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Technical Analysis of Moocs Technical Analysis of MOOCs Onița Mihai 1, Mihăescu Vlad 1, Vasiu Radu 1 1 Politehnica University Timisoara, Piata Victoriei No 2, Timisoara, Romania Abstract – Lately, the globalization and course called Connectivism and Connective massification of higher education offer involved more Knowledge as the first MOOC - Massive Open and more e-learning techniques inside universities. The Online Course (CCK08), based on connectivist article brings a perspective on our analyses of different pedagogy [5]. The course aimed to foster the trends in online education, especially MOOCs (Massive affordances of social and participatory media. It Open Online Courses). Our research raised some questions, which are answered in this article, such as: relied on the benefits of scale through significant What are the most important players/MOOCs? How interaction with a distributed network of peers. can educational video content be classified? We analyse Participants were encouraged to use a variety of the technological particularities of MOOCs and focus technologies, to reflect on their learning and to more on what we think to be one of the main pillars of interact with others. There was no “right way” e-learning, the video lectures, offering our findings, through the course; the emphasis was on together with recommendations for future MOOC personalized learning through a personal learning creators. environment. The course attracted a number of Keywords – MOOC, video lectures, audio-video around 2,200 people [5]. metadata, video distribution platform, profile MOOCs are usually divided into two different technology. types: cMOOC is based on distributed learning and connectivism, a theory of learning, whereas 1. MOOC definition and terms xMOOCs, the most often we encounter, lean towards behaviorism and use more conventional instructor - MOOC is an acronym for Massive Open Online centered delivery methods with objective assessment Course, where: and automated grading. George Siemens, one of the • Massive refers to the potential of extremely original MOOC facilitators, describes them: large enrollments; thousands of students “cMOOCs focus on knowledge creation and register from all over the globe [1]; generation, whereas xMOOCs [1]. The xMOOCs • Open can refer to the methods, tools and all have a formal (traditional) course structure and flow content [2]; it can also be related to the while the cMOOCs have some content as a starting enrollment of anyone who has Internet access point and then the learners are expected to create and regardless of their prior learning; extend the content. Cormier [6] defined five steps for • Online, as Decker [1] says, is the mean of success for a connectivist MOOC [7]: orient, declare, content delivery. From Levine’s perspective network, cluster and focus. xMOOCs have been “Online is not just where it lives, but Internet criticized for lacking any innovation in what culture is woven into the course itself as an pedagogy is concerned. However, it has a huge ethos”; success amongst students, possibly because of the • The Course implies some non-official effervescent nature of their discussion forums and agreements/conventions of how it operates (the their available learning tools and virtual laboratories start and end of it, design, credits, distribution [8]. They have been criticized for adopting a methods, type of video lectures chosen etc.). knowledge transmission model; in essence, they are considered to be technology-enriched traditional The original aim of MOOCs was to open up teacher-center instruction [9], or as Caulfield [10] put education and provide free access to university level it, the intersection of Wall Street and Silicon Valley. education for as many students as possible. In One of the big advantages of MOOCs is the contrast to traditional university online courses, possibility of users to connect no matter what their MOOCs have two key features [3]: expertise, age or background. No one who wishes to • Open access - anyone can participate in an participate is excluded and students negotiate the online course for free; extent and nature of their participation according to • Scalability - courses are designed to support an their individual needs and wishes, regardless of indefinite number of participants. whether those needs are defined, for example, by The term was probably first used during a Skype personal interest or workplace requirements. From a conversation between Cormier and Siemens [4]. In theoretical perspective, this creates a very broad form 2008, Siemens and Downes delivered an online of “legitimate peripheral participation” [11], which 60 TEM Journal – Volume 4 / Number 1 / 2015 www.temjournal.com allows individuals to be drawn into the community of the world by bringing