Spring of 2018: R678 Topical Seminar, (Only) 3 Credits

Emerging Learning Technologies (The Famed "Monster Syllabus")

Indiana University, School of Education, Room 2101

Section 10675 FTF, Canvas: https://iu.instructure.com/courses/1688092

Section 12385 Online, Canvas: https://iu.instructure.com/courses/1688093

General Course Link to Canvas: http://canvas.iu.edu/


Instructor: Curt Bonk, Professor, Instructional Systems Technology Dept.

Online R678 Syllabus:  http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2018.htm



Sync Chats/Q’s: TodaysMeet: https://todaysmeet.com/R678_Emerging_Learning_Technologies Office Hours: Zoom: https://IU.zoom.us/j/8123222878

Videostreaming: Join from PC, Mac, Linux, iOS or Android: https://iu.zoom.us/j/263198784

Telephone: +1 646 558 8656 (US Toll) or +1 669 900 6833 (US Toll); Meeting ID: 263 198 784 


Multimedia Glossary Dec 2012 (from Ozgur Ozdemir): http://r685glossary.shutterfly.com/

Weekly Discussion Moderators: http://www.trainingshare.com/r685.php

Participant Bios and Interests: http://www.trainingshare.com/r678bios.php

Online Role Play: http://www.trainingshare.com/r678roles.php

Dropbox link for course files: https://www.dropbox.com/sh/01h0hfi1lxxm6gi/AAAXz3PaMo5aAdqjRIeBLjiHa?dl=0



Curtis J. Bonk, Ph.D., CPA

Office: 2238 W. W. Wright Education Bldg.

IST Dept. School of Education, IU


Phone: (mobile # available upon request)

E-mail: CJBonk@indiana.edu

Office Hours: as arranged


Instructional Assistant:

Meina Zhu: meinzhu@umail.iu.edu


Navigation Links:
Skip to Week 1. (January 8) Introduction to the Open World: Visionaries and Visions
Skip to Week 2. (January 15) Alternate Reality Learning: AR, VR, Gaming, and Simulations
Skip to Week 3. (January 22) Open Textbooks, E-Books, and Digitally Enhanced Books
Skip to Week 4. (January 29) The Expansion of Blended and Fully Online Learning
Skip to Week 5. (February 5) Extreme, Nontraditional, and Adventure Learning
Skip to Week 6. (February 12) Open Educational Resources (OER) and OpenCourseWare (OCW)
Skip to Week 7. (February 19) Open Education and Massive Open Online Courses (MOOCs)
Skip to Week 8 (February 26) More MOOCs and Open Education Around the World
Skip to Week 9. (March 5) Motivation in Informal and Self-Directed Online Learning Environments (including online language learning)
Skip to Week 10. (March 19) Connectivism, Social Media, and Participatory Learning
Skip to Week 11. (March 26) Interactive, Global, and Collaborative Learning (including wikis and learning spaces)
Skip to Week 12. (April 2) Shared Online Video and Audio
Skip to Week 13. (April 9) Flipping the Classroom
Skip to Week 14. (April 16) Mobile, Wireless, and Ubiquitous Learning
Skip to Week 15. (April 23) The Future: Networks of Personalized Learning and AI Agents


Course Description and Rationale:

Instead of passive consumption-based learning, we are living in a participatory age where learners have a voice and potentially some degree of ownership over their own learning. Here at the start of the twenty-first century, emerging technologies and activities– such as blogs, wikis, podcasts, ebooks, YouTube videos, massive open online courses (MOOCs), simulations, virtual worlds, and wireless and mobile computing – are generating waves of new opportunities in higher education, K-12 schools, corporate training, and other learning environments.


And today’s millennial learner, immersed in an increasingly digital world is seeking richer and more engaging learning experiences; and now the new “phigital” learner who is equally at home in the digital as well as physical world. Amid this rising tide of expectations, instructors across educational sectors are exploring and sharing innovative ways to use technology to foster interaction, collaboration, and increased excitement for learning. It is time to take advantage of the new participatory learning culture where learners build, tinker with, explore, share, and collaborate with others online. It is also time to utilize free and open educational resources, opencourseware, learning portals, and open source software across educational sectors and income levels. Some of you will create and publish a cross-cultural Wikibook. Others will create video blogs, and still others will design YouTube-like videos. Some might even flip their classrooms. Still others will enroll in or perhaps even teach a massive open online course (MOOC).


The syllabus for this course is purposefully long. I refer to it as “the monster syllabus.” I will be your online concierge or guide through masses of online resources. In an age when eyeball-to-eyeball learning is no longer necessary, effective online instructors do not simply teach, but moderate, coach, and assist in the learning process. Today a teacher, trainer, professor, or instructional designer often assumes the role of concierge with a wealth of freely available tools and resources to guide her learners. Or perhaps, after reading through this syllabus, you might be more inclined to call such a person a “curator” of quality content. Still others might focus on the “counseling” skills needed to help guide learners through their assorted instructional options. In this more open twenty-first century learning world, anyone can learn anything from anyone else at any time.


Course Goals and Objectives

After the course, students should be able to many of the items below (not all):

1.      Explain and demonstrate the educational benefits of emerging learning technologies such as virtual games, augmented reality, synchronous conferencing, online tutorials, podcasts, wikis, blogs, virtual worlds, simulations, social networking software, digital books, mobile books, etc.

2.      Track and report on trends related to emerging learning technologies.

3.      Frame learning technology trends and issues from broader psychological, social, cultural, and educational perspectives.

4.      Critique articles and review books related to emerging learning technologies.

5.      Use, recommend, or create online resources and portals in a variety of educational settings.

6.      Design an innovative research or evaluation project related to online learning;

7.      Successfully submit research, grant, and other proposals related to learning technologies, open education (e.g., open textbooks), MOOCs, e-learning, etc. to conferences, foundations, summits, or institutes.

8.      Recognize and potentially contact many of the key players and scholars in the field of online learning, open education, MOOCs, and emerging learning technologies.

9.      Consult with organizations to develop strategic plans or evaluate the effectiveness of e-learning courses, programs, and events as well as MOOCs, open education, Web 2.0 technologies, etc.

10.  Make recommendations regarding online learning initiatives, programs, and strategies as well as various emerging learning technologies, open educational resources, and innovative and nontraditional forms of educational delivery.

11.  Obtain a model, guide, or framework for thinking about new technology tools and resources in education. Use this framework for strategic planning reports, retreats, consulting, and other situations where a macro lens on learning technology and educational reform is needed.

12.  Obtain the skills to train fellow teachers as well as learners in emerging learning technologies and pedagogically effective instructional activities and approaches.


Required Texts (none)

Required Videos (you select)

Required Journal Article (you pick from a list)

Nothing required!!! The world of learning should be FREE!


Books that I will refer to (don’t buy them):

  1. Bonk, C. J. (July 2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco, CA: Jossey-Bass, a Wiley imprint. See: http://worldisopen.com/
  2. Bonk, C. J., Lee. M. M., Reeves, T. C., & Reynolds, T. H. (Eds). (2015). MOOCs and Open Education Around the World. NY: Routledge. Book homepage: http://moocsbook.com/


Perhaps get this FREE one instead (it is free in English and Chinese):

  1. Free Book: Bonk, C. J., & Khoo, E. (2014). Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online. OpenWorldBooks.com and Amazon CreateSpace. Note: Free eBook available at: http://tec-variety.com/; Paperback http://www.amazon.com/dp/1496162722/ and Kindle http://www.amazon.com/dp/B00KJ1FAC8


Curt Bonk’s List of journals in educational technology and related fields:


Curt Bonk’s 27 free 10 minute videos on how to teach online:

“Video Primers in an Online Repository for e-Teaching and Learning” (V-PORTAL)

1.       Watch & Find Resources in Bonk’s YouTube Channel: http://www.youtube.com/user/TravelinEdMan

2.       Read about Possible Uses: http://www.trainingshare.com/keynotes.php#tasel


Technology Tools (we might try out):

Flipgrid: https://info.flipgrid.com/

Kahoot!: https://getkahoot.com/

PhET Interactive Simulations: https://phet.colorado.edu/

Sli.do: https://www.sli.do/



Tentative Tasks and Grading

 40 pts   A. Tidbit and Video Reflection Paper (Tidbits: February 26)

 40 pts   B. Discussion Moderator (pick a week: http://www.trainingshare.com/r685.php)

 40 pts   C. Discussion Participation in Canvas, CN, and Other (due each week)

 50 pts   D. Online Discussion and Lecture Reflection Paper (Due: April 23)

 60 pts   E. Report or Strategic Plan Analysis (Due: February 26)

 70 pts   F. Final: Wikibook, MOOC Project, Video, or Personal Selected Task (Due: April 23)

300      Total Points


Total points will determine your final grade. I will use the following grading scale:

A+ = 300 high score                B- =  240 points

A =   280 points                       C+ = 230 points

A- =  270 points                       C =   220 points

B+ = 260 points                       C - = 210 points

B =   250 points                       F/FN = no work rec'd or signif. inadequate/impaired


Lateness Policy: I usually accept anything turned in within 48 hours of the original due date. After that, students lose 2 points for each day that it is past due without an approved reason.


Directions: Videostreaming live in Zoom and recorded each Monday at 7:00-9:45 pm:

  1. From Google Chrome (preferred) or from Firefox.
  2. Go to Zoom link: https://iu.zoom.us/j/263198784
  3. Type your name.
  4. Show video. Mute mic (unless speaking). 

Videostreaming: Join from PC, Mac, Linux, iOS or Android: https://iu.zoom.us/j/263198784

Telephone: +1 646 558 8656 (US Toll) or +1 669 900 6833 (US Toll); Meeting ID: 263 198 784 

Option: Watch the archived recording in Canvas.



Projected Seminar Weekly Topics

Week 1. (January 8) Introduction to the Open World: Visionaries and Visions

Week 2. (January 15) Alternate Reality Learning: AR, VR, Gaming, and Simulations

Week 3. (January 22) Open Textbooks, E-Books, and Digitally Enhanced Books

Week 4. (January 29) The Expansion of Blended and Fully Online Learning

Week 5. (February 5) Extreme, Nontraditional, and Adventure Learning

Week 6. (February 12) Open Educational Resources (OER) and OpenCourseWare (OCW)

Week 7. (February 19) Open Education and Massive Open Online Courses (MOOCs)

Week 8 (February 26) More MOOCs and Open Education Around the World

Week 9. (March 5) Motivation in Informal and Self-Directed Online Learning Environments (including online language learning)

Week 10. (March 19) Connectivism, Social Media, and Participatory Learning

Week 11. (March 26) Interactive, Global, and Collaborative Learning (including wikis and learning spaces)

Week 12. (April 2) Shared Online Video and Audio

Week 13. (April 9) Flipping the Classroom

Week 14. (April 16) Mobile, Wireless, and Ubiquitous Learning

Week 15. (April 23) The Future: Networks of Personalized Learning and AI Agents


Note: Learners and participants in this class can find their own articles for any week of the course and ignore any assigned articles in the syllabus. However, such self-directed participants are asked to place their list of alternative articles found, skimmed, or read during that week in the discussion thread in Canvas for that week. They must also nominate at least one article that they found and/or read that week that is worth assigning next year in this class and explain why they recommend it. Best of luck in your journeys.


Class Tasks

A. Tidbit and Video Reflection Paper (40 points: Due February 26)


Tidbits and Videos (40 points): Besides reading 3-4 assigned articles each week, during the semester, I want you to read at least 80 total tidbits during the semester from the list of tidbit readings or about 5 or 6 per week (preferably more than 80 tidbit articles; about half of which should be from tidbits from weeks in March and April). Typically, these are very short online news or magazine articles. I also want you to watch at least 5 videos listed below related to our course (or similar ones that you find). On February 26, you will turn in a list of your top 40 tidbits read so far (best ones at the top; including at least 10 from March and April…i.e., you must read ahead a bit) and top 2-3 videos watched. You might also note a few tidbits that you did not enjoy. After those lists, I want you to reflect for 1-2 single spaced pages on what you learned from those tidbits. I am not asking you to summarize each article or video; instead reflect on your learning in general. What themes, trends, or concepts were clarified for you? What new insights did you gain? What inspirations did you feel? You might include brief comments at the beginning or end of the paper on why you ranked the tidbits and videos the way you did. I will send an email with examples upon request. Be creative. Take a look at the examples provided. Post your tidbit reflection to Canvas or your Dropbox account or send to me via email.


B. Discussion Moderator (40 points)


Summarizer and Starter Activities Related to the Readings (40 points): At the start of each week, I want one person in the online section of this class to post a short summary to Canvas or Course Networking (The CN) on at least 4 of the main articles assigned for that week. That person is the starter for discussion. Other students will add to their conversation with their reflections and reactions. As a summarizer or starter, you might: (1) state reactions, questions, and suggestions for the upcoming readings; (2) point out the relationship of upcoming week topic or articles to past lectures or readings; (3) discuss the position of a researcher or pioneer in the field (or perhaps even write to him/her); (4) discuss a recent speech or colloquium you attended related to the week or a visit to a technology center or exhibit; or (5) generally relate the articles for the week to prior learning and discussion in the course. At the end of the week, you might react and reflect on the class discussion that transpired as well as the questions and concerns raised. You can sign up for this task at: http://www.trainingshare.com/r685.php


Sample Discussion Moderator Recap:

  1. Prezi from Thuy Han for R678 class Week 4 (February 8, 2015): https://prezi.com/r4vkwqolkrn9/httpswebarchiveorgweb20040303191129httpwwwnetco/?utm_campaign=share&utm_medium=copy
  2. Jennifer Webeck, April 2, 2015, As an overview of our discussion in bubbl.us:


C. Participation in Canvas (40 points)


Online student course participation in Canvas (40 points): We will do discussions each week in either Canvas or Course Networking. This is worth 40 points as follows: 36-40 for high participators; 32-36 for medium participators; 28-32 for low participators; and 0-31 for others. Course participation includes contributing to the online discussion in Canvas, sharing resources, responding to peers, providing feedback on tasks and resource recommendations, and so on. While these will be mainly assessed as to the number of posts, I will also take into consideration qualitative factors such as those listed below.


Face-to-Face student course participation in class (40 points): Students in the face-to-face section will participate in class on Monday nights for 40 points as follows: 36-40 for high participators; 32-36 for medium participators; 28-32 for low participators; and 0-31 for others. Discussion in Canvas or Course Networking is semi-optional. It would be great to post to the online forums at times.


Participation considerations:

  1. Diversity (some variety in ideas posted, and some breadth to exploration);
  2. Perspective taking (values other perspectives, ideas, cultures, etc.);
  3. Creativity (original, unique, and novel ideas);
  4. Insightful (makes interesting, astute, and sagacious observations).
  5. Relevancy (topics selected are connected to course content); and
  6. Learning Depth/Growth (shows some depth to thinking and elaboration of ideas);


D. Discussion and Lecture Reflection (50 points: Due April 23)


Discussion and Lecture Reflection Paper (50 points): At the end of the semester, you are to reflect on what you learned from weekly discussions in Canvas each week as well as from my recorded lectures and discussions that I will deliver each week via videoconferencing. You should include at least 7 of the weeks in your reflection. What were the ideas, issues, concepts, facts, figures, diagrams, etc., that struck a chord with you? What did you learn during the semester? How did your thinking change in a particular week or over time? What inspired you? What did you find disappointing? What is next?


Using these questions as a guide, please write a 3 page single-spaced reflection paper (not counting any references, appendices, or tables created) on this activity by April 23rd (50 points). Though not required, it would help if you included a fourth page with a recap table, chart, figure, or some type of summary of key themes, concepts, terms, etc., mentioned in the reflection paper. This is to be a meta-reflection of your growth in the course, unique learning insights, personal gains, etc., at least in part, from your weekly discussions and responding to your peers. What were the key concepts you grappled with this semester? How has your thinking evolved? What are the gaps in the research that you might target now? What weeks or particular articles inspired you and why? Post your reflection paper to Canvas or your Dropbox account or send to me via email.


Reflection Paper Grading Criteria (50 Points; 10 points each):

1. Relevancy to class: meaningful examples, relationships drawn, interlinkages, connecting weekly ideas.

2. Insightful, Interesting, Reflective, Emotional: honest, self-awareness, interesting observations

3. Learning Depth/Growth: takes thoughts along to new heights, exploration, breadth & depth, growth.

4. Completeness: thorough comments, detailed reflection, fulfills assignment, informative.

5. Connections: linking threads in the discussion, lectures, and readings.


Storify Reflection:

Jenny Webeck, Spring 2015, My MOOC Story: Learning How to Support eLearners by Becoming One: https://storify.com/JWebeck/my-mooc-story



E. Report or Strategic Plan Analysis or Naturalistic Study or Critique or Other (60 pts—Due February 26; preferred to be done as a team, unless approved by the instructor)

Midterm Option 1. Summary Report or Strategic Plan Evaluation, Critique, and Extension

Find and evaluate a summary report, technical report, or a strategic plan of a company, university, non-profit organization, school, state, province, country, or region related to e-learning, blended learning, mobile learning, or emerging learning technologies of some type and critique it. For instance, you might pick the state or country where you were born or perhaps where you plan to live after graduation. You might find the strategic plan online or request a hardcopy version. I want you to not simply read and critique the report but to also interview someone who created it or is/was affected by that report. You might discuss and critique the online learning technologies highlighted, proposed pedagogical plans, intended training methods, targeted skills or competencies, or evaluation methods detailed. You might visit the institution or organization or write someone an email. What might this organization do differently in planning for e-learning or using some emerging learning technology? What are its competitors doing, for instance? Has there been an update? You are encouraged to work in teams on this report. When done, you will present an overview of the report to the class. Testimonials, graphs and trends of indicated growth, comparisons, and other data or handouts are welcome. You are also encouraged to directly contact the organization that developed the report or plan and receive additional product information (e.g., DVDs, brochures, white papers, technical reports, product comparison sheets, videotapes, company annual report, customer testimonies, data sheets, Web site information, etc.). Your evaluation, critique, and extension paper should be 4-6 single-spaced pages (excluding references and appendices; those working in teams are expected to have 7-10 single spaced page papers, not counting references and appendices). Please post it to your Canvas or to your Dropbox account or send to me via email on or before February 26th.


Sample reports:

1.      U.S. Army Learning Concept 2015:

Department of the Army, United States of America (2011, January 15). The U.S. Army Learning Concept for 2015. TRADOC Pam 525-8-2. http://www.tradoc.army.mil/tpubs/pams/tp525-8-2.pdf (72 pages). Video (Army Learning Concept 2015): http://www.youtube.com/watch?v=KD9NGAV3-3k (4:26 minutes)

2.      IU Strategic Plan for Online Education (2011, March 9): http://online.iu.edu/_assets/docs/schnabel-strategicplan.pdf

3.      The Bicentennial Strategic Plan for IU, December 5, 2014: https://strategicplan.iu.edu/doc/plan.pdf


Summary Report/Strategic Plan Grading (10 pts for each of the following dimensions)

1. Review of Plan or Document (clarity, related to class, organized, facts, data, relevant, style)

2. Relevant Resources and Digging (citations/refs, linkages to class concepts, extensive)

3. Soundness of Critique (depth, clear, complete, practical, detailed, important, coherence)

4. Creativity and Richness of Ideas (richness of information, elaboration, originality, unique)

5. Knowledge of Topic (learning breadth & depth, growth, displays understanding of topic)

6. Recommendations, Insights, and Implications (contains relevant recommendations, guides)


Midterm Option 2. Naturalistic Study

You have options to the midterm. For instance, you might perform a case study or pilot observation of workers, students, etc. using tools or instructors interacting with employees, students, other instructors, etc. while they use a web-based learning tool, resources, project, or curriculum application. For instance, you might decide to complete a case study of a child, young person, or adult using a particular learning tool for the first time. Such naturalistic studies should include at least five careful observations and commentary of the person and tutor/teacher. The commentary should reflect your learning and provide insights as to how to make this tool more educationally meaningful. If you are looking at student-teacher-tool interaction patterns, teacher guidance, or simply tool use, you will need to design coding schemes and observation log sheets to help interpret tool functionality in this environment.


