TY  - BOOK
AU  - Pomerol,Jean-Charles
AU  - Epelboin,Yves
AU  - Thoury,Claire
TI  - MOOCs: design, use and business models 
T2  - Focus series
SN  - 9781119081296
AV  - LB1044.87 .P66 2015eb
U1  - 371.3344678 23
PY  - 2015///
CY  - London, UK, Hoboken, NJ
PB  - ISTE Ltd, John Wiley and Sons, Inc.
KW  - MOOCs (Web-based instruction)
KW  - Distance education
KW  - Education, Higher
KW  - Computer-assisted instruction
KW  - Open learning
KW  - EDUCATION
KW  - Administration
KW  - General
KW  - bisacsh
KW  - Organizations & Institutions
KW  - fast
KW  - Electronic books
N1  - Includes bibliographical references and index; Cover; Title Page; Copyright; Contents; Acknowledgements; 1: What is a MOOC?; 1.1. From distance learning to MOOCs; 1.2. What is a MOOC?; 1.3. xMOOCs, cMOOCs and other SPOCs; 1.3.1. xMOOCs; 1.3.2. cMOOCs; 1.3.3. SPOCs; 1.3.4. SOOCs; 2: How to Construct a MOOC; 2.1. From a conventional course to a MOOC; 2.2. Human resources for the building of a MOOC; 2.2.1. Teaching staff; 2.2.2. Instructional designer; 2.2.3. Video; 2.2.4. Graphic designers and webmasters; 2.2.5. Integrator; 2.2.6. Testers; 2.2.7. Project manager; 2.3. Steps involved in mounting a MOOC; 2.3.1. Announcements; 2.4. Resources required2.5. Post-construction tasks; 2.6. Amount of human resources required for the construction of a MOOC; 2.6.1. For teachers; 2.6.2. Teaching support staff; 2.6.3. Technical support staff; 2.7. Cost of a MOOC; 2.7.1. Logistics; 2.7.2. Software platform; 2.7.3. Hardware platform; 2.7.4. Human resources; 3: A MOOC for Whom and for What Purposes?; 3.1. Audiences; 3.1.1. MOOCs at university; 3.1.2. Lifelong learning; 3.2. Proper use of MOOCs; 3.2.1. MOOCs as instruments of communication; 3.2.2. MOOCs, distance learning and initial training; 3.2.3. MOOCs and continuing education3.3. Assessment of learners and certification; 3.4. Following of MOOCs and "tutored" MOOCs; 4: Financing and Development of MOOCs; 4.1. What benefits do MOOCs bring, and what profits can be made?; 4.1.1. In universities; 4.1.2. Continuing education; 4.1.3. Value of data; 4.2. Financing of MOOCs; 5: MOOCs and Higher Education; 5.1. MOOCs and universities; 5.1.1. What is a university?; 5.1.2. Who is the target market for a university?; 5.1.3. Which universities?; 5.1.4. MOOCs in universities and the "educational revolution"; 5.1.5. The end for universities?; 5.2. MOOCs and lifelong learning5.2.1. At present, which are the largest groups of MOOC users?; 5.2.2. Various uses for MOOCs; 6: Conclusions: What Does the Future Hold for MOOCs?; 6.1. "To MOOC or not to MOOC"?; 6.2. Why and for whom should MOOCs be developed?; 6.3. What can be done to support the development of MOOCs?; 6.3.1. Hardware and software platforms; 6.3.2. Encouragement of developers; 6.4. What can be done to support the users of MOOCs?; 6.5. A step towards digital learning houses (DLHs); Bibliography; Glossary of Terms; Index
N2  - MOOCs (Massive Online Open Courses) are shaking up the traditional forms of primary and continuing education and training. These new distance teaching tools which take advantage of the Web and social network revolution are making us think again about how we teach and learn. However, for all that, do they constitute a threat to universities and schools, or are they just a new tool to change the traditional classroom? This book brings together answers to the questions most often posed: Is the MOOC really new or is it just a modern form of distance education? What is a MOOC, how does it d
UR  - http://onlinelibrary.wiley.com/book/10.1002/9781119081364
ER  -