education to places that can’t practice at whatever rate, is comfortable. The first be reached today,” said Dr. Thrun [15]. generation of MOOCs, sometimes called cMOOCs, In the last years we were engaged in online were aimed at maximizing connections between learning at different levels, developing, managing learners, whereas the xMOOCs that emerged in 2012 and participating in various e-learning platforms: adopted a behaviorist, top-down style of teaching. https://cv.upt.ro,http://www.vicadis.net,http://www.e The present phase of evolution is marked by the -start.ro,http://www.proiectconcord.ro. multiplication of MOOCs initiatives across the world Our experience is manifested totally online or as (e.g. the IITs in India, FutureLearn in the UK, Angel [16] said: “flipped or hybrid or just lecture OpenUpEd across Europe) and the trend to give capture for on-demand reply”. We have been credit to successful students [12]. following the MOOC movement and in the above Distance education has done a long journey since context, questions inevitably arose: Who are the most the postal correspondence study. The evolution is important players/MOOCs in educational area? How remarkable, and the new technologies continuously can educational video content be classified? What developed, make us believe that even better e- types of video lectures are used in a platform? What learning platforms will emerge. The discussion about are the main audio-visual metadata specific for an openness remains “open”, but we tend to think that educational video? What video distribution solution this is more of an OCW open than a company based is used in MOOCs applications? What is the MOOC open. There are only 13% MOOCs that are technology profile of these platforms (Server truly open [13] and this makes one wonder if the Information, Content Management System - CMS, commercial type of MOOCs are really part of OER Framework etc.)? (Open Educational Resources) or are just using the open mirage as an entrance in the education market. 2. Technological profile of MOOCs However, it is undoubtable, from our point of view, that the benefits of the education materials these Our first goal was to establish a list of the most platforms provide (by themselves or their university popular educational platforms that align to the partners), are not to be neglected. Even though, only MOOC paradigm. The classification criteria was six years passed, since the first MOOC, CCK08, based on: the number of existing courses in a appeared, the behavioral habits of MOOC users have platform, global users number, popularity, Alexa evolved [14]. The number of online educational actionable analytics for the web, literature platforms increased, the teaching and communication suggestions and recommendations made by the primordial element remaining the video, although in specialists in e-learning topics [17]. practice and in terms of instructional view it is We gathered up everything we have been difficult to adapt a classic course material to the analyzing, reading and searching for. People who video paradigm. It is necessary to redesign the course have time, motivation and a desire for free education and to restructure its content. “The vision is: change [18] can choose from our list, presented below in alphabetical order: Table 1.MOOCs list Name Hyperlink Logo Acade.me http://acade.me Alison http://alison.com Canvas Network https://www.canvas.net Code_cademy http://www.codecademy.com Coursera https://www.coursera.org Creative https://www.creativelive.com edX https://www.edx.org Eliademy https://eliademy.com France http://www.france-universite- UniversiteNumeriqe numerique.fr/moocs.html FutureLearn https://www.futurelearn.com iDESWEB http://idesweb.es iversity https://iversity.org TEM Journal – Volume 4 / Number 1 / 2015. 61 www.temjournal.com Khan Academy https://www.futurelearn.com MiriadaX https://www.miriadax.net MOOEC http://www.mooec.com/ MRUniversity http://mruniversity.com Novoed https://novoed.com Open2Study https://www.open2study.com OpenHPI https://open.hpi.de OpenLearning https://www.openlearning.com P2PU https://p2pu.org/en Standford http://online.stanford.edu TedEd http://ed.ted.com Udacity https://www.udacity.com Udemy https://www.udemy.com Unimooc http://unimooc.com Veduca http://www.veduca.com.br According to Avangate [19], alexa.com represents Each system has its own unique advantages to a ranking system that displays information about the offer: frequency of visits on specific Web sites. The • Content management systems with respect to algorithm is based on the amount of traffic recorded the flexibility of the management and delivery over a period of three months and includes two of learning content; parameters, reach and page views. The reach is a • Collaborative platforms
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