MOOCs

Jean-Charles Pomerol is Emeritus Professor at Pierre and Marie Curie University in Paris, France and previously President of the Université Numérique des Sciences de la Santé et du Sport (UNF3S), a French-language digital university covering the fields of medicine, pharmacology, dentistry and sports science.Yves Epelboin is Emeritus Professor at Pierre and Marie Curie University in Paris, France. He was previously head of Digital Teaching and Learning at UPMC.Claire Thoury is a PhD student in sociology.

• Acknowledgements ixChapter 1 What Is a Mooc? 11.1 From distance learning to MOOCs 11.2 What is a MOOC? 51.3 xMOOCs, cMOOCs and other SPOCs 101.3.1 xMOOCs 111.3.2 cMOOCs 121.3.3 SPOCs 161.3.4 SOOCs 17Chapter 2 How to Construct a Mooc 192.1 From a conventional course to a MOOC 192.2 Human resources for the building of a MOOC 212.2.1 Teaching staff 212.2.2 Instructional designer 222.2.3 Video 232.2.4 Graphic designers and webmasters 242.2.5 Integrator 252.2.6 Testers 252.2.7 Project manager 262.3 Steps involved in mounting a MOOC 262.3.1 Announcements 272.4 Resources required 302.5 Post-construction tasks 332.6 Amount of human resources required for the construction of a MOOC 352.6.1 For teachers 362.6.2 Teaching support staff 382.6.3 Technical support staff 402.7 Cost of a MOOC 422.7.1 Logistics 422.7.2 Software platform 422.7.3 Hardware platform 432.7.4 Human resources 45Chapter 3 a Mooc for Whom and For What Purposes? 493.1 Audiences 493.1.1 MOOCs at university 503.1.2 Lifelong learning 513.2 Proper use of MOOCs 533.2.1 MOOCs as instruments of communication 533.2.2 MOOCs, distance learning and initial training 553.2.3 MOOCs and continuing education 583.3 Assessment of learners and certification 583.4 Following of MOOCs and “tutored” MOOCs 63Chapter 4. Financing and Development of Moocs 714.1 What benefits do MOOCs bring, and what profits can be made? 714.1.1 In universities 714.1.2 Continuing education 724.1.3 Value of data 744.2 Financing of MOOCs 76Chapter 5 Moocs and Higher Education 835.1 MOOCs and universities 845.1.1 What is a university? 845.1.2 Who is the target market for a university? 845.1.3 Which universities? 865.1.4 MOOCs in universities and the “educational revolution” 875.1.5 The end for universities? 915.2 MOOCs and lifelong learning 945.2.1 At present, which are the largest groups of MOOC users? 955.2.2 Various uses for MOOCs 98Chapter 6 Conclusions: What Does The Future Hold for Moocs? 1016.1 “To MOOC or not to MOOC”? 1016.2 Why and for whom should MOOCs be developed? 1056.3 What can be done to support the development of MOOCs? 1106.3.1 Hardware and software platforms 1106.3.2 Encouragement of developers 1126.4 What can be done to support the users of MOOCs? 1146.5 A step towards digital learning houses (DLHs) 115Bibliography 117Glossary 121Index 125