When done with your brief study, you might interview an instructor, learner, instructional designer, or some other person in that environment about the phenomenon that you observed. Interviewees might come from corporate, K-12, military, government, or higher education settings. These optional interviews can be live (face-to-face), via videoconferencing, phone- or Skype-based, or conducted through email.


Your naturalistic study report should be 4-7 single-spaced pages (excluding references and appendices; those working in teams are expected to have 7-10 page papers, not counting references and appendices). In your report, I want you to reflect on what you learned about e-learning from this assignment. How has it opened your eyes? What might you have done differently next time in your study? What recommendations do you have and what implications do you see? How might you put your new ideas to use in training programs or in your own future teaching? Please post it to Canvas or your Dropbox account or send to me via email on or before February 26th.


Sample Format Naturalistic/Research Activities:

    I. Title Page (Name, affiliation, topic title, acknowledgements)

   II. Topic Literature and Method

1. Res topic & materials;

2. Brief stmt of problem and why impt

3. Brief review of the relevant literature

4. Methods:

a. Subjects & design (i.e., who/how selected);

b. Materials/setting (i.e., hard/software, text)

c. Procedure (i.e., how data was obtained)

d. Coding Schemes & Dep. meas/instr (i.e., how segment/code data);

e. Analyses or comparisons

  III. Results and Discussion 1. Preliminary Results; 2. Discussion of results

   IV. References (APA style: see syllabus for example)

    V. Appendices (e.g., pictures, charts, figures, models, tests, scoring criteria, coding procedures)


Sample Grading of Major Project (60 Total Points or 10 pts each dimension)::

1. Review of the Problem/Lit/Purpose (interesting, relevant, current, organized, thorough, grounded)

2. Hypothesis/Research Questions/Intentions (clear, related to class and theory, current, extend field)

3. Method/Procedures (subjects/age groups approp, materials relevant, timeline sufficient, controls)

4. Research Activity/Design/Topic/Tool (clear, doable/practical, detailed, important)

5. Overall Richness of Ideas (richness of information, elaboration, originality, unique)

6. Overall Coherence and Completeness (unity, organization, logical sequence, synthesis, style, accurate)



Midterm Option 3: Review or Critique

A third option is to review and critique a special journal issue, a special conference symposium or summit, or edited book related to any week of this course. What are the strengths and weaknesses of it? Why or why not would you recommend that others read or explore it? How does the content of it relate to R678 content? If you choose this option, please run the special issue, symposium, summit, or book that you selected by the instructor. This critique will be a 4-6 page single spaced report. This is due Monday February 26th.



Note: See below for examples of special issues on Massive Open Online Courses (MOOCs) that you might read and critique. These special issues are from the Journal of Online Learning and Teaching (JOLT) and the International Review of Research on Open and Distributed Learning (IRRODL).

    1. Special Issue (2017, June): Outcomes of Openness: Empirical Reports on the Implementation of OER, International Review of Research in Open and Distributed Learning, 18(4). Available: http://www.irrodl.org/index.php/irrodl/issue/view/85
    2. Special Issue (2017, February): Advances in Research on Social Networking in Open and Distributed Learning, International Review of Research in Open and Distributed Learning, 18(1). Available: http://www.irrodl.org/index.php/irrodl/issue/view/84
    3. IRRODL 16(6), 2015, Special Issue: Towards a European perspective on Massive Open Online Courses: http://www.irrodl.org/index.php/irrodl/issue/view/72
    4. IRRODL 16(5), 2015, Special Issue: OER and MOOCs: http://www.irrodl.org/index.php/irrodl/issue/view/71
    5. IRRODL 15(5), 2014, Special Issue: Research into Massive Open Online Courses: http://www.irrodl.org/index.php/irrodl/issue/view/64
    6. JOLT: June 2013, 9(2), http://jolt.merlot.org/Vol9_No2.htm
    7. JOLT: March 2014, 10(1), http://jolt.merlot.org/Vol10_No1.htm
    8. January 1, 2015, Comunicar: Media Education Research Journal, 22(44)
      Dr. Manuel Cebrián-de-la-Serna - University of Malaga – Spain, and Dr. Philip Desenne - Harvard University - USA
      Comunicar: Media Education Research Journal:



Midterm Option 4: Software or Technology Tool Review

In the fourth option, you are to review at least 3 emerging technologies for learning. What are the key features? How could they each impact on education? What skills do they potentially enhance? What audience do they each serve? Who are the stakeholders? List at least 5 pedagogical ways in which each of these tools or applications can be used in education or training? For each emerging technology, please identify at least 3 features you like best and explain why and how these features can foster or enhance teaching and learning. Please also list at least 3 features you think need improvement and detail why and what can be done to add, modify, change, or delete different features. You should also detail how you would redesign these technology tools or products to improve them for educational use if you were the educational product designer. This review will be a 4-6 page single spaced report (excluding references and appendices; those working in teams are expected to have 7-10 single spaced page papers). This is due Monday February 26th.


For a list of emerging educational technology companies, please see:


1.      USA (mainly): The Ed Tech Market Map: 90+ Startups Building The Future Of Education, CB Insight, June 21, 2017, https://www.cbinsights.com/research/ed-tech-startup-market-map/?utm_content=buffer6565b&utm_medium=social&utm_source=linkedin.com&utm_campaign=buffer

2.      China: August 20, 2016, China’s E-Learning Revolution: The 10 Hottest Chinese Online Education Companies of 2016, https://www.whatsonweibo.com/10-hottest-chinese-online-education-companies-2016/



Midterm Option 5: Other (requires instructor approval)

Other options to the midterm might be grant proposals, research interventions (as opposed to observations), technology tool design proposals, curriculum integration plans, or conference research papers. If one of these appeals to you, please write to the instructor for additional information and guidance. This is due Monday February 26th.



F. Web 2.0 Final Project (70 points—Due April 23; project recommended to be conducted with a partner, unless approved by the instructor)

Option 1. Wikibook Online Work (WOW)

In this option, you help with a Wikibook related to emerging technologies. About seven years ago, students from five universities designed a wikibook on “The Web 2.0 and Emerging Learning Technologies” (The WELT); see http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies. If you write a unique chapter for the WELT, it should be a minimum of 2,000 words. A 2-3 page reflection paper (3-4 pages if with a partner) on what you learned from this wikibook activity needs to be included (not counting references and appendices). Describe what you learned from the task including specific course concepts and ideas mentioned in your chapter as well as ideas related to the social construction of knowledge. Attached to your reflection paper will be documentation of what you contributed to the wikibook, including your chapter (with highlights or special notations of your contribution), highlights to the chapters worked on, and perhaps even print outs of the wikibook chapter editing history. Your paper and chapter will be graded according to the dimensions listed below.



Robert Halford, Spring 2015, Wikibook Chapter on Professional Developmnet: https://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies/Professional_Development#Technology_as_a_tool_for_learning

Greg Snow, Korea, Spring 2016, Wikibook Chapter on Virtual Reality, https://en.wikibooks.org/wiki/Virtual_Reality

Luci Mello, April 26, 2017, Mobile Learning (mash-up), https://www.softchalkcloud.com/lesson/serve/eqpRyOTbxGsCmr/html


Wikibook Grading (60 Total Points or 10 pts each dimension):

1. Chapter and reflection paper relevance: Contribution is meaningful to class, we learn from it

2. Chapter and reflection paper coherence: flow, well organized, good layout, enjoyable to read

3. Chapter and reflection paper completeness: Sufficient coverage of info, extends topic and class

4. Overall chapter creativity: Original and distinctive ideas, insightful points, something unique in it such as a figure, model, graph, timeline, comparison chart, acronym, quote or set of quotes, etc.

5. Overall reflection paper insightfulness, depth of thought, flow, informational content, etc.

6. Shared and discussed in Canvas and in Class

7. Overall quality of assignment



Option 2. Cool YouTube Video Creation

So you want to be cool? You want to be creative? In this option, you are to create a shared online video (e.g., YouTube) related to this class. You cannot be the only person in it. What do different topics in this course mean to you? Alternatively, you can design a YouTube video for someone else. You should post this video of at least 5 minutes in length. You will turn in a 2-3 page single-spaced summary reflection of your design (3-4 pages if with a partner). Your video and paper will be graded according to the dimensions listed below.


Video Grading (70 Total Points or 10 pts each dimension):

1.      Insightfulness, creativity, and originality;

2.      Design and visual effects;

3.      Coherence and logical sequence;

4.      Completeness;

5.      Relevance and accuracy of the content;

6.      Shared and discussed in Canvas and in class;

7.      Overall quality of assignment


YouTube Video Final Project Examples (from R685 from 2010, 2011, 2012, 2016, etc.):

  1. Cesur Dagli (Animal perspectives on course): http://www.youtube.com/watch?v=cDeTEIdO5lc
  2. Julie Rust (Participatory Learning): http://www.youtube.com/watch?v=cHx_SbRWV0M
  3. Lisa Yoder (eLearning a Walk in the Park): http://www.youtube.com/watch?v=paot_zzG_wU
  4. Lynn Deno: Tech, Enhancing Home School: http://www.youtube.com/watch?v=ts45BkAnqTs
  5. Mag Webber (Virtual Learning - Is it for You?): http://www.youtube.com/watch?v=xiwSIryPzsQ
  6. Miguel Lara (Web 2.0 FREEDOM): http://www.youtube.com/watch?v=8cmCFWi9lW8  
  7. Olgun Sadik (R685 overview): http://www.youtube.com/watch?v=unaBQIqVo8Y
  8. Shuya Xu and Yue Ma (Blog my online lrng): http://www.youtube.com/watch?v=im7GQM9fzhc
  9. Verily Tan, Recollections from R685, Fall 2011; http://vimeo.com/33090590/
  10. Anjali Kanitkar: The World Is Open (Video), Fall 2011: http://vimeo.com/33123125
  11. Qi Li (Oppa Gagnam Style: What’s Your Learning Style), December 3, 2012,
  12. Valerie Cross (Mobile Thanksgiving), December 5, 2012, Vimeo: http://vimeo.com/55011832
  13. Troy Cockrum, April 2016, The Making of an Adventurer (video), https://www.youtube.com/watch?v=ew6e7Chd9I8
  14. Kim Vincent-Layton, April 25, 2016, Supporting a 21st Century Learning Journey, https://www.youtube.com/watch?v=4Ic39_rYLII
  15. Rosanne Samir, May 3, 2017, Schultz-Zaki Interview - Global Collaboration in Egypt


  1. Kimberly Farnsworth, April 28, 2017, Student-Directed Learning, https://www.youtube.com/watch?v=3fZYT5rGCfY&feature=youtu.be



Option 3. R685/R678 Course Syllabi Historical Evaluation:

Perhaps, like me, you like history. A version R678 was first co-taught at West Virginia University by Dr. W. Michael Reed and myself back in the fall of 1990. Since that time, this course has evolved into many formats. Below are links to more than a dozen syllabi from the course including the present one. Unfortunately, I have yet to locate the original version but did find an outline of the topics addressed. If you select this option, I want you to track the history of this course over time. For instance, you might explore the topics, people, concepts, etc., that were popular in the 1990s, 2000s, and today. You will turn in a 4 to 6 page single spaced paper on what you discovered (7-10 pages with a partner); not counting references and appendices. Additional pages may be attached such as reference lists, visuals depictions mapping out trends over time, correspondences with researchers about their articles from previous versions of the course, and interviews with scholars about their perceptions of changes in the field over time. You might, in fact, gather oral histories or accounts from experts as well as former students about how the field has changed.


Many questions can be asked. Among them, are there any topics that remain popular over the past two decades? How did the focus of this course change over time? Is this course more or less important today than it was back in the 1990s? Is the total number of pages any indicator of how the field has changed? If so, in what ways? Please compare the tasks from 1995 to those in 2001 or 2002 as well as 2010, 2012, 2013, 2015, and 2016. Please look at the books, journals, new sources, online resources, etc. that now comprise this course and note how they have changed over time. Is there anything from the 1990s that remains important today and should be added back to the current syllabus? Are there any tasks, activities, or articles that you found interesting and want to know more about? Is there anything that remains missing despite the fact that the current syllabus is now over 60 pages long? What do see about the field of education or educational technology from browsing through these syllabi and resources?


You should end your paper with 1-2 page single spaced reflection of your own learning in this course. Included in that summary should be an account of what inspired or mattered to you. In addition, you might reflect on the areas wherein you learned or grew the most during the semester.


Sample Prior P600/R685/R678 Syllabi:

  1. Spring 2018: http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2018.htm
  2. Spring 2017: http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2017.htm
  3. Spring 2016: http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2016.htm
  4. Spring 2015:  http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2015.htm
  5. Spring 2013: http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2013.htm
  6. Fall 2012:  http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2012.htm
  7. Spring 2012: http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2012.htm
  8. Fall 2011: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2011.htm
  9. Fall 2010: http://mypage.iu.edu/~cjbonk/Syllabus_R685_Fall_of_2010.htm
  10. Fall 2009: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2009.htm
  11. Fall 2008: http://curtbonk.com/Syllabus_R685_Fall_of_2008.htm
  12. Fall 2007: http://php.indiana.edu/~cjbonk/R685-Fall-2007.htm
  13. Fall 2005: http://mypage.iu.edu/~cjbonk/syllabus_p600_and_r685_fall_of_2005.htm
  14. Fall 2003: http://php.indiana.edu/~cjbonk/p600syl2.htm
  15. Fall 2002: http://mypage.iu.edu/~cjbonk/Syllabus--2002.html
  16. Fall 2001: http://php.indiana.edu/~cjbonk/P600-R685-2001.htm
  17. Fall 1999: http://php.indiana.edu/~cjbonk/P600-R685-1999.htm  
  18. Fall 1997: http://php.indiana.edu/~cjbonk/P600-R685-1997.htm
  19. Spring 1995: http://php.indiana.edu/~cjbonk/P600-R685-1995.htm
  20. Fall 1990: http://travelinedman.blogspot.com/2012/09/the-evolution-of-monster-22-years-of.html


History Evaluation Grading (70 Total Points or 10 pts each dimension):

1.      Insightfulness, creativity, and originality;

2.      Learning growth displayed;

3.      Coherence and logical sequence;

4.      Completeness and fulfills spirit of the assignment;

5.      Relevance and accuracy of the content;

6.      Shared and discussed in Canvas and in class;

7.      Overall quality of assignment


Option 4. Analysis of Issues and Challenges in the Field of Learning Technologies:

In this option, you will identify and briefly outline 10-20 key issues in the field (e.g., institutional supports for nontraditional learners, corporate recognition of microcredentials and nanodegrees, faculty awareness of open textbooks and OER, cost effectiveness and consumer utility of virtual and augmented reality, teacher training for online and blended forms of learning; instructional design challenges for MOOC instructors and the instructional support team, etc.). What are the issues that you have noticed when doing the readings for this class, watching the videos, talking to your peers, and attending the lectures? What are some open research questions? To create an historical context for your paper, you might indicate in a timeline when each of these issues arose or potentially make become more salient in the future. You will turn in a 4-6 single spaced paper if working alone and 7-10 page paper if with a partner (plus any references, charts, graphs, appendices, etc.) on the issues and challenges in the field of emerging learning technologies. Meina Zhu and I want to know if you have a grasp of the key issues. We also want to know what your role might be in resolving these challenges or issues after graduation. Among these issues and challenges, choose one or two that you are highly interested in or want to address most and describe your possible plan on addressing them or map out some possible future research. Finally, please do not limit your references to our assigned course readings. You are encouraged to add at least half of your references from articles, books, and other resources that are not listed in our class readings. A minimum of 15 references should be used. Please follow APA guidelines when writing your paper.



Option 5. Student Selection Option (e.g., Usable Class Product):

Students choosing Option 4 might design their own final project or combine ideas together into something truly unique (i.e., a mash-up). As part of this effort, they might create or perform a meaningful activity for the class. For example, you might summarize the learning principles embedded in different articles or readings for each week of the course. Or, they might create a unique categorization scheme of the technology tools and resources studied during the semester. The more ambitious of you might create an interactive multimedia glossary or comprehensive Website for the course as an individual or as part of a team. Still others might create an online database of articles from two or more open access journals related to emerging learning technologies including links to the major themes and trends in those journals over a significant period of time (e.g., 3-5 years).


There are still more options. Among them, you might create a mobile application, an educational activity in a virtual world, an interesting global collaboration activity or partnership, or a mobile book. Others might organize a class mini-conference or real conference symposium or demonstrate a set of e-learning tools to your school, company, or organization and then reflect on it. Such tools might have relevance in K-12, military, corporate, or higher education settings or perhaps in more informal settings such as a museum, zoo, or computer club.


You might also engage in a major problem-based learning project related to this class with a school, company, organization, or institution. In this option, you make the contact and find out what needs to be resolved and then get it approved by the instructor. The final product might be a distance learning evaluation project. It might involve the design of e-learning tools and resources. It might entail the creation of a strategic plan, white paper, or vision statement. Whatever the problem or task, it must be authentic. Anyone selecting this option should include a 2-4 page single-spaced reflection paper on what your learned; slightly longer with a partner (not counting references and appendices). Note: any final project report to an organization or institution can substitute for that final reflection paper. The grading scheme will be project specific.


Student Selected Option Examples:

1.      Abdullah Altuwaijri (Prezi on class): http://prezi.com/8h7grxlyaymv/the-world-is-open/

2.      Annisa Sari: Article Database for R685 Class: http://r685articledatabase.weebly.com/

3.      Kevin McGrath: Open Newsroom Learning: http://newslearning.wordpress.com/

4.      Laurie McGowan (presentation for teaching 1st year students at U. of Notre Dame): http://www3.nd.edu/~lthiel/portfolio/documents/Information_Literacy_Tutorial_Presentation.pdf  

5.      Ozgur Ozdemir: Multimedia Glossary in Shutterfly for R685, December 2012

6.      Mo Pelzel. Academic Technology Resource Guide, December 2012
Screencast video:

7.      Jeff Pankin, MIT, Prezi, Emerging Learning Technologies: http://prezi.com/tzbawrgjrnzf/emerging-learning-technologies/?auth_key=4ec2f45a718fab699b35ea460e91a46d9e1bdac7

8.      Jeffrey Barnette, Today’s World: http://prezi.com/-ijzyothst-r/r685-final-project

9.      Jenny Webeck, March 2015, IU, Pinterest, Emerging Learning Technologies
Bonk's Emerging Learning Technologies,

10.  Jill Kaufman, April 26, 2015, The World is Open,

11.  John Falchi, March 12, 2016, Timeglider, An Abbreviated History of Distance Education

12.  Meina Zhu, April 27, 2016, Pinterest, Design Article Database in Pinterest, https://www.pinterest.com/zhumeina0000/r-678-emerging-learning-technology/

13.  Sarah McDonough, May 2, 2017, OER Video Evaluation Rubric:



Volunteerism Note: If you want to volunteer your services as part of your final project, you might check out Designers for Learning: http://designersforlearning.org/



Option 6. OpenCourseWare (OCW) or MOOC Review Option

Recently, there is a huge explosion of open educational contents. Among these new learning resources are open educational resources (OER), OpenCourseWare (OCW), and massive open online courses (MOOCs). OCW and OER typically are freely available contents without direct contact with instructors. MOOCs are instructor-driven courses which are usually free and open to the world community, thereby involving large enrollments. An optional assignment idea for this class is to explore or enroll in one or two massive open online courses (MOOCs) related to learning, cognition, and instruction. Even if you do not select this task, you might explore a few of these MOOCs and observe how they are conducted. And then reflect, reflect, reflect!


