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Updated by Chun Rue Ko on Nov 16, 2014
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Chun Rue Ko Chun Rue Ko
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MOOC報告彙整

針對MOOC浪潮來襲,許多機構都做了評估報告,在這些報告中除了基本介紹MOOC是什麼,也會針對MOOC的推動現況及前景作出評估。不論是想要初步認識MOOC,或是深入探究MOOC的相關議題,都很值得來看看這些報告。此清單未來還會持續更新中。其他更多研究報告可以看另一個清單,像是MIT, Harvord等學校的MOOC行為分析研究。

Changing Course: Ten Years of Tracking Online Education in the United States

I. Elaine Allen, Jeff Seaman. Babson Survey Research Group and Quahog Research Group. January 2013
This is the tenth annual report on the state of online learning in U.S. higher education. The
survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board.
This year’s study, like those for the previous nine years, tracks the opinions of chief academic officers and is aimed at answering fundamental questions about the nature and extent of online education. Based on responses from more than 2,800 colleges and universities, the study addresses:
"Massive Open Online Courses (MOOCs), Are We Heading for Online 2.0?, Is Online Learning Strategic?, How Many Students are Learning Online?, Who Offers Online?, Does it Take More Faculty Time and Effort to Teach Online?, Are Learning Outcomes in Online Comparable to Face-to-Face?, Has Faculty Acceptance of Online Increased?, Barriers to Widespread Adoption of Online Learning"

Multidisciplinary Research For Online Education

Douglas H. Fisher and Armando Fox, COMPUTING COMMUNITY CONSORTIUM. February 12-13, 2013.
An explosion of public and academic interest in online education accompanied the early high-profile offerings of massively open online courses (MOOCs) in 2011 and 2012 by some of the country’s leading education and research institutions, as well as by non-profits, companies and other content providers. This surge has particularly focused on undergraduate education, but is occurring in the context of a long-standing online education landscape of research and practice for K-12 education, lifelong learning, as well as higher education. The new ingredients of large scale (or massive) and free-accessibility (or open) add significantly to the transformational possibilities on education, for accessibility, quality, flexibility, affordability, as well as definitional changes to its boundaries, form, and content.

MOOCs and Open Education: Implications for Higher Education

Li Yuan and Stephen Powell, JISC CETIS. March 2013.
This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through scholarly blogs, press releases as well as openly available reports and research papers.

Learning and the Massive Open Online Course : A Report on the ELI Focus Session

Veronica Diaz, Malcolm Brown, Stephen Pelletier. EDUCAUSE Learning Initiative. May 2013
On April 3 and 4, 2013, the ELI teaching and learning community gathered for an online focus session on Learning and the Massive Open Online Course (MOOC). This report is a synthesis of the key ideas, themes, and concepts that emerged. This report also includes links to supporting focus session materials, recordings, and resources. It represents a harvesting of the key elements that we, as a teaching and learning community, need to keep in mind as we explore this new model of learning.

Massive Open Online Courses : Higher education's digital moment ?

Universities UK, May 2013
This publication has been produced by Universities UK, the representative organization for the UK’s universities. Founded in 1918, its mission is to be the definitive voice or all universities in the UK, providing high quality leadership and support to its members to promote a successful and diverse higher education sector.
This report from UUK aims to provide a helpful and timely summary of recent developments, and a discussion of the issues behind the provision of MOOCs. The global growth of feature of the higher education environment, may well represent a threat to some institutions. At the same time, UK universities have proved themselves to be flexible, resilient and entrepreneurial, and many will be looking online for new opportunities to develop their provision and their profile.

Understanding the MOOC Discussion : How Massive Open Online Courses are Impacting Higher Education and the University...

Grayson Court, University of Washington. August 21, 2013
The goal of this report is not to push professors into adopting MOOCs or press UW into developing more in the future. The intent is simply to educate faculty, staff, administrators, and the general public about MOOCs in order to make informed decisions in the future. It is a tool that can be used to understand a new and exciting concept, an instrument to create a more educated public. In a sense, this report on MOOCs is trying to achieve the same goal as MOOCs themselves: distributing information and knowledge to a large group of people, for free.
The report is broken up into three separate sections:
Understanding MOOCs: A general description of MOOCs and how they are used.
Questions and Answers: Analysis of commonly-asked questions and concerns.
The Big Question – Do MOOCs threaten the quality of higher education?: A position paper that addresses the concerns regarding the quality of MOOCs and their role in higher education.

The Maturing of the MOOC : LITERATURE REVIEW OF MASSIVE OPEN ONLINE COURSES AND OTHER FORMS OF ONLINE DISTANCE LEARNING

Department for Business, Innovation and Skills. September 2013.
This survey of MOOC and ODL literature aims to capture the state of knowledge and opinion about MOOCs and ODL, how they are evolving, and to identify issues that are important, whether consensual or controversial.

