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By Zachary A. Pardos and Emily Schneider


The moocshop surveys the rapidly expanding ecosystem of Massive Open Online Courses (MOOCs). Since late 2011, when enrolment for Stanford’s AI class went viral, MOOCs have been a compelling and controversial topic for university faculty and administrators, as well as the media and blogosphere. Research, however, has played a relatively small role in the dialogue about MOOCs thus far, for two reasons. The first is the quickly moving landscape, with course scale and scope as the primary drivers for many stakeholders. The second is that there has yet to develop a centralized space where researchers, technologists, and course designers can share their findings or come to consensus on approaches for making sense of these emergent virtual learning environments. Enter the moocshop. Designed to foster cross-institutional and cross-platform dialogue, the moocshop aims to develop a shared foundation for an interdisciplinary field of inquiry moving forward. Towards this end, we invited researchers, technologists, and course designers from universities and industry to share their work on key topics, from analytics to pedagogy to privacy. Since the forms and functions o

Year: 2014
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