You could replace the midterm or final by enrolling in one or more MOOCs and writing a 2-4 page single spaced reflection paper (4-6 pages with a partner) on what you learned as it relates to various topics from this course (not counting references and appendices). Note: you might include a recap table or chart at the end summarizing key concepts or ideas mentioned in your paper. You would NOT have to complete the course; just sit in and lurk if you want. Your MOOC review paper should include your insights about the learning environment and learning theories relied upon as well as a few specific examples of instructional tasks and ideas from the course. It will be graded for: (1) connections to course content; (2) coherence and organization; and (3) overall insights and conceptual understandings.


If you complete the course or get a certificate (Coursera calls these “Signature” courses), you can replace your final assignment. Even if you do you not complete a MOOC, you could replace your final assignment if you write a longer reflection paper or extend the assignment in some way (e.g., interview the MOOC instructor(s) about their instructional approaches and beliefs about learning; interviewing other participants/students taking this course about their learning experiences; etc.). As part of these efforts, you might also explore some of the open educational portals and contents listed in your syllabus or that you find online.


Some questions you might ask before writing your paper:

  • What is the overall feel of this learning environment? Is there any particular learning approach or philosophy that you feel or experience?
  • What aspects of learning and instruction are addressed in this MOOC or by this open educational resource? Stated another way, what theory of learning and instruction does the instructor or the course design tend to rely upon?
  • What learning theory or perspective might be used to improve the course? How might you improve this course if asked?
  • Are there any specific learning concepts and principles embedded in any module or in multiple modules of the course?
  • How does the MOOC utilize existing OER content? How might it better take advantage of such resources?
  • Which tasks or activities seem most effective and why? What are the most creative?
  • What is the least effective aspect of this course and why?
  • What aspects of learning and instruction or theoretical perspective do you understand better now? And why?


Portals to MOOC courses:

  1. MOOC Provider Companies and Organizations:
  2. Canvas: https://www.canvas.net/
  3. Coursera list of courses: https://www.coursera.org/courses?orderby=upcoming
  4. CourseSites: https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/mooccatalog.html 
  5. edX courses: https://www.edx.org/course-list
  6. FutureLearn: https://www.futurelearn.com/courses/upcoming
  7. iversity: https://iversity.org/
  8. NovoEd: https://novoed.com/
  9. Open Education (powered by Blackboard): https://openeducation.blackboard.com/site/ 
  10. Open Learning Initiative Stanford: http://oli.stanford.edu/
  11. Open2Study: https://www.open2study.com/
  12. Udemy: https://www.udemy.com/
  13. Udacity: https://www.udacity.com/courses#!/all


MOOC Lists:

  1. Class Central: https://www.class-central.com/subject/education
  2. The MOOC List: http://www.mooc-list.com/
  3. Open Culture: http://www.openculture.com/free_certificate_courses
  4. TechnoDuet: http://www.technoduet.com/a-comprehensive-list-of-mooc-massive-open-online-courses-providers/


MOOC Review Grading Criteria if a Final Project (70 Points; 10 points each):

  1. Insightful/Originality: innovative ideas, insightful relationships drawn about MOOCs and open education, helps the reader form new understandings about MOOCs.
  2. Interesting: engaging writing, unique perspective on MOOCs and open education.
  3. Completeness: thorough, detailed, dig deep, effort, fulfills spirit of the assignment.
  4. Relevance: concepts and ideas from MOOC experience appropriate and related to class, perhaps includes a recap list or summary table of what learned.
  5. Content: learning displayed, made several key connections to class from MOOC experience, highly informative reflection (helps the reader form new understandings).
  6. Exploratory and Reflective: pushing out, metacognitive, reflecting on oneself as a learner or on how fellow learners benefit from MOOCs, shows that one was reflecting on the experience both as a learner as well as in light of the content of this class.
  7. Coherent, Logical Flow, and Well Organized: easily read, transitions, conclusions, logical flow to the critique or review of MOOCs or MOOC experience, well organized review, sequence of ideas makes sense.
  8. I will also look for: breadth/depth of thought, knowledge growth displays, understands theories, concepts, and principles in relation to the MOOC experience. And I will want to see some critical thinking displayed including sound analysis and evaluation of instructional approach taken in MOOC, logical, backs up claims.


Grading Note #1: I will use a rubric for the above. Write me an email if you would like to see that rubric.


Grading Note #2: Extra consideration (and the potential for bonus points) given for those who cite references on MOOCs or open education, create a summary or recap table of terms or concepts mentioned in their reflection paper, participate in more than one MOOC, and those who actually complete the course. Summary or recap tables are especially welcome.



Class Sharing of Final Projects: If possible, I would like you to post your final projects to Canvas (my instructional assistant, Meina Zhu, can help). In addition, during our final class session on April 23, some people “might” briefly share their final projects. Online students, do not have to worry about the presentation part. I will contact you ahead of time if needed. But I do take volunteers.





Weekly Reading Requirements

We will read 3-4 main articles and 5-6 tidbits per week and watch some of the embedded videos—it is your choice what to read.


Projected Seminar Weekly Topics:


Week 1. (January 8) Introduction to the Open World: Visionaries and Visions

1.      January 2017, Higher Education Supplement to the National Education Technology Plan, U.S. Department of Education, Office of Educational Technology,


  1. Vannevar Bush (1945, July). As We May Think. The Atlantic Monthly; Volume 176, No. 1; pages 101-108. http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm


  1. Infed on Ivan Illich: Deschooling, conviviality and the possibilities for informal education and lifelong learning. http://www.infed.org/thinkers/et-illic.htm (Ivan Illich. Deschooling Society (New York: Marion Boyars. 1970).


  1. Sections from: Bonk, C. J. (July 2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco, CA: Jossey-Bass, a Wiley imprint. (Book homepage: http://worldisopen.com)
    1. Bonk, C. J. (2011). Prequel: Sharing…the Journey. The World is Open: How Web Technology is Revolutionizing Education (pp. xi-xxx). San Francisco, CA: Jossey-Bass, a Wiley imprint. Available: http://worldisopen.com/misc/prequel.pdf (written for softcover/paperback edition)
    2. Bonk, C. J. (2011). Postscript: An Open Letter to the Learners of this Planet. The World is Open: How Web Technology is Revolutionizing Education (pp. 415-422). San Francisco, CA: Jossey-Bass, a Wiley imprint. Available: http://worldisopen.com/misc/postscript.pdf  
    3. Bonk, C. J. (2011). Foreword to the Chinese Edition. The World is Open: How Web Technology is Revolutionizing Education. Shanghai, China: South China Normal University. Available: http://worldisopen.com/China_Foreword.pdf

(Note:  The above three sections of the book are combined and available at: http://publicationshare.com/pdfs/World%20is%20Open_2011_Prequel_and_Postscript_for_paperback_and_Foreword_for_China.pdf and http://publicationshare.com/1)


  1. Charles A. Wedemeyer, University of Wisconsin
    1. Wikipedia: http://en.wikipedia.org/wiki/Charles_Wedemeyer
    2. Introduction to Distance Education: Theorists and Theories—Charles Wedemeyer: http://distance-educator.com/introduction-to-distance-education-theorists-and-theories-charles-wedemeyer/ 
    3. A Brief History of Distance Education: http://www.seniornet.org/edu/art/history.html
    4. In Memorandum: http://www.tandfonline.com/doi/abs/10.1080/08923649909527031#preview
    5. Learning at the Back Door: Reflections on Nontraditional Learning in the Lifespan (1981), by Charles A. Wedemeyer, Reissued: September 2010. Available: https://etda.libraries.psu.edu/files/final_submissions/6491

                                                              i.      http://www.amazon.com/Charles-A.-Wedemeyer/e/B001KDB9TM (used books)


  1. Douglas Engelbart: https://en.wikipedia.org/wiki/Douglas_Engelbart  

"The Mother of All Demos” is a name given retrospectively to Douglas Engelbart's December 9, 1968, demonstration of experimental computer technologies that are now commonplace. The live demonstration featured the introduction of the computer mouse, video conferencing, teleconferencing, hypertext, word processing, hypermedia, object addressing and dynamic file linking, bootstrapping, and a collaborative real-time editor."

a.                      The Mother of All Demos, presented by Douglas Engelbart (1968) Original Video on YouTube (140:52): https://www.youtube.com/watch?v=yJDv-zdhzMY

b.                     Douglas Engelbart Interviewed by John Markoff of the New York Times, (113:50), https://www.youtube.com/watch?v=VeSgaJt27PM



a.          Videos: July 12, 2017, re:Learning on Video (various expert interviews), Goldie Blumenstyk, The Chronicle of Higher Education, http://www.chronicle.com/specialreport/re-Learning-on-Video/127

b.         Video (11:34), April 13, 2016: The Fourth Industrial Revolution: https://www.youtube.com/watch?v=khjY5LWF3tg

c.          Video (2:28), CNN Money (Tech), August 6, 2016: http://money.cnn.com/2016/08/06/technology/world-wide-web-25-years-old/index.html?iid=hp-stack-dom


Week 1 Tidbits:

a.       November 13, 2017, The Greatest Computer Network You’ve Never Heard Of
Ernie Smith, Motherboard

b.      September 27, 2017, A Newer Education for Our Era, Cathy Davison, The Chronicle of Higher Education, http://www.chronicle.com/article/A-Newer-Education-for-Our-Era/241313

c.       August 24, 2017, The New, New Education, Colleen Flagherty, Inside Higher Ed:


d.      June 21, 2017, The Ed Tech Market Map: 90+ Startups Building The Future Of Education, CB Insight, https://www.cbinsights.com/research/ed-tech-startup-market-map/?utm_content=buffer6565b&utm_medium=social&utm_source=linkedin.com&utm_campaign=buffer

e.       June 3, 2017, How PLATO changed the World…in 1960, By Cait Etherington ElearningInside News, https://news.elearninginside.com/how-plato-changed-the-world-in-1960/ 

f.       April 30, 2017, ‘Those Jobs Are Gone’, Steve Kolowich The Chronicle of Higher Education, http://www.chronicle.com/article/Who-s-UpWho-s-Down-in/239964

g.       May 4, 2017, Prepare For Future Learning, Dr. Marie Bountrogianni, Dean, The Chang School, Ryerson U, Huffington Post, http://www.huffingtonpost.ca/dr-marie-bountrogianni/prepare-for-future-learni_b_16407756.html

h.      March 11, 2017, Tim Berners-Lee calls for tighter regulation of online political advertising, Olivia Solon, The Guardian, https://www.theguardian.com/technology/2017/mar/11/tim-berners-lee-online-political-advertising-regulation
Video 1:04: http://curtbonk.com/berners-lee.html

i.        January 3, 2017, College is Over, Roger Schank, LinkedIn, https://www.linkedin.com/pulse/college-over-roger-schank/

j.         Ben Myers & Erica Lusk, December 15, 2016, The Digital Era: How 50 years of the information age transformed college forever, The Chronicle of Higher Education
or http://trainingshare.com/temp/digital-era.html

k.      Scott Carlson, September 5, 2016, How Gopher Nearly Won the Internet, Chronicle of Higher Education, http://www.chronicle.com/article/How-Gopher-Nearly-Won-the/237682

l.        Schwab, Klaus (2016, January 14). The Fourth Industrial Revolution: What it means, how to respond. Klaus Schwab, Founder and Executive Chairman, World Economic Forum

m.    Book: The Fourth Industrial Revolution, Klaus Schaub

n.      Lauren Camera, June 20, 2016, Coursera on a Mission to Help Refugees
US News and World Report, http://www.usnews.com/news/articles/2016-06-20/coursera-on-a-mission-to-help-refugees

o.      Knod, allows learner to work with employers to diagnose skills gaps, then provide a platform to deliver content to build those skills in a learn by doing experiences, real projects with employers, http://www.knod.net/

p.      August 6, 2016, The Web is 25!, Happy (sort of) birthday, World Wide Web!, Erica Fink and Jonathan Tortora, CNN Money (Tech)
http://info.cern.ch/ (First website)

q.      Associated Press, March 7, 2016, Email is 35 years old!: Raymond Tomlinson, inventor of modern email, dies, USA Today, USA Today, (includes embedded video: 1:07),

r.        July 24, 2015, Ed Tech's Funding Frenzy, Inside Higher Ed, Carl Straumsheim, available: https://www.insidehighered.com/news/2015/07/24/investments-ed-tech-companies-reach-new-high-first-half-2015

s.       Nisen, M. (2013, May 23). Three stories about Steve Jobs, Einstein, and Ben Franklin prove that creative beats smart. San Francisco Chronicle. Retrieved from http://www.sfgate.com/technology/businessinsider/article/Three-Stories-About-Steve-Jobs-Einstein-And-Ben-4543503.php

t.        September 2013, The Untold Story of Google’s Quest to Bring the Internet Everywhere—By Balloon (Google Wi-Fi from the Sky), Steven Levy, pp. 126-131, Wired, Available: http://www.wired.com/gadgetlab/2013/08/googlex-project-loon/

u.      April 15, 2013, Google boss: Entire world will be online by 2020, Doug Gross, CNN, Available: http://www.cnn.com/2013/04/15/tech/web/eric-schmidt-internet/index.html?hpt=hp_t3

v.      Walter Isaacson (2011, October 29). The Genius of Jobs. NY Times.

w.     NPR (2010, June 2). 'The Shallows': This Is Your Brain Online. http://www.npr.org/templates/story/story.php?storyId=127370598

x.      Author Nicholas Carr (2010, May 24). The Web Shatters Focus, Rewires Brains. Wired. http://www.wired.com/magazine/2010/05/ff_nicholas_carr/



Week 2. (January 15) Alternate Reality Learning: VR, AR, Gaming, and Simulations

  1. Chris Dede, Tina A. Grotzer, Amy Kamarainen, & Shari Metcalf (2017). EcoXPT: Designing for deeper learning through experimentation in an immersive virtual ecosystem. Educational Technology & Society, 20(4), 166-178. Available: http://www.ifets.info/others/abstract.php?art_id=1859


  1. Susan Yoon, Emma Anderson, Joyce Lin, & Karen Elinich (2017). How augmented reality enables conceptual understanding of challenging science content. Educational Technology & Society, 20(1), 156-168. Available: http://www.ifets.info/journals/20_1/14.pdf


  1. Hsin-Hun Liou, Stephen J. H. Yang, Sherry Y. Chen, & Wernhuar Tarng (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning. Educational Technology & Society, 20(3), 110-121. Available: http://www.ifets.info/journals/20_3/9.pdf


  1. Douglas Thomas and John Seely Brown (2009, January). Why Virtual Worlds Matter. International Journal of Media and Learning, Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf


  1. Squire, Kurt. (2008). Open-Ended Video Games: A Model for Developing Learning for the Interactive Age. The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 167–198. Retrieved from https://mitpress.mit.edu/books/ecology-games and https://mitpress.mit.edu/sites/default/files/9780262693646_The_Ecology_of_Games.pdf


  1. Bonnie A. Nardi, Stella Ly, & Justin Harris (2007). Learning conversations in World of Warcraft. forthcoming in Proc. HICSS 2007. Retrieved from http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf


  1. Sara de Freitas (2007). Learning in Immersive worlds a review of game-based learning. JISC. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=




    1. Video (2:02), January 12, 2015: Microsoft HoloLens - Transform your world with holograms: https://www.youtube.com/watch?v=EOJyRJKqukc
    2. Osso VR: http://ossovr.com/ and (50 second video): https://www.youtube.com/watch?v=yes_GEtIa6o
    3. May 7, 2016, We Are Alfred—Embodied Lab, http://www.embodiedlabs.com/
      (4:04): https://www.youtube.com/watch?v=pOW7oG6bIFI


Week 2 Tidbits:

a.       January 8, 2018, Brain Surgery in 3-D: Coming Soon to the Operating Theater, Denise Grady, The New York Times, Available:

b.      January 1, 2018, Indiana doctor finds perfect fit with virtual assistant, Allen Laman, The Dubois County Herald (Jasper, Indiana), https://duboiscountyherald.com/b/doctor-finds-perfect-fit-with-virtual-assistant

c.       October 3, 2017, Toys R Us has a plan to save itself and it's unreal, Charisse Jones, USA Today, https://www.usatoday.com/story/money/2017/10/02/toys-r-us-has-plan-save-itself-and-its-unreal/702205001/
Video 1:43:

d.      September 6, 2017, Get ready for thousands of augmented reality Apple apps, Jefferson Graham, The USA Today, https://www.usatoday.com/story/tech/talkingtech/2017/09/06/get-ready-thousands-augmented-reality-apple-apps/630957001/ (see embedded videos)

e.       September 4, 2017, Is virtual reality the next 3D TV? Like VR, it was hyped, pricey and consumers didn't care, Edward C. Baig, The USA Today, https://www.usatoday.com/story/tech/columnist/baig/2017/09/04/virtual-reality-next-3-d-tv-like-vr-hyped-pricey-and-consumers-didnt-care/616961001/

f.       July 30, 2017, A New Way for Therapists to Get Inside Heads: Virtual Reality, Cade Metz, The New York Times, https://www.nytimes.com/2017/07/30/technology/virtual-reality-limbix-mental-health.html

g.       July 28, 2017, Modern medicine breathes new life into virtual training, Jennifer Jolly, USA Today, https://www.usatoday.com/story/tech/columnist/2017/07/28/doctors-using-virtual-reality-breathe-new-life-into-technology/506437001/ (see embedded video)

h.      July 19, 2017, HoloLens Assists in Live Surgery, Tommy Palladino, Next Reality, https://hololens.reality.news/news/hololens-assists-live-surgery-0178887/