Massive Open Online Course (MOOC) Report 2013

Barney Grainger, University of London International Academy. 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction
to subjects we offer as full degrees.
This report includes : "University of London International Programmes MOOC development and design, University of London International Programmes MOOC demographic profile, University of London International Programmes MOOC usage, Lessons learned"

大规模在线课程(MOOC)全球趋势及对中国的意义

王嘉华, 王靖. Accenture. 2013
大规模公开在线课程(MOOC:Massive Open Online Course)是在新兴的网络和视频通信技术推动下,出现的针对大规模人群的在线教育模式,其特点是规模大和平台的开放性。此外,从MOOC模式的运作方式看,其最大的特点就是颠覆了传统的由政府/学校将出资、教学、管理、课程内容等功能融为一体的方式,转而由具有不同专业技能的机构/实体负责不同的环节。对于中国这样一个教育资源缺乏、教育资源分配不均衡性明显的国家,如何把握对MOOC的应用有着非常实际的意义的。本文旨在介绍MOOC在全球的发展,以及埃森哲对中国在线教育发展的一些建议。

What Massive Open Online Courses Have to Offer K-12 Teachers and Students.

Dr. Rick Ferdig. The Michigan Virtual Learning Research Institute. 2013
The report examines the relatively new education delivery model of massive open online courses (MOOCs) and begins the conversation about the potential impacts of this model on K-12 education.
The release of this report coincides with the launch of a MOOC running from October 7 to November 8. This free course, “K-12 Teaching in the 21st Century,” is aimed at high school students, pre-service teachers and in-service teachers who are interested in a conversation about using 21st century tools for teaching. The experience is designed to provide participants with a deeper understanding of MOOCs, along with an introduction to emerging and free technologies such as presentation media, online artifact creation, and collaboration innovations.

Massive Open Online Courses (MOOCs): A Primer for University and College Board Members

Brian D. Voss. March 2013.
The environment in which MOOCs and other forms of online education operate is changing virtually every day. Based upon a presentation given to the board of directors of AGB, this white paper is an effort to give board chairs, presidents, and others some context to help guide discussions on their own campuses.
Author Brian Voss is the vice president and CIO at the University of Maryland’s flagship campus in College Park and also a member of the EDUCAUSE board of directors, serving as vice chair for 2013.
Contents: "Is This Time Different?, A Primer on MOOCs, How MOOCs Work, What Remains to Be Seen, Issues to Consider, The Key Challenges, Issues for Boards"

Introduction to MOOCs: Avalanche, Illusion or Augmentation?

UNESCO, July 2013
The New York Times labeled 2012 ‘The Year of the MOOC’. Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over 5 million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery.
This Policy Brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development.

MOOCs: Massive Open Online Courses. European University Association Occasional Paper. An update on developments in fi...

Michael Gaebel, EUA. March 2014
EUA has published its second Occasional Paper on the topic of Massive Open Online Courses (MOOCs).
A follow-up to the first paper published at the beginning of 2013, it is designed to inform and update EUA member universities and other interested stakeholders on the broad range of MOOCs developments that have taken place in recent months particularly in Europe and North America, but also more widely.
Focal points from paper presentation:
• financial aspects of MOOCs (incl. costs of production and maintenance);
• implications for both learning and teaching;
• and the question of awarding credits for MOOCs.

Beyond MOOCs: Sustainable Online Learning in Institutions

Li Yuan, Stephen Powell and Bill Olivier. cetis. January 2014
The critical discourse emerging around MOOCs is providing an opportunity for institutions to develop a more strategic approach to online learning. This includes enhancing existing classroom teaching practices, promoting institutional reputation and developing new revenue models. There are indications that some MOOCs are becoming more focussed on corporate training, which suggests that they may not pose a immediate threat to the existing pedagogical, revenue or business models of higher education institutions (HEIs). The number of Massive Open Online Courses (MOOCs) will continue to grow with the development of credit bearing courses likely to be a trend.
The findings from this report are summarised in three sections: key themes that have emerged from the MOOC experiment, opportunities that institutions should consider exploring, and longer-term strategic considerations and likelihood that this will happen for institutions.

MOOCs: Expectations and Reality

Fiona M. Hollands, Devayani Tirthali. Center for Benefit-Cost Studies of Education. May 2014
To date, there has been little evidence collected that would allow an assessment of whether MOOCs do indeed provide a cost-effective mechanism for producing desirable educational outcomes at scale. It is not even clear that these are the goals of those institutions offering MOOCs. This report investigates the actual goals of institutions creating MOOCs or integrating them into their programs, and reviews the current evidence regarding whether and how these goals are being achieved, and at what cost.

