![\"Print\"](\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\")
<\/a>\r\n\r\n[caption id=\"attachment_844\" align=\"aligncenter\" width=\"744\"]<\/a>\r\n\r\n[caption id=\"attachment_844\" align=\"aligncenter\" width=\"744\"]![\"Figure](\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/11\/Daphne-Koller-2-1024x539.jpg\")
<\/a> Figure 5.1.1 Daphne Koller's TED talk, 2012[\/caption]\r\nTo see this YouTube video, click on the graphic. For a response to this video, see: 'What's right and what's wrong with Coursera-style MOOCs'.<\/a><\/p>\r\nThe term MOOC was used for the first time\u00a0in 2008 for a course offered by the Extension Division of the University of Manitoba in Canada. This non-credit course,\u00a0Connectivism and Connective Knowledge<\/i> (<\/span>CK08<\/i>) was designed by George Siemens, Stephen Downes and Dave Cormier. It enrolled<\/span>\u00a027 on-campus students who paid a tuition fee but was also offered online for free. Much to the surprise of the instructors, 2,200 students enrolled in the free online version. Downes classified this course and others like it that followed as connectivist or cMOOCs, because of their\u00a0design\u00a0(Downes, 2012<\/a>).\r\n\r\nIn the fall of 2011, two computer science professors\u00a0from Stanford University, Sebastian Thrun and Peter Norvig, launched a MOOC on The Introduction to AI <\/em>(artificial intelligence)\u00a0that\u00a0attracted over 160,000 enrollments, followed quickly by two other\u00a0MOOCs, also in computer sciences, from Stanford instructors Andrew Ng and Daphne Koller. Thrun went on to found Udacity<\/a>, and Ng and Koller established Coursera<\/a>. These are\u00a0for-profit companies\u00a0using their own specially developed\u00a0software that enable massive numbers of registrations and a platform for the teaching.\u00a0Udacity and Coursera formed partnerships with other leading universities where the universities pay a fee to offer their own\u00a0MOOCs through these platforms. Udacity more recently has changed direction and is now focusing more on the vocational and corporate training market.\r\n\r\nThe Massachusetts Institute of Technology (MIT) and Harvard University<\/a> in March 2012 developed an open source platform for MOOCs called edX<\/a>, which also acts as a platform for online registration and teaching. edX has also developed partnerships with leading universities to offer MOOCs without direct charge for hosting their courses, although some may pay to become partners in edX. Other platforms for MOOCs, such as the U.K. Open University's\u00a0FutureLearn<\/a>, have also been developed. Because the majority of MOOCs offered through these various platforms are\u00a0based mainly on video lectures and computer-marked tests, Downes has classified these\u00a0as\u00a0xMOOCs, to distinguish them from the more connectivist cMOOCs.\r\n\r\nIn March, 2015\u00a0there were just over 4,000 MOOCs globally, of which just over 1,000\u00a0were\u00a0from European institutions<\/a>.\r\n To see this YouTube video, click on the graphic. For a response to this video, see: ‘What’s right and what’s wrong with Coursera-style MOOCs’.<\/a><\/p>\n The term MOOC was used for the first time\u00a0in 2008 for a course offered by the Extension Division of the University of Manitoba in Canada. This non-credit course,\u00a0Connectivism and Connective Knowledge<\/i> (<\/span>CK08<\/i>) was designed by George Siemens, Stephen Downes and Dave Cormier. It enrolled<\/span>\u00a027 on-campus students who paid a tuition fee but was also offered online for free. Much to the surprise of the instructors, 2,200 students enrolled in the free online version. Downes classified this course and others like it that followed as connectivist or cMOOCs, because of their\u00a0design\u00a0(Downes, 2012<\/a>).<\/p>\n In the fall of 2011, two computer science professors\u00a0from Stanford University, Sebastian Thrun and Peter Norvig, launched a MOOC on The Introduction to AI <\/em>(artificial intelligence)\u00a0that\u00a0attracted over 160,000 enrollments, followed quickly by two other\u00a0MOOCs, also in computer sciences, from Stanford instructors Andrew Ng and Daphne Koller. Thrun went on to found Udacity<\/a>, and Ng and Koller established Coursera<\/a>. These are\u00a0for-profit companies\u00a0using their own specially developed\u00a0software that enable massive numbers of registrations and a platform for the teaching.\u00a0Udacity and Coursera formed partnerships with other leading universities where the universities pay a fee to offer their own\u00a0MOOCs through these platforms. Udacity more recently has changed direction and is now focusing more on the vocational and corporate training market.<\/p>\n The Massachusetts Institute of Technology (MIT) and Harvard University<\/a> in March 2012 developed an open source platform for MOOCs called edX<\/a>, which also acts as a platform for online registration and teaching. edX has also developed partnerships with leading universities to offer MOOCs without direct charge for hosting their courses, although some may pay to become partners in edX. Other platforms for MOOCs, such as the U.K. Open University’s\u00a0FutureLearn<\/a>, have also been developed. Because the majority of MOOCs offered through these various platforms are\u00a0based mainly on video lectures and computer-marked tests, Downes has classified these\u00a0as\u00a0xMOOCs, to distinguish them from the more connectivist cMOOCs.<\/p>\n In March, 2015\u00a0there were just over 4,000 MOOCs globally, of which just over 1,000\u00a0were\u00a0from European institutions<\/a>.<\/p>\n![\"Print\"](\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\")
<\/a><\/p>\r\nReferences<\/h2>\r\nDownes, S. (2012) Massively Open Online Courses are here to stay, Stephen's Web<\/a>, July 20","rendered":"
<\/a><\/p>\n<\/a><\/a><\/p>\nReferences<\/h2>\n