineers must be available to ensure the continuity of the service. Their role is to ensure the sustainability of the service, to deal with any incident that occurs and to find quick workarounds for bugs and solutions to all the inevitable difficulties.

Finally, the whole lifecycle of the courses needs to be attended to: creation and granting of rights to the professors, publication to make them available to the students, closure, etc. Put simply, an appropriate administrative framework needs to be established. 4. Human resources When we look at the above points and tables, we can see that the cost of a MOOC, from the point of view of the teachers, assuming that the course is repeated three times, is only truly greater than that of a conventional course if the professor does not provide notes and if there is only one applied work group.

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