0:00:00.170,0:00:04.310 In this video, I want to give you a quick[br]introduction to the history of MOOCs. 0:00:04.310,0:00:07.100 How they came to be, and especially[br]focusing 0:00:07.100,0:00:09.320 on the mainstream evolution that led to[br]them. 0:00:11.160,0:00:13.670 For a long while now, many universities[br]have taped their 0:00:13.670,0:00:17.400 lectures and offered them on private or[br]public TV channels. 0:00:17.400,0:00:20.760 Some universities were even built around[br]distance learning. 0:00:20.760,0:00:23.920 For instance, I remember as a kid in the[br]'80's watching 0:00:23.920,0:00:28.470 on Sunday morning on the BBC Lectures of[br]the British Open University. 0:00:28.470,0:00:32.009 These lectures were great, and they are[br]still great fun to watch, if only 0:00:32.009,0:00:34.800 because you could see university[br]professors wearing 0:00:34.800,0:00:36.530 elephant pants straight out of the '70's. 0:00:38.700,0:00:42.350 Now, in a residential university, the[br]advantage to taped lectures would be 0:00:42.350,0:00:46.120 that these students can watch a class they[br]have missed or misunderstood. 0:00:47.530,0:00:50.890 At some point in the 2000s, this[br]transitioned to the Web. 0:00:50.890,0:00:54.020 Students could know watch classes on[br]demand with extra convenience. 0:00:55.650,0:00:57.750 But with the transition to the web,[br]professors 0:00:57.750,0:01:01.480 had now more flexibility and could do[br]something new. 0:01:01.480,0:01:04.580 They could post handouts on the website,[br]for instance. 0:01:04.580,0:01:05.880 This is a form of blended learning. 0:01:07.210,0:01:09.990 Or, if they had recorded the lecture one[br]year, 0:01:09.990,0:01:13.190 say in 2005, in 2006 for the new lecture. 0:01:14.210,0:01:18.330 They could put the old one, the 2005[br]lecture, online. 0:01:18.330,0:01:19.990 And decide to manage the class time 0:01:19.990,0:01:24.340 differently, in their new, live lecture in[br]2006. 0:01:24.340,0:01:28.300 Instead of covering that material like[br]they're always done, they 0:01:28.300,0:01:32.540 could start assuming that the students had[br]already watched the material. 0:01:32.540,0:01:36.380 And hold more interactive discussions and[br]challenge the students in class. 0:01:37.450,0:01:41.030 This is called flip teaching where the[br]goal of the instructor 0:01:41.030,0:01:44.520 is to make face time, with the students[br]most useful to them. 0:01:44.520,0:01:47.770 To try to engage them in active learning. 0:01:49.380,0:01:52.735 At the same time, if the lectures were[br]already recorded, it also 0:01:52.735,0:01:57.080 opened up the possibility of sharing all[br]their material with the world. 0:01:57.080,0:01:57.650 Why not do it? 0:01:58.810,0:02:02.664 This was done by MIT with Open Courseware,[br]where 0:02:02.664,0:02:07.600 they started to offer freely their regular[br]lectures online. 0:02:07.600,0:02:09.789 Starting in 2011, it became easier to 0:02:09.789,0:02:13.280 date things, because development vocalized[br]around Stanford. 0:02:14.470,0:02:17.540 Some professors there realized that their[br]lectures that were 0:02:17.540,0:02:22.080 available online, for the world, actually[br]attracted a huge audience. 0:02:22.080,0:02:24.760 In the tens of thousands of students, a[br]massive scale. 0:02:26.060,0:02:28.360 They decided to create their own startups. 0:02:28.360,0:02:31.210 Daphne Koller and Andrew Ng started[br]Coursera. 0:02:31.210,0:02:33.220 While Sebastian Thrun started Udacity. 0:02:34.430,0:02:36.230 However, unlike Open Coursework. 0:02:37.540,0:02:40.430 This company started offering certificates[br]and 0:02:40.430,0:02:43.730 raising large levels of venture capital[br]funding. 0:02:43.730,0:02:45.590 $85 million for Coursera. 0:02:46.780,0:02:51.330 American Universities sense a real threat[br]there, mostly in a certificate. 