FULLFORM WHAT IS A MOOC MOOC is a

FULLFORM:

WHAT IS A MOOC? • MOOC is a online course which is opened to everyone who is willing to learn. • MOOC is a free education system that is open and has no age restriction.

WHO GIVES THE COURSE? • Universities throughout the world give MOOCs through various profitbased or non profit organizations or websites.

WHO GETS BENIFITED? • Can learn from the best teachers from the best universities of the world. • Can make their own MOOC and teach students across the globe. • Can learn more about teaching skills.

High school Undergraduate Graduate Others 27% 8% 5% 60%

SOME COMMON LEARNING SITES: . 1 https: //www. udemy. com/. 2 https: //www. udacity. com/. 3 https: //www. p 2 pu. org/. 4 https: //www. khanacademy. org/. 5 http: //www. w 3 schools. com/. 6 https: //www. edx. org. 7 https: //www. coursera. org

How it get started? Moocs came in existance because of the need of a better informal educational system which would be open, free , broad and easier to be used.

-Mooc was first given by the American universities then by American colleges then by Australian Universities. -England was the first country to start MOOCs in Europe.

• Startup Veduca launched the first MOOCs in Brazil, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury. [88] In the first two weeks following the launch at Polytechnic School of the University of São Paulo, more than 10, 000 students enrolled.

• On 16 March 2015, the University of Cape Town launched its first MOOC, Medicine and the Arts on the UK-led platform, Futurelearn. It was the first african MOOC.

HISTORY IN ASIA • A course billed as "Asia's first MOOC" given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17, 000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies.

• Then the Universities from japan and China have started giving MOOCs. • Recently IIT BOMBAY of india has given the first MOOC from SAARC region.

• Following the 2011 launch of three stanford x. MOOCs, including Introduction Into AI, launched by Sebastian Thrun and Peter Norvig a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013 dozens of universities had affiliated with MOOCs, including many international institutions. In addition, some organisations operate their own MOOCs – including Google's Power Search.

• At the present conditions students from developed countries have used it more frequently than others. • The data provided by Coursera about its membership shares is: • United States 27. 7% • India 8. 8% • Brazil 5. 1% • United Kingdom 4. 4% • Spain 4. 0% • Canada 3. 6% • Australia 2. 3% • Russia 2. 2% • Rest of world 41. 9%

• One of the first MOOC in 2008 had 2200 registered members but only 150 of them appeared the final tests and the same trend of having less than 10% completion rate is seen till now. • This is a great oppertunity for us but we are not ready to use it.

The MOOC Guide suggests five possible challenges for c. MOOCs: • Relying on user-generated content can create a chaotic learning environment • Digital literacy is necessary to make use of the online materials • The time and effort required from participants may exceed what students are willing to commit to a free online course • Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control • Participants must self-regulate and set their own goals

These general challenges in effective MOOC development are accompanied by criticism by journalists and academics. • Some dispute that the "territorial" dimensions of MOOCs have received insufficient discussion or databacked analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; 3. the need for territory-specific study of locally relevant issues and needs.

• MOOCS GIVING DEGREES ARE MOODS. • Massive Open Online Degree. • In the fall 2014 Georgia Institute of Technology launched the first MOOD (Master's degree) in computer science for $7000 by partnering with Udacity and AT&T