Video: https://hololens.reality.news/news/hololens-assists-live-surgery-0178887/

i.        July 17, 2017, Learning Chemistry in Virtual Reality, Sarah Hardman, New Learning Times, https://newlearningtimes.com/cms/article/4519/learning-chemistry-in-virtual-reality
1:38 video (virtual reality chemistry):

j.        July 12, 2017, More Than Just Cool?, Nick Roll, Inside Higher Ed, https://www.insidehighered.com/digital-learning/article/2017/07/12/vr-and-ar-more-just-cool

k.      July 5, 2017, 'Pokémon Go' didn't unleash a wave of copycats. What happened?, Brett Molina, USA Today, https://www.usatoday.com/story/tech/news/2017/07/05/pokemon-go-year-later-where-all-pokemon-copycats/446893001

l.        May 18, 2017, Google Expeditions Adds Augmented Reality for Classrooms, Sri Ravipati, THE Journal, https://thejournal.com/articles/2017/05/18/google-expeditions-adds-augmented-reality-for-classrooms.aspx
Video (1:09):

m.    May 9, 2017, Ed Dept. Names Finalists for Virtual and Augmented Reality Competition, Sri Ravipati, THE Journal, https://thejournal.com/articles/2017/05/09/ed-dept.-names-finalists-for-virtual-and-augmented-reality-competition.aspx

n.      April 19, 2017, Best augmented-reality apps, Brandon Widder, Digital Trends, https://www.digitaltrends.com/mobile/best-augmented-reality-apps/ 

o.      March 27, 2017, What will learning look like in 2025?, John Cavanaugh, eCampus News, https://www.ecampusnews.com/featured/featured-on-ecampus-news/learning-look-like-2025/

p.      February 27, 2017, Augmented and Virtual Reality Spending to Double in 2017
Sri Ravipati, THE Journal,

q.      December 27, 2016, Five Things To Know About Games and Learning, Brian Sweeting, New Learning Times (NLT), https://newlearningtimes.com/cms/article/4033/five-things-to-know-about-games-and-learning

r.        Laura DeVaney, November 22, 2016, Visionary: How 4 institutions are venturing into a new mixed reality, eCampus News, http://www.ecampusnews.com/disruptions-and-innovations/institutions-mixed-reality/

s.       Marco della Cava, October 6, 2016, Oculus Touch to hands: Welcome to virtual reality, USA Today, http://www.usatoday.com/story/tech/news/2016/10/06/oculus-touch-hands-welcome-virtual-reality/91699476/

t.        Microsoft HoloLens is coming to more Lowe's, Marco della Cava, September 27, 2016, USA Today. http://www.usatoday.com/story/tech/news/2016/09/26/microsoft-expands-lowes-hololens-design-scope/91115600/

u.      Video Gamers Beat Scientists and Computers in Protein Folding Competition, Leila Meyer, September 19, 2016, Campus Technology

v.      3-D Google exhibit to tell history of black America, Jessica Guynn, September 14, 2016, USA Today http://www.usatoday.com/story/tech/news/2016/09/14/google-creates-interactive-exhibit-smithsonian-national-museum-of-african-american-history-and-culture/90342372/

w.     David Lovelace and Jim Wasserman, August 1, 2016, How augmented reality enhances the classroom — even without technology, eSchool News, http://www.eschoolnews.com/2016/08/01/how-augmented-reality-enhances-the-classroom-even-without-technology/

x.      Gabriel Sandoval, July 22, 2016, When Pokémon Goes to Campus: The Good, the Bad, and the Ugly, Chronicle of Higher Education, http://www.chronicle.com/article/When-Pok-mon-Goes-to-Campus-/237219

y.      Josh Hafner, July 12, 2016, While you track Pokémon, Pokémon Go tracks you, USA Today http://www.usatoday.com/story/tech/nation-now/2016/07/11/while-you-track-pokmon-pokmon-go-tracks-you/86955092/

z.       Virtual Reality on the Horizon, Carl Straumsheim, July 13, 2016, Inside Higher Ed

aa.   What is really behind the Pokémon Go craze, Hayley Tsukayama and Ben Guarino, July 12, 2016, Washington Post (includes video: 1:31). Available: https://www.washingtonpost.com/news/the-switch/wp/2016/07/12/what-is-really-behind-the-pokemon-go-craze/?wpisrc=nl_most-draw7&wpmm=1

bb.  Augmented and Virtual Reality: Where Is the Educational Value?, David Raths, June 9, 2016, THE Journal. Available: https://thejournal.com/articles/2016/06/15/augmented-and-virtual-reality-where-is-the-educational-value.aspx

cc.   Virtual Reality Lets Med Students Experience What It’s Like To Be 74, Elyse Wanshel, June 3, 2016, Huffington Post. Available: http://ht.ly/bSpe300XEPJ

dd.  Paul McCartney invites virtual reality users into his studio, Marco della Cava, May 24, 2016, USA Today

ee.   Virtual reality tested by NFL as tool to confront racism, sexism, Marco della Cava, April 10, 2016, USA Today. Available: http://www.usatoday.com/story/tech/news/2016/04/08/virtual-reality-tested-tool-confront-racism-sexism/82674406/

ff.    Virtual reality is coming to sex, sports and Facebook, Marco della Carva, USA Today, March 30, 3015, Available: https://www.usatoday.com/story/tech/2015/03/27/virtual-reality-oculus-rift-facebook-vr-will-be-everywhere/70547882/

gg.   10 AR/VR sets that take you to another world, Marco della Cava, USA Today, March 2, 2016.

hh.  A look at the Mobile World Congress in Barcelona, USA Today. February 23, 2016. Available: http://www.usatoday.com/picture-gallery/tech/2016/02/22/a-look-at-the-mobile-world-congress-in-barcelona/80757870/

ii.      Virtual Expeditions (Google Cardboard), January 7, 2016, Google Cardboard saves baby's life, CNN, Elizabeth Cohen

jj.      Meet Osterhout and its $2,700 AR glasses, Marco della Carva, USA Today, July 28, 2015, Available: http://www.usatoday.com/story/tech/2015/07/25/meet-osterhout-and-its-2700-ar-glasses/30627861/

kk.  June 10, 2015, Augmented reality promises 'superpowers', and people are listening
The USA Today, Marco della Cava, Available:
http://www.usatoday.com/story/tech/2015/06/09/tech-expo-spotlights-our-augmented-future/28754693/ (Note: includes 38 second video).

ll.      Bonk, C. J., & Dennen, V. P. (2005). Massive multiplayer online gaming: A research framework for military education and training. (Technical Report # 2005-1). Washington, DC: U.S. Department of Defense (DUSD/R): Advanced Distributed Learning (ADL) Initiative. Retrieved on from http://mypage.iu.edu/~cjbonk/GameReport_Bonk_final.pdf

mm.                      The Quest to Put More Reality in Virtual Reality, Tony Simonite, October 22, 2014, Technology Review (from MIT): https://www.technologyreview.com/s/531751/the-quest-to-put-more-reality-in-virtual-reality/



Some virtual world and gaming people:

1.      Craig Kapp, Clinical Professor, NYU, http://cims.nyu.edu/~kapp/; kapp@cs.nyu.edu (AR/VR pop-up books) (keynote at E-Learn in Hawaii in 2011)

2.      Dr. Michael Young (was Sasha’s advisor), University of Connecticut, http://education.uconn.edu/person/michael-young/; michael.f.young@uconn.edu; http://web2.uconn.edu/myoung/ 

3.      Dr. Kurt Squire, https://www.gameslearningsociety.org/bio_kurt.php;  https://website.education.wisc.edu/kdsquire/; kdsquire@education.wisc.edu 

4.      Dr. Constance Steinkuehler, Co-Director, Associate Professor, Education, Games Learning Society, http://www.gameslearningsociety.org/bio_constance.php; steinkuehler@wisc.edu 

5.      Dr. Sasha Barab, Arizona State University, http://sashabarab.org/; https://gamesandimpact.org/team/sasha-barab/; Sasha.Barab@asu.edu; https://education.asu.edu/sasha-barab

6.      Dr. Bonnie Nardi, UC Irvine, nardi@uci.edu; http://www.artifex.org/~bonnie/ (known for ethnography and virtual worlds and activity theory and human-computer interaction); https://mitpress.mit.edu/authors/bonnie-nardi

7.      Dr. Sara de Freitas, Pro Vice Chancellor (Learning and Teaching), Murdock University, Australia, http://www.seriousgamesinstitute.co.uk/applied-research/Sara-de-Freitas.aspx, S.deFreitas@murdoch.edu.au (formerly head of the Serious Gaming Center in Coventry, UK; see also http://www.seriousgamesinstitute.co.uk/applied-research/Sara-de-Freitas.aspx)

8.      Dr. David Gibson, Curtin University, Australia, David.C.Gibson@curtin.edu.au; http://oasisapps.curtin.edu.au/staff/profile/view/David.C.Gibson

9.      Dr. Karl Kapp, http://karlkapp.com/, karlkapp@gmail.com (gamification books) (Keynote at the Madison conference in August)

10.  Jaron Lanier, http://www.vrs.org.uk/virtual-reality-profiles/vpl-research.html; http://www.jaronlanier.com/; http://www.jaronlanier.com/general.html 

11.  Clark Aldrich, ShortSims, http://www.shortsims.com/, clark@clarkaldrichdesigns.com  



Week 3. (January 22) Open Textbooks, E-Books, and Digitally Enhanced Books

1.      Julia E. Seaman and Jeff Seaman, Opening the Textbook: Open Education Resources in U.S. Higher Education, 2017, I. Babson Survey Research Group
(also accessible from http://www.onlinelearningsurvey.com/oer.html)


a.       See also: Elaine Allen and Jeff Seaman, July 2016, Opening the Textbook: Educational Resources in U.S. Higher Education, 2015-2016, I. Babson Survey Research Group


  1. Special Issue (2017, June): Outcomes of Openness: Empirical Reports on the Implementation of OER, International Review of Research in Open and Distributed Learning, 18(4). Available: http://www.irrodl.org/index.php/irrodl/issue/view/85

Articles in this issue include:

    1. The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions, http://www.irrodl.org/index.php/irrodl/article/view/3006
    2. Cultivating Textbook Alternatives From the Ground Up: One Public University’s Sustainable Model for Open and Alternative Educational Resource Proliferation, http://www.irrodl.org/index.php/irrodl/article/view/3010
    3. Higher Education Faculty Perceptions of Open Textbook Adoption (Eulho Jung, Christine Bauer, & Allan Heaps), http://www.irrodl.org/index.php/irrodl/article/view/3120
    4. Rating the Quality of Open Textbooks: How Reviewer and Text Characteristics Predict Ratings, http://www.irrodl.org/index.php/irrodl/article/view/2985


  1. Ozgur Ozdemir & Christina Hendricks (2017, April). Instructor and student experiences with open textbooks, from the California open online library for education (Cool4Ed). Journal of Computing in Higher Education, 29(1), pp. 98-113. Available: https://link.springer.com/article/10.1007/s12528-017-9138-0


  1. Lane Fischer, John Hilton, Jared Robinson, David Wiley (December, 2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students, Journal of Computing in Higher Education, 27(3), 159-172. Available:

(also see the briefer Campus Technology explanation, Dian Schaffhauser, November 11, 2015: https://campustechnology.com/articles/2015/11/10/major-study-finds-oer-students-do-just-as-well-or-better.aspx


5.      John Levi Hilton III, Neil Lutz, & David Wiley (2012, April). Examining the reuse of open textbooks. International Review of Research on Open and Distance Learning (IRRODL), 13(2). Article: http://www.irrodl.org/index.php/irrodl/article/view/1137/2130


a.       John L. Hilton III, & David A. Wiley (2010, August 2). A sustainable future for open textbooks? The Flat World Knowledge story. First Monday, 15(8).  http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2800/2578


6.      Bella Rossa, Ekaterina Pechenkina, Carol Aeschliman, & Anne-Marie Chase (2017, November 3). Print versus digital texts: Understanding the experimental research and challenging the dichotomies, Research in Learning Technology, 25 (12 pages). Available: https://journal.alt.ac.uk/index.php/rlt/article/view/1976

https://journal.alt.ac.uk/index.php/rlt/article/view/1976/html (HTML)

https://journal.alt.ac.uk/index.php/rlt/article/view/1976/pdf_1?acceptCookies=1 (PDF)


7.      6a. Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. Available: https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf


6b. Jhangiani, R. S., & Jhangiani, S. (2017). Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia. International Review of Research in Open and Distributed Learning, 18(4), Available: http://www.irrodl.org/index.php/irrodl/article/view/3012/4214


6c. Jhangiani, R. S., Green, A., & Belshaw, J. D. (2016). Multiple approaches to open textbook development: Lessons learned from three disciplines. In P. Blessinger & T. J. Bliss (Eds.), Open Education: International Perspectives in Higher Education. Open Book Publishers. Available: http://www.openbookpublishers.com/htmlreader/978-1-78374-278-3/ch9.xhtml#_idTextAnchor024


6d. Jhangiani, R. S. (2017). Ditching the “Disposable assignment” in favor of open pedagogy. In W. Altman & L. Stein (Eds.), Essays from E-xcellence in Teaching. Retrieved from the Society for the Teaching of Psychology web site: Preprint available: https://osf.io/g4kfx/


6e. Jhangiani, R. S. (Ed). OER FAQs, Commonwealth of Learning (COL), Burnaby, BC. http://discourse.col.org/c/open-educational-resources-faq


Note: Rajiv Jhangiani, Surrey, BC, Canada, rajiv.jhangiani@kpu.ca, teaches psychology at Kwantlen Polytechnic University.

University Homepage: http://www.kpu.ca/arts/psychology/faculty/rajiv-jhangiani

Personal Homepage: https://thatpsychprof.com/

Publications: https://thatpsychprof.com/scholarship/open-education/


Free book:

Rajiv S. Jhangiani & Robert Biswas Diener (Eds.) (2017). Open: The philosophy and practices that are revolutionizing education and science. London: Ubiquity Press. Available: https://www.ubiquitypress.com/site/books/10.5334/bbc/



1.      Jhangiani, R. (2016, February 9). Enhancing pedagogy via open educational practices - public lecture by Rajiv Jhangiani. McMaster University. (58:04); https://www.youtube.com/watch?v=OF4a2kh1giQ

2.      Jhangiani, R. (2016, February 26). The future is open: Enhancing pedagogy via open educational practices. British Columbia Institute of Technology. (124:40). https://www.youtube.com/watch?v=HZCxGtAPR9U

3.      Interview with Rajiv Jhangiani on 'Enhancing Pedagogy via Open Educational Practices.' McMaster University. (2016, February 9). (8:28): https://www.youtube.com/watch?v=-FIvvxRkqFs

4.      Videos and Tidbit: September 13, 2016. Rajiv Jhangiani, The Future is Open: Educating for the Commons through Open Educational Resources, McMaster University, Disrupted. Available: http://mi.mcmaster.ca/the-future-is-open-educating-for-the-commons-through-open-educational-resources/



Week 3 Tidbits:

a.       December 19, 2017, OER Adoptions on the Rise, Lindsay McKenzie, Inside Higher Ed, https://www.insidehighered.com/news/2017/12/19/more-faculty-members-are-using-oer-survey-finds

b.      December 19, 2017, Use of Free Textbooks Is Rising, but Barriers Remain
Beth McMurtie, The Chronicle of Higher Education, https://www.insidehighered.com/news/2017/12/19/more-faculty-members-are-using-oer-survey-finds

c.       August 2, 2017, OpenStax Saved 1 Milllion Students $70 Million, Mark Lieberman, Inside Higher Ed, https://www.insidehighered.com/digital-learning/data/2017/08/02/openstax-saved-1-million-students-70-million

d.      October 2, 2015, Campus Technology, Dian Schaffhauser, Campus Technology

e.       September 1, 2015, Survey: Most Students Prefer Traditional Texts over E-Books, Joshua Bolkan, Campus Technology, Available:

f.       August 11, 2016, Leila Meyer, Kentucky State U Offers Free E-Textbooks for All Students, eCampus News

g.       July 28, 2017, Big Publisher Wants to Co-Opt the Open Textbook Revolution
Steven Mellendez, Fast Company, https://www.fastcompany.com/40432973/how-academic-publishers-are-looking-to-get-in-on-the-open-textbook-revolution

h.      July 11, 2017, OpenStax Launches Learning Platform, Inside Higher Ed, https://www.insidehighered.com/news/2017/07/11/openstax-latest-publisher-build-online-learning-platform

i.        June 28, 2017, The OER Moment, Inside Higher Ed, https://www.insidehighered.com/content/oer-moment-0   https://www.insidehighered.com/quicktakes/2017/06/22/compilation-oer-moment
Dropbox: https://www.dropbox.com/sh/xyvr10vih19tyrw/AADgYAdtiAegtQ_QASyhrbp2a?dl=0

j.        June 21, 2017, Fixing the Textbook Model (an interview with Brad Wheeler, Indiana University), Dian Schaffhauser, Campus Technology, https://campustechnology.com/articles/2017/06/21/fixing-the-textbook-model.aspx

k.      June 14, 2017, Teaching With Collaborative Digital Textbooks, Eric Weiskott, Inside Higher Ed, https://www.insidehighered.com/digital-learning/views/2017/06/14/collaborative-digital-textbooks

l.        May 31, 2017, Enticing Students to Read Again, Ellen McCracken, The Chronicle of Higher Education, http://www.chronicle.com/article/Enticing-Students-to-Read/144347

m.    May 8, 2017, Free Digital Book Promotes Engineering Ed to Native Students, Dian Schaffhauser, Campus Technology, https://campustechnology.com/articles/2018/01/03/lack-of-tech-savvy-holding-back-developmental-ed-efforts.aspx

n.      May 5, 2017, Dean: Here’s how eTextbooks are leading to higher completion rates. Tracy Hurley, eCampus News, Available: https://www.ecampusnews.com/campus-administration/etextbook-completion-rates/

o.      April 24, 2017, A new value proposition for open textbooks, Thomas Carey, Inside Higher Education, https://www.insidehighered.com/blogs/higher-ed-gamma/new-value-proposition-open-textbooks-0

p.      April 10, 2017, University’s eText program saves students over $3.5 million, eCampus News, http://www.ecampusnews.com/top-news/etext-saves-students-millions/

q.      April 6, 2017, University’s eText program saves students over $3.5 million, Campus Technology, https://campustechnology.com/articles/2017/04/06/indiana-u-students-save-3-5-million-through-digital-textbook-program.aspx

r.        April 6, 2017, Indiana University’s eText program saves students over $3.5 million (Program makes digital textbooks cost less and do more, grows 56 percent), Indiana University Newsroom, https://itnews.iu.edu/articles/2017/indiana-universitys-etext-program-saves-students-over-3.5-million.php

s.       April 4, 2017, The open educational resources movement is redefining the concept of online textbooks, Suzanne Bowness, University Affairs, http://www.universityaffairs.ca/features/feature-article/open-educational-resources-movement-redefining-concept-online-textbooks/

t.        March 21, 2017, Pioneering Open Education Through Collaboration with BCcampus and eCampusOntario, BC Campus, https://bccampus.ca/2017/03/21/pioneering-open-education-through-collaboration-with-bccampus-and-ecampusontario/

u.      Carl Straumsheim, July 26, 2016, Where Open Textbooks Are Used, Inside Higher Ed, https://www.insidehighered.com/news/2016/07/26/study-finds-use-open-educational-resources-rise-introductory-courses

v.      July 9, 2015, In Students' Minds, Textbooks Are Increasingly Optional Purchases, Chronicle of Higher Education, Jeffrey R. Young, available: http://chronicle.com/article/For-Students-Textbooks-Become/231455?cid=megamenu

w.     April 29, 2015, Open Textbooks: The Current State of Play, American Council on Education (ACE) and the Center for Education Attainment and Innovation (CEAI). Available: http://www.acenet.edu/news-room/Pages/Quick-Hits-Open-Textbooks.aspx;

http://www.acenet.edu/news-room/Documents/Quick-Hits-Open-Textbooks.pdf (PDF)

Video (2:10): https://www.youtube.com/watch?v=FTmZqHElLhc

x.      January 28, 2015, Are digital textbooks worth it?, eSchool News, Mary Axelson, http://www.eschoolnews.com/2015/01/28/digital-textbooks-673/,

y.      January 26, 2015, The Cobweb: Can the Internet be archived?, The New Yorker, Jill Lepore, Available: http://www.newyorker.com/magazine/2015/01/26/cobweb 

z.       October 1, 2014, Gates Foundation Picks Seven To Vie for $20 million Digital Courseware Investments, Campus Technology, Dian Schaffhauser, Available: http://campustechnology.com/articles/2014/10/01/gates-foundation-picks-seven-to-vie-for-$20-million-digital-courseware-investments.aspx


Videos and Resources:

    1. March 27, 2017, David Porter, CEO, eCampus Ontario, Beyond Free: Harnessing the resonant value in open and collaborative practices for the public good, Open Education Ontario Summit, https://www.slideshare.net/David_Porter
    2. Dr. Richard Baraniuk - OpenStax: An Open Education Case Study, University of Houston, November 2016 (26:00 minute mark): https://vimeo.com/190730802
    3. January 28, 2015, Copia EDU Walkthrough, https://www.youtube.com/watch?v=OvUpZ2PgVYw
    4. September 2, 2014, LearningField Case Study: Penleigh and Essendon Grammar School, Melbourne, https://www.youtube.com/watch?v=oBemtFTDF1g#t=146



E-Book Resources and Companies (mobile ones too):

1.      Amazon Create Space (formerly BookSurge): https://www.createspace.com/

2.      BCCampus, OpenEd: https://www.ecampusontario.ca/

3.      Beyond Textbooks: http://beyondtextbooks.org/

4.      BookRix: http://www.bookrix.com/

5.      Bookshare: An accessibility online library for people with disabilities: https://www.bookshare.org/ 

6.      Bookyards: http://www.bookyards.com/

7.      CK-12 Foundation: http://www.ck12.org/student/

8.      Copia: http://www.copiaedu.com/

9.      Degreed: https://degreed.com/

10.  Discovery Education Techbook:

11.  Digital Textbook Playbook (USA):

12.  Flat World Knowledge: http://www.flatworldknowledge.com/

13.  The Global Text Project (creating books for underdeveloped countries):  http://globaltext.terry.uga.edu/

14.  Google Books: http://books.google.com/books

15.  International Children’s Digital Library. http://en.childrenslibrary.org/ (Note: The ICDL collection includes 4,619 books in 59 languages; users come from 228 different countries.)

