eduMOOC OERu Planning Group

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Icon objectives.jpg
The purpose of this page is to aggregate relevant resources with reference to responding to the issues and questions highlighted during our brainstorm of the list of objectives for our eduMOOC OERu study and planning group.

The aim of this page is to generate a list of resources drawing on the research and practical experience needed to help us identify the strengths and weaknesses of the MOOC model with the view to providing recommendations for the design of the OERu delivery model. This will include resources on:

  • participation and attrition rates
  • suitability and transferability of the MOOC model for the OERu
  • issues pertaining to defining the curriculum or finding OERs to support learning
  • learner profiles and preparedness for MOOC learning
  • mobile learning
  • economics, sustainability and scalability of the model
  • digital and social media literacies
  • MOOC learner experiences
  • anticipated learner demographic of the OERu student cohort etc.

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Use this page to list web resources which are relevant to achieving our study group aims.
  1. List and provide a link for the resource below.
  2. Feel free to add new subheadings in alphabetical order
  3. Provide a brief annotation summarising the resource.
  4. If appropriate tell us why you listed the resource.
  5. Remember to sign your contribution by adding the wiki text -- ~~~~ or use the "insert signature" button in your toolbar.


  1. Please list resources relating to individual MOOCs, for example, CCK09 or mobiMOOC on the relevant MOOC case study page.

Higher education strategy and policy

  1. Clayton M. Christensen, Michael B. Horn, Louis Caldera and Louis Soares Disrupting College (2011) How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education. The central tenet of the report argues that online learning is a disruptive innovation in higher education. OER as an amplifier of the key drivers is not adequately addressed in the report but will add fuel to the fire of the constructs discussed. --Wayne Mackintosh 04:22, 1 July 2011 (UTC)

Access and completions

  1. Increasing College Completion Rates – Wrong Policy Emphasis?.Article in Open Education suggesting that widening access and improving college completion rates does not necessarily contribute to improved economic prosperity. --Wayne Mackintosh 22:48, 6 July 2011 (UTC)

MOOC designs

  1. McAuley, Stewart, Siemens and Cormier. 2010. The MOOC Model for digital practice, Research report published with funding support from the University of Prince Edward. A discursive report focusing on: How MOOCs relate to the digital economy; the implications of knowledge-making and what it means to know in a digital world, economic issues; prior knowledge and digital skills priviveledge by the MOOC model; factors limiting participation and developing effective digital citizenry. --Wayne Mackintosh 02:24, 28 June 2011 (UTC)
  2. Antonio Fini (2009), The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools, IRRODL Vol 10, No 5: Special Issue: Openness and the Future of Higher Education. Research reporting on a survey administered during the CCK08 MOOC. Survey items may be useful for planning and developing an OERu study group survey during eduMOOC. --Wayne Mackintosh 02:15, 28 June 2011 (UTC)
  3. MOOC Designs: A Partial History, Blog post by Tektrekker listing past MOOCs and selected links.
  4. Reflections on open courses, posted by George Siemens, August 2010. --Wayne Mackintosh 01:22, 4 July 2011 (UTC)
  5. Rita Kop (2011), The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. IRRODL Vol 12, No 3. Special Issue - Connectivism: Design and Delivery of Social Networked Learning. Generic research on MOOCs with both quantitative and qualitative data drawing on PLENK and CritLit --Wayne Mackintosh 01:45, 4 July 2011 (UTC)
  6. Rita Kop (2011) New Directions in Self Directed Learning on open Networked Learning Environments, Slideshare presentation. Submitted by Joyce McKnight via email list.
  1. Bell, F. (2011) Connectivism: Its Place in Theory-Informed Research and Innovation in Technolgy-Enabled Learning. International Review of Research in Open and Distance Learning. Volume 12, Number 3. Retrievable from web (accessed 20 May 2011). Short info: this paper looks at explore certain theories for future plans and actions in technology-enabled learning. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.--Ignatia / Inge de Waard 10:31, 6 July 2011 (UTC)
  1. Ravenscroft, A. (2011). Dialogue and Connectivism: A New Approach to Understanding and Proming Dialogue-Rich Networked Learning. International Review of Research in Open and Distance Learning. Volume 12, Number 3. Retrievable from web (accessed 20 May 2011). Short info: the paper argues that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. And this results in the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” --Ignatia / Inge de Waard 11:40, 6 July 2011 (UTC)
  1. Mackness, J. Williams, R. Mak, SFJ. (2010). Blogs and Forums as communication and learning tools in a MOOC This paper presents the findings of research carried out into the use of blogs and forums as communication and learning tools in Connectivism and Connective Knowledge (CCK08) MOOC. --Steph 02:47, 10 July 2011 (UTC)

MOOCs and Digital literacies

  1. New Learners? New Educators? New Skills? in the Handbook of Emerging Technologies for Learning, University of Manitoba.
  2. LLiDA Framework of Frameworks. The LLiDA project was a JISC funded research initiative into learning literacies for a digital age. Comprehensive framework of learning literacies including relevant links to relevant references. Particularly relevant for designing pedagogy and open learning support for the OERu. --Wayne Mackintosh 02:57, 5 July 2011 (UTC)

Open curriculum, structure and learning objectives

  1. Mackness, Mak & Williams (2010)The Ideals and reality of participating in a Mooc Participants learning experience during CCK08

Learner reflections

  1. In search of learning objectives. Blog post by Rebecca Hogue, self-confessed MOOC novice reflecting on a strategy to determine personal learning objectives. She suggests MOOC LOs should be focused, open and accessible rather than traditional SMART (Specific, Measurable, Achievable, Releant & Timely) framework. --Wayne Mackintosh 02:40, 28 June 2011 (UTC)
  2. In defense of lurking. Blog post by Jenny Mackness, challenges some ideas about lurking and non-visible participation --Steph 02:14, 10 July 2011 (UTC)
  3. CCK08 Course Evaluation and feedback - blog by Mike Bogle reflecting on his journey through CCK08 --Steph 07:20, 11 July 2011 (UTC)
  4. Lurking is Not a Static State - Sahana Chattopadhyay points to valuable lurking behaviours. "- Andreas Link 07:00, 22 July 2011 (UTC)"


  1. dall’Acqua, L (2010) CCK11 Survey. A survey conducted regarding individual experience, views and suggestions during CCK11 --Steph 19:43, 3 July 2011 (UTC)
  1. Survey results from MobiMOOC, two publicly accessible google docs: survey results of the survey put forward at the beginning of MobiMOOC: , and the survey results from the final survey: . --Ignatia / Inge de Waard 11:48, 6 July 2011 (UTC)