1. Massive Open Online Courses
Professor Jenny Pange
Department of Pre-School Education, University of Ioannina

2. Moocs
“a course of study made available over the Internet free of charge to a very large number of people”
(Oxford Dictionaries Online)

3. MOOCs are online courses Are usually offered free
No limit on number of participants
Anyone can sign up
Usually do not offer official certification

4. MOOCs -history
The Open online courses known by the acronym MOOC evolved in the movement of open educational resources- GDP (Open Educational Recourses-OER). The first initiative sstarted in by universities such as MIT with the OpenCourseWare , a digital platform with open educational content.

5. Moocs-History
Gradually,  more institutions were involved and as of 2008 there has been a plethora of courses offered by the world's largest universities (Harvard, Berkley, MIT, Stanford, Yale, Cambridge and others)

6. MOOCs and Open Education Timeline πηγή:http://publications. cetis. ac

7. MOOCs servers EdX www.edx.org Coursera www.coursera.org
FutureLearn
Udemy
Udacity
Khan Academy
Iversity

8. Coursera
a nonprofit company that collaborates with more than 80 universities from around the world
Offers over 500 courses
has students from 190 countries
Is the main course provider with 22 million records in courses
As of 2014 it offers training courses with a fee 

9. EdX Offers over 140 courses Partnered with more than 30 universities
Is a non-profit organization founded by MIT and Berkley
All courses offered are free

10. FutureLearn Launched in 2012 by the UK Open University
Partnered with more than 20 universities and educational institutions
Already provides over 30 courses and more are added each year

11. Udemy Contains plenty of courses mainly technological ones
Most courses have a small fee
The platform gives the possibility to create and upload lessons
The courses are asynchronous
There are lessons in Greek

12. Udacity Is a non-profit organization founded in 2012
Offers courses in almost all fields of sciences
The courses are asynchronous
The courses are divided into three levels: Beginners, Intermediate and Advanced

13. Khan Academy
Covers the areas of natural sciences, humanities and Economics
The level of courses start from secondary education
The courses are asynchronous
Includes original  placement  test
Enables creation of groups for teaching

14. Iversity German online course delivery platform founded in 2013
Provides courses in English and in German
Partners with teachers or institutions who want to produce open courses

15. MOOCs- Paedagogy
Most MOOC providers have left the choice of pedagogical approach to the University that undertakes the creation of each lesson. The exception is EdX which has set strict criteria to partners for the creation of courses .

16. MOOCs- Paedagogy
Due to the nature and structure of the massive Open Online Courses the pedagogical th eory that underlies in most of them is ‘connectivism’. The ones that are more ‘traditional’ are clearly influenced by ‘constructivism’.

17. Conectivism Learning is a process of connecting information hubs.
Learning can be gained through "devices".
The ability to learn is more important than the existing knowledge.
The ability to discern correlations between scientific fields, ideas and opinions are catalytic.
The goal of all conectivism processes is the acquisition of modern knowledge.
Decision making is by itself a learning process.

18. Teacher’s role in MOOCs
A new drive between students  and teacher directed mainly by the massiveness, the diversity and heterogeneity of the student groups.

19. Teacher’s role in MOOCs
Is responsible for the educational material
Monitors forums, highlights the most interesting or important messages
Sends  s and  newsletters
Gives general guidelines for the tasks or tests
Proposes alternative sources of information
Gives guidelines of the course

20. Teacher’s role in MOOCs
Does not solve questions
Does not explain
Does not correct
Does not respond to s
Has no direct contact with the student

21. teacher assistant Τ.Α Actively participates in forums
Replies to s
Solves questions
Helps in technical or procedural problems
Supports or encourages

22. Changes in Teacher’s role
The use of technology helps the teacher to focus more on content than on cumbersome tasks undertaken by the computer. (e.g. automatic correction)
The Group of students does not have the structure of traditional education, it  is a dynamic and heterogeneous group evolving during the course.

23. Changes in Teacher’s role
The promotion of sociability (participation in forums, working g roups, etc.) is essential in MOOCs in contrast to the traditional education as the risk of isolation is greater.
Do you enjoy interacting with other students on Coursera?
Yes, I enjoy interacting with other students on Coursera 34%
No, I do not usually interact with other students on Coursera 60%
No, I do not enjoy interacting with other students on Coursera 6%
Πηγή: coursera poll 15/10/2013

24. Changes in Teacher’s role
In an online course everyone acts or deals with the subject they know best (lesson plan, task planning assistance, etc.)
The main aim of the teacher is to keep the student in class

25. Emerging student patterns in Moocs

26. Conclusion
The teacher’s role is highly differentiated in  MOOCs in contrast to conventional training or other open learning models, mainly because of massiveness.
Students’ expectations vary depending on the course instructor chosen.
Teacher-student interaction possibilities are limited.

27. Conclusion
change of teacher's role is important  not only in open education systems, but also in traditional teaching.
There is need to cultivate the skills which will enable the student to meet the requirements of continuing education

28. Student role in Moocs-Pros
the students choose the lesson that they want to attend
Can select the space, time and the pace at which they learn
No need to get into the process of examinations to enroll in a course
Has the opportunity to investigate a topic of interest in various sources

29. Student role in Moocs-Cons
Entry is usually at no cost so users often   opt classes randomly
Open Access does not ensure that the student has the required knowledge for the course they  chose
student's isolation from the student community is characteristic
If there is no proper guidance, the learner could be sidetracked by the large volume of information provided

30. Student-Interaction
The courses promote in various ways the interaction among students (discussion forums, peer learning, etc)
Interaction is usually inadequate due to heterogeneity of students (in terms of of cognitive, linguistic and cultural background)

31. Obstacles to MOOC attendance
Massiveness to some extent prevents the personalization of learning
Most courses are offered in English
Literacy in technological means is needed
The plethora of courses is chaotic for the user

32. Utilization of MOOCs in higher education
Integration in the curriculum of formal higher education
Complementary use to cover gaps or provide additional knowledge
Use for continuing education to minimize costs

33. Universities
Could use ready-made lessons from the plethora of courses already offered on the Internet
create new courses designed specifically to meet own needs 

34. MOOCs -Disruptive Innovation
The theory of disruptive innovation (Bower, Christensen, 1995) offers an explanation of how certain innovations disrupt existing markets, at the expense of incumbents, through a combination of technological innovations that enable the development of alternative products and services.

35. MOOCs -Disruptive Innovation
MOOCs are considered as disruptive or disruptive-innovation as they have caused shifting of costs from students in educational institutions and prospective employers, offering services such as recommending specific students for certain jobs depending on their performance in their respective MOOCs (Yuan 2013).