16.  The Internet Archive: http://www.archive.org/index.php

17.  LearningField (Australia): http://learningfield.com.au/

18.  LibiVox: http://librivox.org/

19.  Lumen Learning: http://lumenlearning.com/

20.  ManyBooks.net: http://manybooks.net/

21.  NetLibrary: http://www.netlibrary.com/

22.  NY Public Library Portal to Children’s e-books: http://kids.nypl.org/ebooks

23.  OCLC (Online Computer Library Center): https://www.oclc.org/en-US/home.html?redirect=true

24.  Open Book Publishers, Cambridge, UK: http://www.openbookpublishers.com/

25.  OpenCollegeTextbooks: http://collegeopentextbooks.org/ 

26.  Open Utopia: http://theopenutopia.org/ 

27.  OpenStax College: http://openstaxcollege.org/

28.  Project Gutenberg: http://www.gutenberg.org/wiki/Main_Page

29.  Questia: http://www.questia.com/

30.  Rethink Books (BookShout): http://www.rethinkbooks.com/

31.  Rosetta Books: http://www.childrensbooksonline.org/ABC_Bicycle_Book/index.htm

32.  Seeds of Empowerment (Paul Kim, creating tools for the underdeveloped world; e.g., iPhone applications for storytelling and social entrepreneurship)

33.  Subtext: http://subtext.com/

34.  Tumblebooks: http://www.tumblebooks.com/

35.  Tutor Beta from OpenStax: https://openstax.org/openstax-tutor

36.  World Public Library: http://worldlibrary.net/



Week 4. (January 29) The Expansion of Blended and Fully Online Learning

  1. Ron Owston (2017). Empowering learners through blended learning. International Journal on E-Learning, 17(1), 65-83. Retrieved from http://www.yorku.ca/rowston/IJEL2017.pdf (see also Ron Owston homepage: http://edu.apps01.yorku.ca/wordpress/ronowston/ and presentation at OEB 2016 (Empowering Learners in Higher Ed, December 7, 2016): Video (18 minutes): https://www.youtube.com/watch?v=W1G_FZU_4bE


  1. Sloan Reports (2009, 2010, 2011, 2013, 2014, 2015, 2016). Now the Online Learning Consortium: https://onlinelearningconsortium.org/read/ and https://onlinelearningconsortium.org/read/surveys/ (free survey reports)
    1. Allen, E., & Seaman, J. with Russell Poulin and Terri Taylor Straut (2016, February). Online Report Card: Tracking Online Education in the United States. Babson Survey Research Group. Full Report: http://onlinelearningsurvey.com/reports/onlinereportcard.pdf
    2. February 5, 2015, I. Elaine Allen and Jeff Seaman, 2014 Survey of Online Learning, Grade Level: Tracking Online Education in the United States, 2014, Online Learning Consortium (formerly the Sloan Consortium). Homepage. Full Report.
    3. Allen, E., & Seaman, J. (2014, October) Opening up the curriculum: Open educational resources in U.S. Higher Education, 2014. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/openingthecurriculum2014.pdf

Infographic: http://www.onlinelearningsurvey.com/reports/Opening_the_Curriculum_infographic.pdf


  1. Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, & Karla Jones (2010, September). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U. S. Department of Education. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf


  1. Chuck Dziuban and Anthony Picciano (June 17, 2015). The Evolution Continues: Considerations for the Future of Research in Online and Blended Learning. Available: https://library.educause.edu/~/media/files/library/2015/6/erb1513-pdf.pdf


  1. Thomas Arnett, Andrew Benson, Brian Bridges, Katrina Bushko, Lisa Duty, and Saro Mohammed (2015, October). State of Opportunity: The Status and Direction of Blended Learning in Ohio. OBL. (From the Clayton Christensen Institute and The Learning Accelerator). Homepage: http://www.christenseninstitute.org/publications/state-of-opportunity/; Full Report: http://learningaccelerator.org/media/abc5d315/Ohio%20Report%20101415_F.pdf

                                                              i.      Note: See also Reports from the Innosight Institute: https://www.christenseninstitute.org/publications/classifying-k-12-blended-learning-2/

                                                            ii.      Blended Learning Universe, Clayton Christensen Institute; https://www.youtube.com/channel/UCWoz9cN2KT93VujFnGqL8MQ;  http://blendedlearning.org/

                                                          iii.      Video: What is Blended Learning? Clayton Christensen Institute; https://www.youtube.com/watch?v=RSPgvwZMdS8


  1. Sedef Uzuner Smith, Suzzane Hayes, & Peter Shea (2017, March). A Critical Review of the Use of Wenger’s Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning, 21(1), 209-237. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/963
    1. Baiyun Chen, Aimee deNoyelles, Kerry Patton, & Janet Zydney (2017, March). Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions. Online Learning, 21(1), 165-188. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/816


    1. Regina Ruane & Vera J. Lee (2016, December). Analysis of Discussion Board Interaction in an Online Peer Mentoring Site, Online Learning, 20(4), pp. 79-99. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1052


Note recent book:

November 26, 2017, Interactive E-Learning: Through Human Emotions and Physiological Changes
Dr. AbdulkareemAl-Alwani, https://www.amazon.com/Interactive-Learning-Through-Emotions-Physiological/dp/6030251031


Blended Learning Videos:

1.      PBS Video (2016): “Putting the Blend in Blended Learning,” Public Media Connect--CET/ThinkTV, PBS, Cincinnati, Ohio. February 18, 2016. (including interview of Curt Bonk, Indiana University)

                                                              i.      Why Blended Learning in K-12 Schools? (6:43): http://www.cetconnect.org/education/blended-learning-k12-schools/

                                                            ii.      Blended Learning in Practice (10:15): http://www.cetconnect.org/education/blended-learning-practice/


2.      October 2008 STARLINK program on blended learning in higher education (Curt Bonk and 3 other college Faculty). Strategies from the Front Line: Best Practices from Hybrid Instructors, filmed in Dallas for a STARLINK program on blended learning. STARLINK is an agency of the Texas Association of Community Colleges. http://www.trainingshare.com/starlink4.html#c8


3.      February 2009 STARLINK program on best practices and tips for online learning in higher education (Curt Bonk). Award-winning Tools, Tips, and Techniques for Online Instruction. It features successful teaching strategies and demos that award winning instructors have found to be their best practices. http://www.trainingshare.com/starlink4.html#h9


4.      January 2010 STARLINK program on applying the Web 2.0 in higher education (Curt Bonk). Utilizing Web 2.0 Applications for Teaching and Learning and also Technology and Retention. http://www.trainingshare.com/starlink4.html#k10


Week 4 Tidbits:

a.       January 10, 2018, Online degree programs offered by IU highly ranked by U.S. News and World Report, IU Bloomington Newsroom

b.      January 8, 2018, Has UMUC Turned Enrollment Woes Around?, Lindsey McKenzie, Inside Higher Ed, Available:

c.       Mohamed Ally (2017). Leaders in Open and Distance Learning in North America. Journal of Learning for Development, 4(2). Retrieved from http://jl4d.org/index.php/ejl4d/article/view/236/212 and http://jl4d.org/index.php/ejl4d/article/view/236/214

d.      Paul Prinsloo (2017). Leaders Distance Learning in the African Continent. Journal of Learning for Development, 4(2). Retrieved from http://jl4d.org/index.php/ejl4d/article/view/225/211 and http://jl4d.org/index.php/ejl4d/article/view/225/209

e.       December 22, 2017, #6: Report: Millions of students reveal surprising online learning trend, Meris Stansbury, eCampus News, https://www.ecampusnews.com/featured/featured-on-ecampus-news/6-surprising-online-trends/?all

f.       December 16, 2017, Five Surprising and Innovative Uses of eLearning in 2017, By Henry Kronk ElearningInside News, https://news.elearninginside.com/four-surprising-innovative-uses-elearning-2017/

g.       December 1, 2017, Sunny Forecast for Learning in 2018, Chief Learning Officer, Mike Prokopeak, Vice President and Editor in Chief, http://www.clomedia.com/2017/12/01/sunny-forecast-learning-2018/

h.      Why eLearning Will Grow in Higher Ed in 2018, By Cait Etherington November 26, 2017, ElearningInside News, https://news.elearninginside.com/elearning-will-grow-higher-ed-2018/

i.        November 25, 2017, Elitists, crybabies and junky degrees, Kevin Sullivan and Mary Jordan, The Washington Post

j.        November 8, 2017, How Much Hollywood Glitz Should Colleges Use in Their Online Courses?, Jeffrey R. Young, EdSurge, https://www-edsurge-com.cdn.ampproject.org/c/s/www.edsurge.com/amp/news/2017-11-08-how-much-hollywood-glitz-should-colleges-use-in-their-online-courses

k.      Online Degree at America's Top Universities, Priceonomics Data Studio,

l.        August 9, 2017, New Venture Will Offer Free Courses That Students Can Take for College Credit, Goldie Blumenstyk, The Chronicle of Higher Education, http://www.chronicle.com/article/New-Venture-Will-Offer-Free/240883

m.    August 8, 2017, Harvard Goes Outside to Go Online, Lindsay McKenzie, Inside Higher Ed, https://www.insidehighered.com/news/2017/08/08/harvard-teams-corporate-partner-offer-online-business-analytics-program

n.      July 30, 2017, Reimaging Lectures, Digital Learning Solutions - Highlight Reel 2016-2017 , Shawn Dunbar, Stanford Business School, Video (1:54): https://gsbmedia.stanford.edu/media/Digital+Learning+Solutions+-+Highlight+Reel+2016-2017/0_d8o7auda

o.      July 24, 2017, Is Online Education a Jobs Engine?, Joshua Kim, Inside Higher Ed, https://www.insidehighered.com/blogs/technology-and-learning/online-education-jobs-engine

p.      June 14, 2017, 5 Easy Steps for Creating an Engaging Online Course, Amy Rottmann and Salena Rabidoux, Inside Higher Ed, https://www.insidehighered.com/digital-learning/views/2017/06/14/creating-engaging-online-course

q.      June 21, 2017, Insights from the Field: The Future of Blended Learning, Jennifer Rafferty, Online Learning Consortium (OLC), https://onlinelearningconsortium.org/insights-field-future-blended-learning/

r.        June 14, 2017, Barriers to Digital Learning? Time and Training More Than Resistance, Doug Lederman, Inside Higher Ed, https://www.insidehighered.com/digital-learning/article/2017/06/14/lack-faculty-time-and-training-limits-digital-learning-more

s.       June 12, 2017, Is Online Ed Missing the Mark?, Nick Roll, Inside Higher Ed

t.        May 22, 2017, Signs of a Ceiling in Online Ed Market, Carl Straumsheim, Inside Higher Ed, https://www.insidehighered.com/news/2017/05/22/reports-finds-rising-competition-online-education-market

u.      May 10, 2017, 50-year-old Bible college in Colorado Springs to sell campus, switch to online-only instruction, Debbie Kelley, The Gazette, http://gazette.com/50-year-old-bible-college-in-colorado-springs-to-sell-campus-switch-to-online-only-instruction/article/1602879

v.      May 9, 2017, Online Exam Proctoring Catches Cheaters, Raises Concerns
Jean Dimeo, Inside Higher Ed, https://www.insidehighered.com/digital-learning/article/2017/05/10/online-exam-proctoring-catches-cheaters-raises-concerns

w.     May 2, 2017, ‘Volatile’ but Growing Online Ed Market, Carl Straumsheim, Inside Higher Ed, https://www.insidehighered.com/news/2017/05/02/report-finds-growth-volatility-online-education-market

x.      May 2, 2017, Who’s Up and Who’s Down in Online Education?, Goldie Blumenstyk, The Chronicle of Higher Education, https://www.chronicle.com/article/Who-s-UpWho-s-Down-in/239964

y.      April 27, 2017, Purdue Buys For-Profit Kaplan University for $1 to Create New Kind of Public University, Jeffrey R. Young, EdSurge, https://www.edsurge.com/news/2017-04-27-purdue-buys-for-profit-kaplan-university-for-1-to-create-new-kind-of-public-university

z.       Enrollment Report 2016, WCET, Poulin, R. and Straut, T. (2016). WCET Distance Education Enrollment Report 2016. Retrieved from WICHE Cooperative for Educational Technologies website, http://wcet.wiche.edu/sites/default/files/WCETDistanceEducationEnrollmentReport2016.pdf

aa.   Phil Hill, November 22, 2016, A ‘Netflix for Education’? Why LinkedIn’s New Product Should Give Us Pause, the Chronicle of Higher Education, http://www.chronicle.com/article/A-Netflix-for-Education-/238469

bb.  November 10, 2016, IU Online Newsletter: Online enrollments up 13 percent since fall 2015, https://teachingonline.iu.edu/about/newsletter/articles/161107-fall2016census.html

cc.   Maha Bali, October 25, 2016, Tips for Effective Online Learning – Community Edition, Chronicle of Higher Education, http://www.chronicle.com/blogs/profhacker/tips-for-effective-online-learning-community-edition/63019

dd.  September 8, 2016, Indiana University distance education enrollment grows as programs meet needs of online students, http://news.iu.edu/releases/iu/2016/09/online-enrollment-growth.shtml

ee.   August 31, 2016, edX universities say ‘NO’ to mediocre online learning, edX, eCampus News, http://www.ecampusnews.com/featured/featured-on-ecampus-news/edx-online-learning

ff.    Richard Chang, July 28, 2016, Learning Management System Market Expected to Grow $10.5 Billion in Next 5 Years, Campus Technology

gg.   June 26, 2017, Stunning market data predicts the future of online learning,
Meris Stansbury, eCampus News, https://www.ecampusnews.com/featured/featured-on-ecampus-news/market-future-online-learning/

hh.  June 7, 2016, The Quest for Great Instructional Designers, Paxton Riter, Inside Higher Ed, Available: https://www.insidehighered.com/advice/2016/06/07/troublesome-shortage-instructional-designers-essay

ii.      April 29, 2016, The Keys to Designing Successful Open Course Experiences (interview of Curt Bonk), by David Raths, Campus Technology, Available:

jj.      April, 2016, Instructional Design in Higher Education, Gates Foundation and Intentional Futureshttps://intentionalfutures.com/wp-content/uploads/2017/08/Instructional-Design-in-Higher-Education-Report.pdf

kk.  February 29, 2016, Instructional Design: Demand grows for a new breed of academic, The Chronicle of Higher Education, Dan Berrett, http://chronicle.com/article/Instructional-Design/235425

ll.      Tribune Wire Reports, January 20, 2016, Learning is More Blended, Universities tap growth of craft beer, offer classes, http://www.chicagotribune.com/business/ct-college-craft-beer-offer-classes-20160120-story.html

mm.                      January 5, 2016, Examine the Benefits, Drawbacks of Online Learning for Introverts (interview with Curt Bonk and others), U.S. News and World Report, Jordan Friedman

nn.  August 24, 2015, More People for U of the People, Inside Higher Ed, Ashley A. Smith.

oo.  August 12, 2015, The “Netflix” model comes to online education
Posted By Peter West, eCampus  News, Available: http://www.ecampusnews.com/top-news/online-tutors-education-371/

pp.  August 11, 2015, Can online tutors make anytime, anywhere learning a reality?, Peter West, Available: http://www.eschoolnews.com/2015/08/11/online-tutors-328/

qq.  March 14, 2015, The log-on degree, The Economist, Available: http://www.economist.com/news/united-states/21646219-college-america-ruinously-expensive-some-digital-cures-are-emerging-log

rr.     February 5, 2015, Time, Starbucks For America, Rana Foroohar, http://time.com/3696580/howard-schultz-starbucks-america/ (or: http://unchartedterritory.blog.fc2.com/blog-entry-1121.html)

ss.    February 5, 2015, The MOOC Hype Fades, in 3 Charts, Steve Kolowich, The Chronicle of Higher Education

tt.      January 27, 2015, How Blended Learning and Gamification Increase Student Engagement, Dan Gordon, THE Journal.

uu.  January 23, 2014, Gates Newsletter, http://www.gatesnotes.com/2015-annual-letter?page=0&lang=en&WT.mc_id=01_21_2015_AL2015-BG_PFPL_Img1_Top_20

a.       Video: January 21, 2015, Bill & Melinda Gates: Our Big Bet

vv.  June 15, 2014, Starbucks to Provide Free College Education to Thousands of Workers, Richard Perez-Pena, The New York Times, http://www.nytimes.com/2014/06/16/us/starbucks-to-provide-free-college-education-to-thousands-of-workers.html

ww.                       Bonk, C. J. (2010, January 11). Overcoming the Technology Resistance Movement, Inside the School, Magna Publications (http://www.magnapubs.com/), Madison, WI. Available: http://publicationshare.com/Overcoming-the-Technology-Resistance-Movement-Inside-the-School.htm

xx.  Bonk, C. J. (2009, December 11). R2D2: A Model for Using Technology in Education, eCampus News. Available: http://www.ecampusnews.com/top-news/r2d2-a-model-for-using-technology-in-education/ or http://www.ecampusnews.com/top-news/r2d2-a-model-for-using-technology-in-education/print/

yy. Bonk, C. J. (2009, November 23). Benefits and Audiences of Online Learning in K-12 Environments, Inside the School, Magna Publications (http://www.magnapubs.com/), Madison, WI. Available: http://publicationshare.com/Benefits-and-Audiences-of-Online-Learning-in-K-12-Environments-Inside-the-School.htm

zz.  Curtis J. Bonk (2009, October 19). The Wide Open Learning World: Sea, Land, and Ice Views. Association for Learning Technology (ALT) Online Newsletter, Issue 17, http://archive.alt.ac.uk/newsletter.alt.ac.uk/newsletter.alt.ac.uk/1h7kpy8fa5s.html



Week 5. (February 5) Extreme, Nontraditional, and Adventure Learning

    1. Doering, A., & Veletsianos, G. (2008). Hybrid online education: Identifying integration models using adventure learning. Journal of Research on Technology in Education, 41(1), 23-41. Available: http://lt.umn.edu/earthducation/expedition1/wp-content/files/2011/01/hybridOnlineEd.pdf