Disruptor, Distracter, or What? : A Policymaker's Guide to Massive Open Online Courses (MOOCS)

Andrew P. Kelly. Bellwether Education Partners. MAY 15, 2014
Massive open online courses (MOOCs) are a new form of digital learning that has enthralled some, infuriated others, and changed the conversation about higher education in the U.S. and abroad. Lost in this polarizing debate is a clear assessment of how this new medium is actually affecting postsecondary education and how it could be used in the future.
In this paper, Andrew P. Kelly clarifies the debate around the purpose and potential of MOOCs. Kelly argues that MOOCs are neither a panacea nor a passing fad, and instead, can serve as a tool for enhancing higher education and career training if properly deployed.

2014 OPEN EDUCATION TREND REPORT

SURF. March 2014
This third edition of the SURF Open Education Trend Report was compiled by the Open Education Special Interest Group, and features contributions by experts from the Dutch higher education sector.
The global development towards open education dates back more than ten
years. In 2006, several Dutch universities followed suit with the publication of
OpenCourseWare. Although several institutions had already embraced the concept of open education for some time, the issue seems to have truly taken hold in the Dutch higher education sector since 2013, largely due to the growing popularity of Massive Open Online Courses (MOOCs).

European MOOC Stakeholder Summit 2014

P.A.U. Education. 2014
Proceedings document published in collaboration with eLearning Papers, a digital publication on eLearning by Open Education Europa (www.openeducationeuropa.eu), a portal created by the European Commission to promote the use of ICT in education and training.

MOOCS AND THE FUTURE OF INDIAN HIGHER EDUCATION

Prof. B N Jain, Girish Gopalakrishnan, Lokesh Mehra, Mohan Kannegal, Manish Upadhyay, Rajesh Pankaj and Viplav Baxi. FICCI Vision Paper, July 2014
The paper divides the Higher Education systems into three sectors – formal, non-formal and informal – and sets the context for MOOCs to be leveraged in each of these sectors. MOOCs can play a transformative role each of the three sectors. The report describes each sector and outlines how MOOCs can be leveraged to fulfil needs in that sector. We then proceed to identify specific ways in which MOOCs can be used within each sector, illustrating them with vignettes or examples of use. In conclusion, the report proposes a mechanism to execute the vision through the establishment of an initiative that shall educate and empower stakeholders to adopt MOOCs.

THE MOOC MODEL FOR DIGITAL PRACTICE

Alexander McAuley, Bonnie Stewart, George Siemens and Dave Cormier. 2010

國際教育信息化發展 2013地平線報告 (高等教育版)

New media consortium, EDUCASE Learning initiative合著, 北京開放大學翻譯. 2013
The tenth edition describes annual findings from the NMC Horizon Project, a decade-long research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning.
The 2013 Horizon Project Higher Education Advisory Board initially voted on the top 12 emerging technologies — the result of which is documented in this a interim report: the NMC Horizon Project Short List > 2013 Higher Education Edition. This Short List then helped the advisory board narrow down the 12 technologies to six for the full publication. Those results are available in the official Preview.

Interactive Online Learning on Campus : Testing MOOCs and Other Platforms in Hybrid Formats in the University System ...

Rebecca Griffiths, Matthew Chingos, Christine Mulhern, Richard Spies. July 10, 2014 .
Ithaka S+R has now published Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Courses in the University System of Maryland. Looking specifically at how faculty in the USM incorporated MOOCs and OLI into their courses, our report points to several positive outcomes:
1) Using MOOC and OLI courses in hybrid formats, faculty were able to achieve outcomes comparable to traditionally taught sections with, on average, considerably reduced class time
2) Students in these hybrid sections fared as well or (using OLI) slightly better than students in traditional sections in terms of pass rates, scores on common assessments, and grades;
3) These findings held true for academically at risk students as well, including those from low-income families, under-represented minorities, first-generation college students, and those with weaker academic preparation.

Understanding Massive Open Online Courses

June 2013. Glasgow Caledonian university, UK. Allison Littlejohn

UBC successfully delivered fve massive open online courses (MOOCs) in
the spring and summer of 2013. Individual MOOCs incorporated diferent pedagogical design strategies to achieve their desired learning outcomes and course objectives. The pilot MOOCs lasted from fve to eleven weeks and provided tens of thousands of learners worldwide, including over 8,100 students who earned certifcates for completing the courses, with an opportunity to engage with UBC instructors and learning materials.

The University of Melbourne entered into an agreement with Coursera in September 2012 to offer massive open online courses through Coursera’s platform.The University released its first MOOC – Principles of Macroeconomics – in early 2013 and since this time it has designed, developed and delivered a further ten MOOCs. Seven more MOOCs are destined for release in late 2014 and early 2015. The MOOCs produced by the University of Melbourne showcase its broad research and teaching expertise. The report presents simple “data snapshots” of each of the University of Melbourne’s MOOCS that have been delivered up to June 2014.