0:02:51.330,0:02:53.724 Suddenly, you can buy for hundreds of[br]dollars and 0:02:53.724,0:02:57.000 hard work, what usually required $40,000[br]and hard work. 0:02:59.300,0:03:03.000 As a response, Standford started Class to[br]Go and MIT started EDX. 0:03:04.310,0:03:09.530 EDX was set up as a non profit startup and[br]quickly Harvard, Berkeley, 0:03:09.530,0:03:13.763 and a bunch of other major schools joined[br]them on the portal, EDX.org. 0:03:15.230,0:03:19.049 Stanford even decided to drop Class2Go and[br]work with EDX, because 0:03:19.049,0:03:23.420 their software was open source and[br]available for anyone to use. 0:03:23.420,0:03:24.880 You can see them at Stanford Online. 0:03:26.610,0:03:30.660 These are Universities that compete on[br]everything else but there they 0:03:30.660,0:03:34.940 collaborated and injected money at levels[br]that matched adventure capital fund. 0:03:36.210,0:03:39.160 So, the situation at this stage is that[br]Coursera is 0:03:39.160,0:03:42.820 the major MOOC portal that has agreement[br]with around 100 universities. 0:03:44.090,0:03:46.950 Basing them, there is an unusual alliance[br]of the 0:03:46.950,0:03:51.120 world's most famous universities trying to[br]contract Coursera's dominance. 0:03:52.660,0:03:55.828 In addition, a bunch of other initiatives[br]have been 0:03:55.828,0:04:00.640 started in 2013, mostly divided among geo[br]political borders. 0:04:00.640,0:04:07.078 Future learning the UK Iversity in Germany[br][FOREIGN_LANGUAGE] in France, Miranda 0:04:07.078,0:04:12.910 X in Spain, and Portugal, and Latin[br]America, and EDRAAK in the middle east. 0:04:14.520,0:04:17.238 Now is that the whole picture for MOOCs. 0:04:17.238,0:04:21.519 No, this is only for so called xMOOCs, the[br]large scale classes. 0:04:22.560,0:04:25.980 In parallel, and even starting in 2008, a 0:04:25.980,0:04:29.760 whole different kind of MOOCs called[br]cMOOCs was developed. 0:04:29.760,0:04:32.360 The emphasis there was not on the scale,[br]but 0:04:32.360,0:04:35.229 rather on the c, which stands here for[br]connectivism. 0:04:36.620,0:04:40.860 I'm utterly unqualified to exactly define[br]what connectivism is. 0:04:40.860,0:04:42.920 But let me try to pass on my understanding[br]of it. 0:04:44.000,0:04:48.010 In some ways, C moocs, X moocs, sorry push 0:04:48.010,0:04:50.620 contents to the student, generally in the[br]form of video. 0:04:50.620,0:04:55.320 I intentionally put the video site above[br]to emphasize that it flows from 0:04:55.320,0:04:59.430 instructor to students, and that the[br]students are left on the forum to discuss. 0:05:00.780,0:05:04.970 Connectivism as I understand it highlights[br]the other direction. 0:05:04.970,0:05:09.600 In a cMooc the instructor should also[br]actively pool the best content 0:05:09.600,0:05:14.520 and ideas from the students and integrate[br]it in the course content. 0:05:14.520,0:05:18.590 In fact, this process should be as[br]decentralized as possible. 0:05:18.590,0:05:22.734 This means that the content aggregation,[br]production, and integration should also be 0:05:22.734,0:05:27.220 done by the students, that they should get[br]assistance to help their learning. 0:05:27.220,0:05:28.870 For instance, they should be helped to 0:05:28.870,0:05:31.560 make the important personal connections[br]with each other. 0:05:31.560,0:05:34.200 So they can build the content[br]collaboratively. 0:05:34.200,0:05:36.850 They should also be helped to connect with[br]external sources. 0:05:36.850,0:05:39.200 And, as it's unlikely, that all 0:05:39.200,0:05:41.780 the necessary information resides within[br]the class. 0:05:43.350,0:05:45.500 So I've now presented to you both cMOOCs[br]and 0:05:45.500,0:05:48.140 xMOOCs and tried to clarify the[br]distinction between them. 0:05:49.150,0:05:52.720 Many people try to blend the two models,[br]taking the best out of both types. 0:05:53.730,0:05:57.942 I find myself that the distinction between[br]pushing content in 0:05:57.942,0:06:01.530 an xMOOC and pulling ideas in a cMOOC[br]helps me. 0:06:01.530,0:06:03.150 So that distinction helps me a lot to 0:06:03.150,0:06:05.306 think of MOOCs and where they should be[br]going. 0:06:05.306,0:06:09.519 [BLANK_AUDIO]