    1. Miller, C., Veletsianos, G., & Doering, A. (2008). Curriculum at forty below: a phenomenological inquiry of an educator/explorer’s experience with adventure learning in the Arctic. Distance Education, 29(3) 253-267. (Note: must have access from library for this article: http://www.tandfonline.com/doi/pdf/10.1080/01587910802395789 another link to it: http://www.tandfonline.com/doi/abs/10.1080/01587910802395789 (see download PDF link)


    1. Veletsianos, G. & Klanthous, I. (2009). A review of adventure learning. International Review of Research in Open and Distance Learning, 10 (6), 84-105. Available: http://www.irrodl.org/index.php/irrodl/article/view/755/1435 or http://www.irrodl.org/index.php/irrodl/article/view/755 (various formats)


    1. Rick Bennett (2011, March). Global classrooms, rural benefits: Creative outreach through computing in education. Paper presented at Global Learn: Global Conference on Learning and Technology, Melbourne, Australia. Available: http://www.trainingshare.com/pdfs/Rick-Bennett-Global-Learn-Paper.pdf


    1. Bonk, C. J. (2012, February). Plenary talk: Technology-Enhanced Teaching: From Tinkering to Tottering to Totally Extreme Learning. Proceedings of the 1st International Conference on Open and Distance Learning, Manila, the Philippines. Available: http://trainingshare.com/pdfs/Curt_Bonk_Extreme_Learning_Philippines_Conference--Citation.pdf


    1. Kim, M., Jung, E., Altuwaijri, A., Wang, Y., & Bonk, C. J. (2014, Spring). Analyzing the human learning and development potential of websites available for informal learning. International Journal of Self-Directed Learning. 11(2), 12-28. Retrieved from https://docs.wixstatic.com/ugd/dfdeaf_1989e2278e76458ba77c06aadae54ad1.pdf#page=17



Week 5 Tidbits:

a.       December 21, 2017, The Education of Lyle Clinton May, Nick Roll, Inside Higher Ed, https://www.insidehighered.com/news/2017/12/21/inside-death-row-inmates-campaign-prison-education-reform

b.      September 22, 2017, Binge Learning: What Online Education Can Learn from Netflix, Henry Kronk, E-learning Inside News, https://theumlaut.com/binge-learning-is-online-education-s-killer-app-84da18f8ae76 (see also: January 24, 2014, Will Binge Learning Become the New Binge Watching?, Henry Kronk, Associations Now, https://associationsnow.com/2014/01/will-binge-learning-become-the-new-binge-watching)

c.       September 21, 2017, Scientists just discovered the first brainless animal that sleeps
Sara Kaplan, Washington Post, https://www.washingtonpost.com/news/speaking-of-science/wp/2017/09/21/scientists-just-discovered-the-first-animal-without-a-brain-that-sleeps/?utm_term=.42b135b2aa31

d.      July 20, 2017, The Future of Online Learning Will Look a Lot Like Amazon, Sheila Rioux, Ph.D. and Barry Stern, Training Industry, http://www.trainingindustry.com/learning-technologies/articles/the-future-of-online-learning-will-look-a-lot-like-amazon.aspx

e.       July 19, 2017, Why some groups are rich and others are poor…my MOOC platform dreams (III), Jim Ngei, Healing Focus, https://medium.com/healing-focus/why-some-groups-are-rich-and-others-are-poor-my-mooc-platform-dreams-iii-34e4e2fbdbd3

f.       July 16, 2017, Outschool Offers Independent Online Classes,Sarah Hardman, New Learning Times, https://newlearningtimes.com/cms/article/4512/outschool-offers-independent-online-classes (see Outschool: https://outschool.com/)

g.       July 13, 2017, Shankar Yadav couldn’t afford to buy books in school, has built 40 educational apps now, Your Story, https://yourstory.com/2017/07/shankar-educational-app-play-store/, http://shankarraopura.com/index.php?page=about

h.      July 16, 2017, Newgrange: Amazing feat of Stone Age engineering, http://www.cnn.com/travel/article/newgrange-ireland-stone-age/index.html?gallery

i.        June 11, 2017, Twenty-Four Seven Tutoring, Caitlin Davey, New Learning Times, https://newlearningtimes.com/cms/article/4438/twenty-four-seven-tutoring (Gradeslam: https://gradeslam.org/about)

j.        April 12, 2017, Driving Innovation and Supporting Non-Traditional Access and Success, Interview of Kathleen Ives and Karen Pederson, The Online Learning Consortium, The Evolllution, https://evolllution.com/attracting-students/todays_learner/driving-innovation-and-supporting-non-traditional-access-and-success/; reprinted: https://onlinelearningconsortium.org/news_item/driving-innovation-supporting-non-traditional-access-success/

k.      December 23, 2016, The Arctic is showing stunning winter warmth, and these scientists think they know why, Charles Mooney, Washington Post

l.        September 16, 2016, Best of the E/V Nautilus 2016 Expedition | Nautilus Live (video: 32:28), http://www.nautiluslive.org/ or https://www.youtube.com/watch?v=H-412PKHnnU

m.    August 2, 2016, Mystery whale has scientists shocked, New Whale Species Discovered, CNN, http://www.cnn.com/videos/world/2016/08/02/new-whale-species-discovered-orig-vstan-ewoh.cnn

n.      June 13, 2016, Nine-Year-Old Anvitha Vijay is the Youngest Developer at WWDC (age 9), (Apple Worldwide Developers Conference), Gadgets, http://gadgets.ndtv.com/apps/news/nine-year-old-anvitha-vijay-is-the-youngest-developer-at-wwdc-2016-848415?fb

o.      Faith Karimi, May 14, 2016, Learning is more Immediate…
Mastodon bones offer clues of earliest humans in North America, CNN
Abstract: http://advances.sciencemag.org/content/2/5/e1600375
Full Article: http://advances.sciencemag.org/content/2/5/e1600375.full
Supplemental materials (PDF): http://advances.sciencemag.org/content/suppl/2016/05/10/2.5.e1600375.DC1
PDF: http://advances.sciencemag.org/content/advances/suppl/2016/05/10/2.5.e1600375.DC1/1600375_SM.pdf

p.      May 3, 2017, 4 out of 5 Companies Have Hired a Coding Bootcamp Graduate, Sri Ravipati, Campus Technology, https://campustechnology.com/articles/2017/05/03/4-out-of-5-companies-have-hired-a-coding-bootcamp-graduate.aspx 

q.      April 29, 2016, Treasure trove: Farmer discovers 4,000 Roman coins in Swiss orchard, http://www.cnn.com/2015/11/20/luxury/roman-coins-switzerland-farmer/index.html

r.        Jareen Inman, April 1, 2016, Potential Vikings site in North America spotted from space, CNN, http://www.cnn.com/2016/04/01/world/vikings-site-space-irpt/index.html

s.       March 15, 2016, French woman aged 91 gets PhD after 30 years , The Guardian (Colette Bourlier, who awarded a high distinction for her thesis on immigrant workers, said it took so long because she ‘took breaks’), http://www.theguardian.com/world/2016/mar/16/french-woman-aged-91-gets-phd-after-30-years?CMP=share_btn_tw

t.        February 15, 2017, The Kentucky Startup That Is Teaching Coal Miners to Code
Prachi Patel, IEEE Spectrum, http://spectrum.ieee.org/energywise/energy/fossil-fuels/the-kentucky-startup-that-is-teaching-coal-miners-to-code

u.      January 17, 2016, 104 year old Fauja Singh runs the Mumbai Marathon, Mosiqi Acharya, SBS, http://www.sbs.com.au/yourlanguage/hindi/en/article/2016/01/17/104-year-old-fauja-singh-runs-mumbai-marathon

v.      Amanda Jackson (January 14, 2016), Move over T. rex, new dinosaur unveiled, CNN

w.     October 16, 2015, Newseum launches free resource site, eSchool News, Available:

x.      September 30, 2015, Arctic education: The world's northernmost university is booming, By Anisha Shah, for CNN, Available: http://www.cnn.com/2015/09/29/travel/arctic-university-longyearbyen

y.      September 7, 2015, New 'Superhenge'? Remains found near Stonehenge, Monica Sarkar, CNN https://www.cnn.com/style/article/new-superhenge-discovery/index.html

z.       September 3, 2015, Deep sea creature stuns explorers, CNN, While mapping uncharted waters near Hawaii, NOAA explorers captured incredible footage of deep sea creatures. Available: http://www.cnn.com/videos/world/2015/09/03/deep-sea-creature-stuns-explorers-orig-dlewis.cnn

aa.   Syracuse professor offers free ‘Star Trek’ class to the public, USA Today, Amari D. Pollard, LeMayne College, Available: http://college.usatoday.com/2015/08/20/syracuse-professor-offers-free-star-trek-class-to-the-public/

bb.  August 4, 2015, India's Golf Prodigy Shubham Jaglan Returns Home to Hero's Welcome, NDTV, Available:

cc.   July 23, 2015, What Google’s virtual field trips look like in the classroom, eSchool News, Stephen Noonoo, Available: http://www.eschoolnews.com/2015/07/23/google-expeditions-class-599/

dd.  July 21, 2015, CEO Of The World's First MOOC Provides Hope To Former Prisoners Through Education, The Chronicle of Higher Education, Peter High, Available: http://www.forbes.com/sites/peterhigh/2015/07/21/ceo-of-the-worlds-first-mooc-provides-hope-to-former-prisoners-through-education/print/

ee.   May 28, 2015, Ancient jawbones put new species on the human family tree, researchers say, Laura Smith-Spark, CNN, Available: http://www.cnn.com/2015/05/28/africa/ethiopia-fossil-hominin-ancestor/index.html

ff.    May 28, 2015, New species from Ethiopia further expands, Middle Pliocene hominin diversity, Nature, Available: http://www.nature.com/nature/journal/v521/n7553/full/nature14448.html

gg.   May 26, 2015, Exploring by the Seat of Our Pants, National Geographic, Jessica Shea, Available: http://blog.education.nationalgeographic.com/2015/05/26/exploring-by-the-seat-of-our-pants/

hh.  April 20, 2015, 250 MOOCs and Counting: One Man’s Educational Journey, Chronicle of Higher Education, Available: http://chronicle.com/article/250-MOOCsCounting-One/229397/?cid=at
If the MOOC movement has faded, nobody told Jima Ngei. Mr. Ngei, who lives in Port Harcourt, Nigeria, has completed and passed 250.

ii.      September 16, 2014, Panipat Teen Develops Device to Convert Breath Into Words, NDTV, available: http://www.ndtv.com/article/offbeat/panipat-teen-develops-device-to-convert-breath-into-words-591199?site=classic

jj.      August 1, 2014, Can You Really Teach a MOOC in a Refugee Camp?, Chronicle of Higher Education, Steve Kolowich, Available: http://chronicle.com/blogs/wiredcampus/can-you-really-teach-a-mooc-in-a-refugee-camp/54191?cid=at&utm_source=at&utm_medium=en

kk.  July 8, 2014, What Makes an ‘Extreme Learning’, MindShift, Linda Flanagan

ll.      August 14, 2013, Even though he is now very elderly Vinh Bao (age 96) still teaches music, using his computer to coach pupils across the globe. BBC News Asia, http://www.bbc.com/news/world-asia-23497559

mm.              February 20, 2013, Star Trek-like holodeck may be closer to reality than you think
Matt Hartley, Financial Post, Canada, available: http://business.financialpost.com/2013/02/20/star-trek-like-holodeck-may-be-closer-to-reality-than-you-think/?__lsa=054d-d58d

nn.  January 7, 2013, Globes Offer a Dynamic Vision, NY Times, Mark Vanhoenacker

oo.  Reeve Hamilton (2012, November 29). The Texas Tribune: An 80-Year-Old Graduate With an Online Marketing Degree Kept His Promise. New York Times. Available:

pp.  John Leland (2012, March 9). Adventures of a Teenage Polyglot, New York Times. Available:http://www.nytimes.com/2012/03/11/nyregion/a-teenage-master-of-languages-finds-online-fellowship.html?_r=1&pagewanted=all

a.       Kenning, C. (2012). For Knox soldiers earn deployed degrees. Courier-Journal. Retrieved from https://www.questia.com/newspaper/1P2-31591426/soldiers-earning-degrees-in-war-zones-online-options


Videos Week 5: Nontraditional Learning:

  1. August 3, 2017, See the exquisite fossil that revealed the colors of a giant armored nodosaur
    Ben Gaurino, The Washington Post, https://www.washingtonpost.com/news/speaking-of-science/wp/2017/08/03/see-the-exquisite-fossil-that-revealed-the-colors-of-a-giant-armored-nodosaur/?utm_term=.d5e8dc6c978f
    Video (2:33): http://curtbonk.com/dinosours.html 


  1. April 28, 2015, Video: The day in tech, How A 7-year-old helped find a brand-new group of dinosaurs | 01:40, USA Today


  1. Sugata Mitra (2013). Build a School in the Cloud; Self-Organized Learning Environments (SOLEs), TED Talk from Sugata Mitra,  http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html


  1. July 23, 2015, Expeditions, Google Cardboard, Google for Education, https://www.google.com/edu/expeditions/


  1. Sugata Mitra (2010, September 26). Can computers take the place of teachers? Special to CNN (a TED talk). http://www.cnn.com/2010/OPINION/09/26/mitra.technology.learning/index.html?hpt=C2 or http://www.youtube.com/watch?v=dk60sYrU2RU&feature=channel
  2. Sugata Mitra (2010). The child-driven education (TED, Filmed July 2010, Posted September 2010, 17:14): http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
  3. Sugata Mitra (2007). Sugata Mitra shows how kids teach themselves (TED, Filmed February 2007, Posted August 2008, 20:55): Available: http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves.html
  4. School in the Cloud: https://www.theschoolinthecloud.org/ and https://www.theschoolinthecloud.org/how-to/sole-toolkit/


Open Ed, Outdoor/Environmental/Adventure Learning People and Web Sites:

  1. Albert Yu-Min Lin: http://albertyuminlin.com/
  2. Aaron Doering (University of Minnesota): http://www.cehd.umn.edu/ci/people/doering.html and http://chasingseals.com/; the Changing Earth: http://chasingseals.com/the-changing-earth/
  3. Brian J. Ford: http://www.youtube.com/user/tellymonitor and http://www.brianjford.com/
  4. Cassandra Brooks: http://www.cassandrabrooks.com/
  5. The Changing Earth (from Aaron Doering): http://thechangingearth.com/
  6. Charlie Miller (Univ. of Minnesota): http://www.cehd.umn.edu/ci/people/miller.html
  7. Chasing Seals (from Aaron Doering): http://chasingseals.com/ (and on Twitter: https://twitter.com/chasingseals)
  8. Coach Surfing.org: https://www.couchsurfing.com/
  9. Code.org: https://code.org/ (and Video (2:33): https://www.youtube.com/watch?v=mFPg96gdPkc
  10. Dead Sea Scrolls: http://www.deadseascrolls.org.il/explore-the-archive
  11. Earthducation: http://lt.umn.edu/earthducation/
  12. Eve Beglarian's River Project: http://evbvd.com/riverblog/about/
  13. The Expert Café: http://expertscafe.com/
  14. Explo.tv: http://www.exploratorium.edu/tv/index.php
  15. Explore.org: http://explore.org/
  16. Exploratorium Ice Stories: http://icestories.exploratorium.edu/dispatches/
  17. Explore Arctic: http://www.explore.org/search/?q=arctic
  18. ExplorersWeb: http://www.explorersweb.com/ (ExplorersWeb.com (community): http://www.explorersweb.com/community/; ExplorersWeb (Mount Everest): http://www.mounteverest.net
  19. The Freshwater Switchyard of the Arctic Ocean: http://psc.apl.washington.edu/switchyard/overview.html
  20. Geothentic Learning: http://lt.umn.edu/geothentic/
  21. GoNorth!: http://www.polarhusky.com/
  22. Google Map Gallery (New September 16, 2014): http://maps.google.com/gallery/
  23. History for Music Lovers: http://www.youtube.com/user/historyteachers
  24. TEDxHonolulu - History Teachers.m4v: http://www.youtube.com/watch?v=oWZl_ATuo0o
  25. Ice Stories: http://icestories.exploratorium.edu/dispatches/
  26. Impossible to Possible: http://impossible2possible.com/home (Atacama Extreme 2011: http://impossible2possible.com/atacama/home)
  27. Jason Project: http://www.jason.org/public/whatis/start.aspx
  28. Jessica Watson (youngest solo global sailor): http://www.jessicawatson.com.au/
  29. Jon Bowermaster (Notes from Sea Level): http://www.jonbowermaster.com/
  30. Journey North: http://www.learner.org/jnorth/
  31. The Last Ocean Project: http://lastocean-project.org/ and http://www.lastocean.com
  32. Laura Dekker: http://www.lauradekker.nl/English/Home.html
  33. Mark Beaumont: http://www.markbeaumontonline.com/  
  34. Michael Perham: http://www.mikeperham.co.uk/  
  35. Minoru Saito: http://www.saito8.com/
  36. Mountainworld Productions: http://www.mountainworldproductions.com/
  37. Nautilus Live: http://www.nautiluslive.org/
  38. Newseum Ed: https://newseumed.org/ and https://newseumed.org/activity/free-to-hate-historical-case-study/
  39. Noodle: https://www.noodle.com/
  40. Ocean.com: http://www.ocean.com/
  41. OER World Map: https://oerworldmap.org/
  42. Omnium Outreach Projects: http://omniumworld.com/ and http://omniumworld.com/oop/
  43. One World Expeditions: http://www.oneworldjourneys.com/
  44. OpenEd: http://www.opened.io/
  45. Open Education Europa: http://openeducationeuropa.eu/
  46. OpenLearning: https://www.openlearning.com/
  47. Openwords: https://www.facebook.com/Openwords
  48. Outschool: https://outschool.com/
  49. Patrick Hollingworth: http://patrickhollingworth.com/
  50. Penguin Science: http://www.penguinscience.com/index.php
  51. Polar Bears International: http://www.polarbearsinternational.org/
  52. Polar Husky: http://www.polarhusky.com/
  53. The Poles.com: http://www.explorersweb.com/polar/
  54. PolyglotPal’s Channel: http://www.youtube.com/user/PolyglotPal
  55. Reef Videoconferencing, (Great Barrier Reef, Australia), http://www.reefhq.com.au/education-at-reef-hq-aquarium/reef-videoconferencing
  56. Rich Wilson (Sailor in the Spotlight Interview): http://yachtpals.com/rich-wilson-american-4013  
  57. Wayne Hodgins: http://waynehodgins.typepad.com/about.html
  58. The World by Road: http://www.theworldbyroad.com
  59. Travel Blog: http://www.travelblog.org/
  60. Zac Sunderland: http://www.zacsunderland.com/


Live and Immediate Science

  1. The Brain Observatory: https://www.thebrainobservatory.org/
  2. The Link: http://www.revealingthelink.com/
  3. Nautilus Live: http://www.nautiluslive.org/
  4. Ocean Explorer: http://oceanexplorer.noaa.gov/welcome.html
  5. Ocean Explorer Media: http://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/info/info.html



Week 6. (February 12) Open Educational Resources (OER) and OpenCourseWare (OCW)

  1. Special Issue (2017, June): Outcomes of Openness: Empirical Reports on the Implementation of OER, International Review of Research in Open and Distributed Learning, 18(4). Available: http://www.irrodl.org/index.php/irrodl/issue/view/85

Articles in this issue include:

    1. How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers' and Students' Perspectives, by SuBeom Kwak


    1. Evaluating NTU’s OpenCourseWare Project with Google Analytics: User Characteristics, Course Preferences, and Usage Patterns, bu Feng-Ru Sheu & Meilun Shih (former IU students), http://www.irrodl.org/index.php/irrodl/article/view/3025/4219
    2. Incentivizing the Production and Use of Open Educational Resources in Higher Education Institutions, by David Annand and Tilley Jensen, http://www.irrodl.org/index.php/irrodl/article/view/3009/4226
    3. A Preliminary Exploration of the Relationships Between Student-Created OER, Sustainability, and Students Success, David Wiley, Ashley Webb, Sarah Weston, & DeLaina Tonks, http://www.irrodl.org/index.php/irrodl/article/view/3022/4222
    4. Student Perceptions of College Faculty Who Use OER, Gabrielle Vojtech & Judy Grissett, http://www.irrodl.org/index.php/irrodl/article/view/3032/4215
    5. What Impacts do OER Have on Students? Students Share Their Experiences with a Health Psychology OER at New York City College of Technology, by Cailean Cooney, http://www.irrodl.org/index.php/irrodl/article/view/3111/4216 
    6. Tracking the Money for Open Educational Resources in South African Basic Education: What We Don't Know, by Sarah Goodier, http://www.irrodl.org/index.php/irrodl/article/view/2990/4225
    7. Exploring Open Educational Resources for College Algebra, by Marcela Chiorescu, http://www.irrodl.org/index.php/irrodl/article/view/3003/4223


  1. Engin Kursun, Kursat Cagiltay, and Gulfidan Can (2014, December). An Investigation of Faculty Perspectives on Barriers, Incentives, and Benefits of the OER Movement in Turkey, International Review of Research in Open and Distance, 15(6). Available: http://www.irrodl.org/index.php/irrodl/article/view/1914/3128 (HTML)

http://www.irrodl.org/index.php/irrodl/article/view/1914/3174 (PDF)


  1. Santosh Panda and Sujata Santosh (2017, November). Faculty perception of openness and attitude to open learning at the Indiana National Open University. International Review of Research in Open and Distributed Learning, 18(7), 89-110. Available: http://www.irrodl.org/index.php/irrodl/article/view/2942/4444 (HTML), http://www.irrodl.org/index.php/irrodl/article/view/2942/4463 (PDF)


4.      Guo, Y., Zhang, M., Bonk, C. J., & Li. Y.  (2015). Chinese Faculty Members’ Open Educational Resources (OER) Usage Status and the Barriers to OER Development and Usage. International Journal of Emerging Technologies in Learning (iJET), 10(5), 59-65. Available: http://online-journals.org/index.php/i-jet/article/view/4819 and http://publicationshare.com/pdfs/IJET_2015.pdf


  1. Sanjaya Mishra (2017, August 24). Open educational resources: Removing barriers from within. Distance Education, 38, 369-380. Retrieved from http://www.tandfonline.com/doi/full/10.1080/01587919.2017.1369350 (HTML) and https://tinyurl.com/ycfu9hwk (PDF)


  1. Vivien Rolfe (2017, November). Striving toward openness: But what do we really mean? International Review of Research in Open and Distributed Learning, 18(17), 75-88. Available: http://www.irrodl.org/index.php/irrodl/article/view/3207/4445 (HTML), and http://www.irrodl.org/index.php/irrodl/article/view/3207/4461 (PDF)


  1. de los Arcos, B., Farrow, R., Perryman, L.-A., Pitt, R., & Weller, M. (2014, November). OER evidence Report 2013-2014: Building understanding of open education. OER Research Hub. The Open University (OU) Institute of Educational Technology. Retrieved from http://oerresearchhub.files.wordpress.com/2014/11/oerrh-evidence-report-2014.pdf


  1. Lee, M., Lin, M.-F., & Bonk, C. J. (2007, November). OOPS, turning MIT OpenCourseWare into Chinese: An analysis of a community of practice of global translators. International Review of Research in Open and Distance Learning, 8(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/463/980 (HTML) http://www.irrodl.org/index.php/irrodl/article/view/463/982 (PDF)

http://www.irrodl.org/index.php/irrodl/article/view/463/966 (audio file)



Note Free Books:

  1. Sanjaya Mishra (2017). Promoting use and contribution of open educational resources. Commonwealth Educational Media Centre for Asia (CEMCA), Commonwealth of Learning, New Delhi, India. Available: http://oasis.col.org/handle/11599/2800 (PDF: https://tinyurl.com/yang2awa)
  2. Martin Weller (2014), The battle for Open: How openness won and why it doesn't feel like victory, Ubiquity Press, London. Available:
  3. Stephen Downes (2011, August). Free Learning: Essays on open educational resources and copyright: Available: http://www.downes.ca/files/books/FreeLearning.pdf
  4. Iiyoshi, T., & Kumar, M. S. V. (Eds.) (2008). Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press. Retrieved from http://mitpress.mit.edu/books/opening-education



Week 6 Tidbits:

    1. December 19, 2017, OER Adoptions on the Rise, Lindsay McKenzie, Inside Higher Ed, https://www.insidehighered.com/news/2017/12/19/more-faculty-members-are-using-oer-survey-finds
    2. Open Educational Resources (Babson), http://www.onlinelearningsurvey.com/oer.html
    3. December 19, 2017, Use of Free Textbooks Is Rising, but Barriers Remain, By Beth McMurtrie, The Chronicle of Higher Education, https://www.chronicle.com/article/Use-of-Free-Textbooks-Is/242086
    4. November 28, 2017, Connections, 22(2), Commonwealth of Learning Newsletter
      Learning for Sustainable Development, http://oasis.col.org/handle/11599/2761
    5. November 15, 2017, The Fallacy of Open-Access Publication, Andrew V. Suarez and Terry McGlynn, The Chronicle of Higher Education, Available: https://www.chronicle.com/article/The-Fallacy-of-Open-Access/241786
    6. October 10, 2017, A Big Publisher Embraces OER, Lindsay McKenzie, Inside Higher Ed, https://www.insidehighered.com/news/2017/10/10/cengage-offers-new-oer-based-product-general-education-courses
    7. September 19, 2017, Reasons to Open Source Your Syllabus, Anatasia Salter, The Chronicle of Higher Education, http://www.chronicle.com/blogs/profhacker/reasons-to-open-source-your-syllabus/64335 (see also The Open Syllabus Project, https://opensyllabusproject.org/ and also see: January 22, 2016, What a Million Syllabuses Can Teach Us, Joe Karaganis and David McClure, The New York Times
    8. August 23, 2017, George Siemens and David Wiley Join Forces for a MOOC About Open Education, Manuela Ekowo, EdSurge, https://www.edsurge.com/news/2017-08-23-george-siemens-and-david-wiley-join-forces-for-a-mooc-about-open-education (see also Introduction to Open Education, edX, https://www.edx.org/course/introduction-open-education-utarlingtonx-link-oex)
    9. August 9, 2017, Report: Faculty want more OER-here’s why, Laura Ascione, Campus Technology, https://www.ecampusnews.com/curriculum/report-faculty-oer/?all
    10. April 4, 2017, Open: The Philosophy and Practices that are Revolutionizing Education and Science, Rajiv Jhangiani, Robert Biswas-Diener (eds.), Ubiquity Press, http://www.ubiquitypress.com/site/books/10.5334/bbc/
    11. April 2, 2017, In the Post-Truth Era, Colleges Must Share Their Knowledge, The Chronicle of Higher Education, https://www.chronicle.com/article/In-the-Post-Truth-Era/239628
    12. November 9, 2016, Why the Switch to OER Is Easier Than You Think, Dian Schaffhauser, Campus Technology, https://campustechnology.com/articles/2016/11/09/why-the-switch-to-oer-is-easier-than-you-think.aspx
    13. November 7, 2016, OER Use to Triple Over Next 5 Years, Campus Technology
    14. September 7, 2016, Open Educational Resources (OER) and the Evolving Higher Education Landscape, Cengage, https://campustechnology.com/articles/2016/09/07/oer-use-to-triple-over-next-5-years.aspx
    15. Jeffrey R. Young, September 7, 2016, What Clicks From 70,000 Courses Reveal About Student Learning, Chronicle of Higher Education, http://www.chronicle.com/article/What-Clicks-From-70000/237704
    16. MIT News, May 19, 2016, From MOOC to bootcamp to MIT, MIT News, Office of Digital Learning. (Jin Wu—from MITx to MIT Global Entrepreneurship Bootcamp to master’s student), http://news.mit.edu/2016/mooc-bootcamp-mit-0519
    17. Otto Scharmer, May 4, 2016, MOOC 4.0: The Next Revolution in Learning & Leadership, Huffington Post, http://www.huffingtonpost.com/otto-scharmer/mooc-40-the-next-revoluti_b_7209606.html
    18. Jeffrey R. Young, May 4, 2016, This Mongolian Teenager Aced a MOOC
      Now He Wants to Widen Their Impact, (140,000 people take the MIT MOOC on Circuits and Electronics, 1 of 300 to get a perfect score)
      The Chronicle of Higher Education,
    19. April 4, 2016, MIT OpenCourseWare is 15!, https://ocw.mit.edu/about/our-history/ and Video (2:07): Thank you for 15 years of open sharing: https://www.youtube.com/watch?v=nBDFbsq10To
    20. Anuar Andres Lequerica, February, 2016, MOOCWatch Feb 2016: More Students, More Price Points, More Models. Class Central, https://www.class-central.com/report/moocwatch-feb-2016/
    21. Kenneth Green, February 2016, Faculty Awareness of the Open World, Going Digital: Faculty Perspectives on Digital and OER Course Materials
      The Campus Computing Project,
    22. January 20, 2016, Coursera Specializations, https://www.coursera.org/browse?utm_medium=email&utm_source=marketing&utm_campaign=aUAR4L-fEeW6i-NodUB9Qw&languages=en
    23. January 11, 2016, 7th grade scholarships for MOOC completion, U.S. News and World Report, eSchool News, http://www.eschoolnews.com/2016/01/11/7th-grade-scholarships-for-mooc-completion/
    24. January 11, 2016, Mapping a MOOC Reveals Global Patterns in Student Engagement, Chronicle of Higher Education, Anthony C. Robinson, http://www.chronicle.com/article/mapping-a-mooc-reveals-global/234795 or http://trainingshare.com/pdfs/mapping-a-MOOC.pdf
    25. Josh Bersin, January 5, 2016, Use Of MOOCs And Online Education Is Exploding: Here's Why, Forbes, http://www.forbes.com/sites/joshbersin/2016/01/05/use-of-moocs-and-online-education-is-exploding-heres-why/#290acdda7f09
    26. January 8, 2015, Obama Plan Would Help Many Go to Community College Free, Julie Hirschfeld Davis and Tamar Lewin, The New York Times, Available: http://www.nytimes.com/2015/01/09/us/politics/obama-proposes-free-community-college-education-for-some-students.html?_r=0
    27. November 6, 2014, What Georgia Tech’s Online Degree in Computer Science Means for Low-Cost Programs, Steve Kolowich, The Chronicle of Higher Education
    28. Brant, S. (2013, December 13). Former MIT president Charles M. Vest dies at 72: As the Institute’s leader from 1990 to 2004, he sparked a period of dynamism. MIT News. Retrieved from http://web.mit.edu/newsoffice/2013/former-mit-president-charles-m-vest-dies-at-72-1213.html
    29. Carson, S. (2009). The unwalled garden: Growth of the OpenCourseWare Consortium, 2001-2008. Open Learning, 24(1). Retrieved from http://tofp.org/resume/Unwalled_Garden.pdf
    30. MIT (2007, November 28). MIT Marks OpenCourseWare Milestone. November 2007 Newsletter. Retrieved from http://ocw.mit.edu/about/media-coverage/press-releases/milestone/
    31. Geser, Guntram (ed.). (2007, January). Open Educational Practices and Resources: OLCOS Roadmap 2012 (149 pages). http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf (more info here: http://www.olcos.org/english/roadmap/)
    32. MIT. (2006, June 5). 2005 program evaluation findings report. Retrieved from http://web.mit.edu/ocwcom/MITOCW/About/05_Eval_Full_060806_MITOCW.pdf
    33. Johnstone, S. M. (2005). Open educational resources serve the world. EDUCAUSE Quarterly, 28(3), 15. Retrieved from http://er.educause.edu/articles/2005/1/open-educational-resources-serve-the-world
    34. MIT (2001, April 4). MIT to make nearly all course materials available free on the World Wide Web. Retrieved on June 25, 2010, from http://web.mit.edu/newsoffice/2001/ocw.html



  1. Video: Ivory Tower: Is College Worth the Cost?, CNN; Coding Bootcamp: A college alternative (2:21)
  2. Video (3:17): June 7, 2016, Teaching refugees how to code, CNN Money



Week 7 (February 19). Open Education & Massive Open Online Course (MOOCs)

  1. Barbara Oakley, Debra Poole, and MaryAnne Nestor (2016, March). Creating A Sticky MOOC. Online Learning, 20(1), 1-12. Available: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/731

https://olj.onlinelearningconsortium.org/index.php/olj/article/view/731/197 (PDF)


  1.  MOOCs and Open Education Around the World.” In C. J. Bonk, M. M. Lee., T. C. Reeves, & T. H. Reynolds, T. H. (Eds.), MOOCs and open education around the world (xxx-xlii). NY: Routledge. Retrieved from http://publicationshare.com/moocsbook/ and http://moocsbook.com/free.php or http://publicationshare.com/moocsbook/TOC_Preface_MOOCs_Open_Ed_book_by_Bonk_Lee_Reeves_Reynolds.pdf



2b. Bonk, C. J., Lee, M. M., Reynolds, T. H., & Reeves, T. C. (2015). Preface to MOOCs and Open Education Special Issue: The Power of Four. In Special Issue: MOOCs and Open Education. International Journal on E-Learning, 14(3), 265-277. Retrieved from http://moocsbook.com/TOC_Preface_Special.pdf


2c. Bonk, C. J., Lee. M. M., Reeves, T. C., & Reynolds, T. H. (2018). The emergence and design of massive open online courses (MOOCs). In R. A. Reiser, & J. V. Demsey (Eds.), Trends and issues in instructional design and technology (4th Ed.), (pp. 250-258). Boston, MA: Pearson. Available: http://www.publicationshare.com/3 or http://publicationshare.com/pdfs/MOOCs_Reiser_book_by_Bonk_Reeves_Reynolds_Lee_Final_with_citation.pdf


  1. Daniel, J. (2012). Making Sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education. Retrieved November 14, 2014, from http://jime.open.ac.uk/article/view/259


  1. Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review of Research on Open and Distributed Learning, 15(5).

Abstract: http://www.irrodl.org/index.php/irrodl/article/view/1954

HTML: http://www.irrodl.org/index.php/irrodl/article/view/1954/3099

PDF: http://www.irrodl.org/index.php/irrodl/article/view/1954/3111


  1. Dillahunt, T., Wang, Z., & Teasley, S. D. (2014). Democratizing higher education: Exploring MOOC use among those who cannot afford a formal education. International Review of Research in Open and Distance Learning, 15(5), 177-196. Available: http://www.irrodl.org/index.php/irrodl/article/view/1841/3070 (HTML)

http://www.irrodl.org/index.php/irrodl/issue/view/64 (PDF)


  1. Kimberly F. Colvin, John Champaign, Alwina Liu, Qian Zhou, Colin Fredericks, and David E. Pritchard (2014, September). Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class, The International Review of Research in Open and Distributed Learning (IRRODL), Available:


  1. Justin Reich (2014, December). MOOC Completion and Retention in the Context of Student Intent, EDUCAUSE Review. Available: http://er.educause.edu/articles/2014/12/mooc-completion-and-retention-in-the-context-of-student-intent


  1. Diana Laurillard (December 30, 2014). Anatomy of a MOOC for Teacher CPD, University College London, Institute of Education. Available:



Bonk MOOC Videos:

  1. Conference Session (video); November 6, 2015: Presidential Session Association for Educational Communications and Technology (AECT) Annual International Convention, Indianapolis, IN. Presenters: Tom Reeves, Mimi Lee, Yadi Ziaee, and Curt Bonk.

Topic: Multimedia in MOOCs: Best Practices for Cultural Inclusion (54:31)
Available: http://moocsbook.com/video.php; see also MOOCs Book: http://moocsbook.com/


  1. Curt Bonk, November 2014, (Compressed, High Def; Low Def), (16 minutes). Shenzhen, China: Learning is Changing: MOOCs, The Open World, and Beyond. (Dropbox slides.)


3.      Curt Bonk interviewed for master’s student training video, MOOCs and Self-directed Learning, by Marcelo Maina, Universitat Oberta de Catalunya (i.e., the Open University of Catalona), Barcelona, Spain, (recorded June 21, 2017; made available December 22, 2017). All seven video interviews: https://www.youtube.com/channel/UCdbZdfz53NW5pj4JxZGSLUA


1.      Q#7 Principles of teaching in new technology rich environments. Available (5:38): https://www.youtube.com/watch?v=t3UxSX0Q5s8&list=PLyqLzFjZc4SmUT74_ajFAJc2nc1bVejQF;

2.      Q#6 SOLE and open education design (4:51): https://www.youtube.com/watch?v=Q--0CgaC1s0&index=2&list=PLyqLzFjZc4SmUT74_ajFAJc2nc1bVejQF;

3.      Q#5 MOOCs and cultural differences (3:19): https://www.youtube.com/watch?v=Irn143tWKgM&list=PLyqLzFjZc4SmUT74_ajFAJc2nc1bVejQF&index=3

4.      Q#4 Personalization in MOOCs (6:25): https://www.youtube.com/watch?v=GednTOmEtZs&index=4&list=PLyqLzFjZc4SmUT74_ajFAJc2nc1bVejQF

5.      Q#3 Models of MOOC effective education (7:32): https://www.youtube.com/watch?v=tWFZ1qFn6K4&list=PLyqLzFjZc4SmUT74_ajFAJc2nc1bVejQF&index=5

6.      Q2 MOOC design recommendations for eductors (3:12):


7.      Q1 Innovative experiences in MOOCs and open education (2:51): https://www.youtube.com/watch?v=ZMywBo7Mx84&index=7&list=PLyqLzFjZc4SmUT74_ajFAJc2nc1bVejQF


Short Videos on MOOCs and Open Education:

  1. White paper (2016). Open educational resources (OER) and the evolving higher education landscape. Cengage Learning. Available: https://oerknowledgecloud.org/content/open-educational-resources-oer-and-evolving-higher-education-landscape; Full report: https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/wp_oer-evolving-higher-ed-landscape.pdf 
  2. Kevin Carey, October 5, 2016, An Online Education Breakthrough? A Master’s Degree for a Mere $7,000, http://www.nytimes.com/2016/09/29/upshot/an-online-education-breakthrough-a-masters-degree-for-a-mere-7000.html
  3. Dhawal Shah, August 12, 2016, Class Central’s Top 50 MOOCs of All Time, Class Central Blog
    “Now there are close to 6,000 MOOCs from 600+ universities around the world.”
  4. August 12, 2016, A Life of Happiness and Fulfillment, Indian School of Business, Rajagopal Raghanathan, https://www.class-central.com/mooc/2860/coursera-a-life-of-happiness-and-fulfillment
  5. August 5, 2015, How Nanodegrees Are Disrupting Higher Education, John Waters, Campus Technology, http://campustechnology.com/articles/2015/08/05/how-nanodegrees-are-disrupting-higher-education.aspx
  6. Marco della Cava, January 13, 2016, Degree gets you a tech job — or your money back
    USA Today, http://www.usatoday.com/story/tech/news/2016/01/13/degree-gets-you-tech-job-your-money-back/78703230/
  7. Video (2:17), October 14, 2014, Duke MOOCs Around the World,
  8. Anuar Lequerica, June 14, 2016, World First: University of Michigan’s Dr. Chuck Holds a Graduation Ceremony for MOOC Students , Class Central, https://www.class-central.com/report/dr-chuck-graduate-ceremony-python-specialization/
  9. October 3, 2015, ‘They don’t allow you to fail': In custom classrooms, at-risk students thrive, PBS NewsHour, NewsHour's Hari Sreenivasan reports, Available:


  1. Peter Struck, Professor, UPenn, Mythology class to 54,000 students, AOL News, Sept. 5, 2013, 1:01 minutes video: https://youtu.be/yk9GNVwj6-E ; Article: http://www.theepochtimes.com/n3/229640-5-best-moocs-for-free-online-higher-education/


11.  Sophia Pink, High School Student, An escape from High School. Washington Post, August 22, 2013, 2:33 minutes: Video: http://www.washingtonpost.com/posttv/opinions/an-escape-key-from-high-school/2013/08/21/294e8fe4-09cb-11e3-8974-f97ab3b3c677_video.html; Article: http://www.washingtonpost.com/opinions/why-i-spent-10th-grade-online/2013/08/22/f2001640-ed8a-11e2-bed3-b9b6fe264871_story.html


12.  UK enters expanding online learning market with MOOCs, BBC, Sept. 18. 2013, 2:20; Video and Article: http://www.bbc.co.uk/news/uk-24153128


13.  Anant Agarwal Explains MOOCs High Drop-Out Rates (3:19): http://www.youtube.com/watch?v=HXpEJqluIho 


14.  What is a MOOC, July 1, 2013, BBC, 8:23 minutes: http://www.bbc.co.uk/news/education-23127327


15.  September 15, 2015, Social Learning for Social Impact, edX, Join the world’s first GROOC – a MOOC for groups – to collaborate with others globally and create social change. Available: https://www.edx.org/course/social-learning-social-impact-mcgillx-groocx
Video: https://www.youtube.com/watch?t=36&v=WNg-5LFAMdI


16.  The Benefits of Online Learning, Anant Agarwal, the founder and president of edX, an online education company, shares what he considers the top six advantages of online learning., October 8, 2013, 2:20 minutes: Article:  http://online.wsj.com/article/SB10001424052702303759604579093400834738972.html; Videos: http://online.wsj.com/article/SB10001424052702303759604579093400834738972.html#project%3DMOOCchrtPRINT%26articleTabs%3Dvideo


  1. MOOC Fiction, from Alan Levine, October, 2013, 1:18:  http://youtu.be/ZNS9nRQElPQ


  1. Timeline: Chronicle of Higher Education (2012, August 20).  What You Need to Know About MOOC's. Available:  Interactive Timeline: http://chronicle.com/article/What-You-Need-to-Know-About/133475/



Week 7 Tidbits:

    1. December 29, 2017, Microcredentials, MicroMasters, and Nanodegrees: What’s the Big Idea?, Cathrael Kazin, The Evolllution, https://evolllution.com/programming/credentials/microcredentials-micromasters-and-nanodegrees-whats-the-big-idea-2/
    2. Woz U Has Made Some Big Promises. Can It Deliver?, Henry Kronk, December 17, 2017, ElearningInside News, https://news.elearninginside.com/woz-u-made-big-promises-can-deliver/
    3. Massachusetts Commits to Digital Education and Lifelong Learning, Henry Kronk November 29, 2017, ElearningInside News, https://news.elearninginside.com/massachusetts-commits-digital-education-lifelong-learning/
    4. November 27, 2017, Class Central Learner Survey (2017): MOOC Users Highly Educated, Have Experienced Career Benefits, Dhawal Shah, Class Central
    5. August 23, 2017, ‘Disrupt This!’ (book by Karen Head, Georgia Tech), by Doug Lederman, Inside Higher Ed, https://www.insidehighered.com/digital-learning/article/2017/08/23/author-disrupt-discusses-role-technology-higher-education
    6. August 17, 2017, By the Numbers: MOOCs in 2016, Class Central, Dhawal Shah
    7. July 26, 2017, MIT Deems MicroMasters a Success, Carl Straumsheim, Inside Higher Ed, https://www.insidehighered.com/news/2017/07/26/mit-deems-half-online-half-person-masters-program-success
    8. June 22, 2017, MOOCs Moving On, Moving Up, Cathy Sandeen, Inside Higher Ed, https://www.insidehighered.com/views/2017/06/22/essay-looking-back-predictions-about-moocs
    9. June 22, 2017, MOOCWatch #15: MOOCs Find Their Audience, (New CEOs, enrollment milestones, and more), Class Central, Dhawal Shah, https://www.class-central.com/report/moocwatch-15-moocs-lifelong-learners/
    10. June 22, 2017, Ten Most Popular MOOCs Starting in August 2017, Class Central, Dhawal Shah, https://www.class-central.com/report/ten-most-popular-august-2017/
    11. June 15, 2017, Massive List of MOOC Providers Around The World, (Where to Find MOOCs: The Definitive Guide to MOOC Providers), Class Central, Dhawal Shah, https://www.class-central.com/report/mooc-providers-list/
    12. May 30, 2017, This Will Go on Your Permanent Record! How Blockchains Can Transform Colleges in a Networked World, Richard DeMillo, The Evolllution,
    13. May 8, 2017, Creating MOOCs for Students in Developing Countries, Satesh Bidaisee, EDUCAUSE. Available: https://er.educause.edu/articles/2017/5/creating-moocs-for-students-in-developing-countries
    14. April 24, 2017, Massive Open Online Courses used to be 100% free. But they didn’t stay that way, Dhawal Shah (Founder of Class Central), freeCodeCamp, https://medium.freecodecamp.org/massive-open-online-courses-started-out-completely-free-but-where-are-they-now-1dd1020f59
    15. January 2017, Monetization over Massiveness; A Review of MOOC Stats and Trends for 2016, Class Central Blog, https://www.class-central.com/report/; A Life of Happiness and Fulfillment (the most popular MOOC of 2015)
    16. December 25, 2016, By The Numbers: MOOCS in 2016, Dhawa Shah, Class Central
    17. December 22, 2016
      6 Biggest MOOC Trends of 2016, Dhawa Shah, Class Central

    18. December 18, 2016
      Best Online Courses of 2016, Class Central

    19. December 13, 2016
      edX’s 2016: Year in Review, Class Central,
      Ten million registered users, ~1300 courses, and 109 partners

    20. December 7, 2016, Coursera’s 2016: Year in Review, Dhawa Shah, Class Central
    21. State of the MOOC 2016: A Year of Massive Landscape Change For Massive Open Online Courses, Online Course Report, http://www.onlinecoursereport.com/state-of-the-mooc-2016-a-year-of-massive-landscape-change-for-massive-open-online-courses/
    22. Ellen Wexler, October 19, 2016, MOOCs are Still Rising, at least in Number, Chronicle of Higher Education, http://chronicle.com/blogs/wiredcampus/moocs-are-still-rising-at-least-in-numbers/57527
    23. September 2016. Curt Bonk Talks about Open Education. by John Orlando, Online Classroom, 16(9), pp. 1 & 4. Magna Publications, Available: http://publicationshare.com/pdfs/online-classroom-2016.pdf
    24. Carl Straumsheim, September 2, 2016, Humans, the Latest MOOC Feature
      Introduction to Philosophy: God, Knowledge and Consciousness
      ($300 USD for an identity-verified certificate), Inside Higher Ed, https://www.insidehighered.com/news/2016/09/02/massachusetts-institute-technology-experiments-instructor-grading-massive-open
    25. Jack Robinson, August 31, 2016, Coursera Places a Bet on Corporate Learning, HRE Daily, http://blog.hreonline.com/2016/08/31/coursera-places-a-bet-on-corporate-learning/
    26. John Elmes, August 30, 2016, Thousands sign up for free online wine course, Wine News, http://www.decanter.com/wine-news/online-wine-course-adelaide-325646/
    27. Brad Wolverton, August 28, 2016, The New Cheating Economy, The Chronicle of Higher Education, http://www.chronicle.com/article/The-New-Cheating-Economy/237587
    28. Dian Schaffhauser, August 16, 2016, MITx Adds Instructor Grading in MOOC, Campus Technology, https://campustechnology.com/articles/2016/08/16/mitx-adds-instructor-grading-in-mooc.aspx
    29. Joshua Kim, July 21, 2016, The Scope of edX, Inside Higher Ed, https://www.insidehighered.com/blogs/technology-and-learning/scope-edx
    30. Jeffrey R. Young, July 14, 2016, Are MOOCs Forever?, The Chronicle of Higher Education, http://www.chronicle.com/article/Are-MOOCs-Forever-/237130
    31. January 11, 2016, 7th grade scholarships for MOOC completion, U.S. News and World Report, eSchool News, Available: http://www.eschoolnews.com/2016/01/11/7th-grade-scholarships-for-mooc-completion/
    32. November 19, 2015, MOOCs From a Worker’s Perspective
      Alberto Julián, available: https://www.linkedin.com/pulse/moocs-from-workers-perspective-1-alberto-juli%C3%A1n
    33. November 17, 2015, Mao's MOOC Rehabilitation, Has edX become a platform for a Chinese propaganda course?, Josh Logue, Inside Higher Ed, Available:
    34. September 22, 2015, Who’s Benefiting from MOOCs, and Why, by Chen Zhenghao, Brandon Alcorn, Gayle Christensen, Nicholas Eriksson, Daphne Koller, Ezekiel J. Emanuel, Harvard Business Review, Available: https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
    35. Talbot, D. (2015, July 27). China’s startup boom in online learning. MIT Technology Review. Retrieved from http://www.technologyreview.com/news/539136/chinas-startup-boom-in-online-learning
    36. July 7, 2015, Fulfilling the promise: do MOOCs reach the educationally underserved?, Ed Media International, Available (need access): http://www.tandfonline.com/doi/pdf/10.1080/09523987.2015.1053288#.VaComI3JBjt
    37. June 17, 2015, Charles Dziuban & Anthony G. Picciano (2015, June 17). The Evolution Continues: Considerations for the Future of Research in Online and Blended Learning, ECAR Research Bulletin, https://library.educause.edu/~/media/files/library/2015/6/erb1513-pdf.pdf
    38. April 16, 2015, Making Sense of MOOCs -- A Reading List, The World Bank, EduTech Blog, Michael Trucano, Available:
    39. April 1, 2015, Three Insights from the HarvardX and MITx Year Two Reports, Education Week, Justin Reich, HarvardX Research Fellow
    40. May 26, 2015, Edtech and MOOC Times in China, Michael Trucano, EduTech, World Bank Blog, Available: https://blogs.worldbank.org/edutech/edtech-and-mooc-times-china
    41. May 12, 2015, In China, Where Everything is a MOOC, Education Week, Justin Reich, HarvardX Research Fellow, Available:
    42. August 17, 2013, Tamar Lewin, Master’s Degree Is New Frontier of Study Online, The New York Times, available: http://chronicle.com/article/MOOCs-May-Not-Be-So-Disruptive/140965/
    43. Friedman, T. (2013, January 26). Revolution hits the universities. The New York Times. Retrieved from http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html?_r=0
    44. November 4, 2013, Developing countries and the MOOC learning revolution, The Conversation, Allison Littlejohn, Director of the Caledonian Academy, Glasgow Caledonian University, Available: https://theconversation.com/developing-countries-and-the-mooc-learning-revolution-19355
    45. Bonk, C. J. (2013). Want some MOOC with your TV dinner? The EvoLLLution. Part 1 February 22, 2013. Available: http://www.evolllution.com/featured/want-some-mooc-with-your-tv-dinner-part-1/ (html) and http://publicationshare.com/pdfs/Want-Some-MOOC-With-Your-TV-Dinner-(Part-1)-Curtis-Bonk.pdf  (PDF)
    46. Bonk, C. J. (2013). Want some MOOC with your TV dinner? The EvoLLLution. Part 2 Available March 1, 2013: http://www.evolllution.com/media_resources/want-some-mooc-with-your-tv-dinner-part-2/ (HTML) and http://publicationshare.com/pdfs/Want-Some-MOOC-With-Your-TV-Dinner-(Part-2).pdf (PDF)
    47. Pappano, L. (2012, November 2). The year of the MOOC. The New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0
    48. Feerick, M. (2014, October 7). Why wait for others to fight Ebola? ALISON Blog. Retrieved from http://www.advancelearning.com/why-wait-for-others-to-fight-ebola


MOOC-Related Videos and Audios:

1.      What is a MOOC? by Dave Cormier, December 8, 2010: http://www.youtube.com/watch?v=eW3gMGqcZQc

2.      Siemens, G. (2011). George Siemens on massive open online courses (MOOCs) [Online Video]. May 5, 2011: http://www.youtube.com/watch?v=VMfipxhT_Co

3.      Chuck Severance (2012, November 26). Internet History, Technology, and Security Coursera Office Hours - Manila, Philippines. Available: http://www.youtube.com/watch?v=R6zlQZcM72o and Barcelona: http://www.youtube.com/watch?v=JzNHvmSv8TI  



Inexpensive Online Learning and MOOC Related Organizations and Institutions:

1.      Coursera: https://www.coursera.org/

2.      edX: https://www.edx.org/

3.      edX high school initiative: https://www.edx.org/high-school-initiative

4.      edX partners: https://www.edx.org/schools-partners

5.      FutureLearn: https://www.futurelearn.com/

6.      Global Freshman Academy, edX: https://www.edx.org/how-it-works

7.      Handbook of Open Universities: http://wikieducator.org/Handbook_of_Open_Universities

8.      MITX: https://www.edx.org/university_profile/MITx

9.      NovoEd: https://novoed.com/

1.      Philanthropy University: https://novoed.com/philanthropy-initiative?referral_token=NOVOED-CC

10.  Peer 2 Peer University (P2PU): https://www.p2pu.org/en/

11.  Straighter Line: http://www.straighterline.com/courses-run-by-professors.html

12.  Udacity: http://www.udacity.com/

13.  Udemy: http://www.udemy.com/

14.  University of the People: http://www.uopeople.edu/


Somewhat Shady and/or Nefarious Websites (there are many others):

ü  BoostMyGrade.com: http://www.boostmygrade.com/

ü  NoNeedtoStudy.com: https://www.noneedtostudy.com/myclass/

ü  Unemployed Professors.com: http://unemployedprofessors.com/


Week 8 (February 26). More MOOCs and Open Education Around the World

  1. Nina Hood and Allison Littlejohn (2016). MOOC Quality: The Need for New Measures. Journal of Learning for Development, 3(3), 28-42. Available: http://jl4d.org/index.php/ejl4d/article/view/165/155 and http://jl4d.org/index.php/ejl4d/article/view/165/157


  1. Rita Kop and Hélčne Fournier, National Research Council of Canada, John Sui Fai Mak, Australia (2011, November). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research on Open and Distance Learning (IRRODL), 12(7). http://www.irrodl.org/index.php/irrodl/article/view/1041/2025 (see also entire special issue on Emergent Learning, Connections, Designs for Learning: http://www.irrodl.org/index.php/irrodl/issue/view/49)


  1. Abram Anders (November, 2015). Theories and Applications of Massive Online Open Courses (MOOCs): The Case for Hybrid Design, November 2015, Available:


  1. Mazoue, J. G. (2014). Beyond the MOOC model: Changing educational paradigms, EDUCAUSE Review Online. Retrieved from http://er.educause.edu/articles/2014/11/beyond-the-mooc-model-changing-educational-paradigms  


5.      Bonk, C. J. (2015). Foreword: Scratching the seven year itch: Perhaps it’s time to MOOC on! In J. R. Corbeil, M. E. Corbeil, & B. H. Khan (Eds.). The MOOC case book: Case studies in MOOC design, development and implementation (pp. xii – xxii). Ronkonkoma, NY: Linus Books. Available: http://www.moocsbook.com/free.php or http://moocsbook.com/MOOC_Foreword_by_Bonk_for_Corbeil_Khan_book.pdf


  1. Hollands, F. M., & Tirthali, D. (2014). Why do institutions offer MOOCs? Online Learning, 18(3). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/464

https://olj.onlinelearningconsortium.org/index.php/olj/article/view/464/116 (PDF)


  1. George Veletsianos and Peter Shepherdson (2016, February). A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2-13-2015. International Review of Research in Open and Distributed Learning, 17(2), 198-221. Available: http://www.irrodl.org/index.php/irrodl/article/view/2448


    1. See also: George Veletsianos and Peter Shepherdson (2015, June). Who Studies MOOCs? Interdisciplinary in MOOC Research and its Changes over Time. IRRODL, 15(3), http://www.irrodl.org/index.php/irrodl/article/view/2202


    1. See also George Veletsianos, Justin Reich, & Laura A. Pasquini (2016, July-September). The life between big data log events: Learners’ strategies to overcome challenges in MOOCs. AERA Open, 2(3), 1-10. Available:

http://journals.sagepub.com/doi/abs/10.1177/2332858416657002 (abstract)

http://journals.sagepub.com/doi/pdf/10.1177/2332858416657002 (PDF)

Video explanation of results (4:18): https://www.youtube.com/watch?v=z0nIB_pcmEE


More MOOC Reading:

1.      Nathaniel Ostashewski, Jennifer Howell, & Jon Dron (2017). MOOCifying courses: Delivery of a MOOC to enhance university course activities. Journal of Learning for Development (JL4D), 4(2), 184-195. Available: http://jl4d.org/index.php/ejl4d/article/view/217 http://jl4d.org/index.php/ejl4d/article/view/217/231 (HTML)

http://jl4d.org/index.php/ejl4d/article/view/217/230 (PDF)


  1. April 2017, Why Study on a MOOC? The Motives of Students and Professionals, IRRODL, 18(2)
    Colin Milligan and Allison Littlejohn, Glasgow Caledonian University, The Open University, Available:


  1. Jeffrey P. Emanuel & Anne Lamb (2017). Open, online, and blended: Transactional interactions with MOOC content by learners in three different course formats. Online Learning, 21(2) (25 pages). Available: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/845 https://olj.onlinelearningconsortium.org/index.php/olj/article/viewFile/845/272 (PDF)


  1. Jeffrey A. Green, Christopher A. Oswald, & Jeffrey Pomerantz (2015). Predictors of Retention and Achievement a Massive Open Online Course. American Educational Research Journal, 52(5), 925-955. Preprint available: http://citeseerx.ist.psu.edu/viewdoc/download?doi=


  1. Tali Kahan, Tal Soffer & Rafi Nachmias (2017, September). Types of participant behavior in a massive open online course. International Review of Research in Open and Distributed Learning, 18(6) (18 pages). Available: http://www.irrodl.org/index.php/irrodl/article/view/3087

http://www.irrodl.org/index.php/irrodl/article/view/3087/4377 (HTML)

http://www.irrodl.org/index.php/irrodl/article/view/3087/4381 (PDF)


  1. Nati Cabrera and Maite Fernández-Ferrer, Universitat Oberta de Catalunya (UOC), Universitat de Barcelona (UB). (2017, April). Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities, IRRODL, 18(2), Available: http://www.irrodl.org/index.php/irrodl/article/view/2789
    http://www.irrodl.org/index.php/irrodl/article/view/2789/4088 (HTML)

http://www.irrodl.org/index.php/irrodl/article/view/2789/4113 (PDF)


7.      Freda Wolfenden, Simon Cross, & Fiona Henry (2017). MOOC adaptation and translation to improve equity in participation. Journal of Learning for Development (JL4D), 4(2), pp. 127-142. Available: http://jl4d.org/index.php/ejl4d/article/view/209

http://jl4d.org/index.php/ejl4d/article/view/209/243 (HTML)

http://jl4d.org/index.php/ejl4d/article/view/209/245 (PDF)