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Let’s teach the world

This coming October, I’ll be offering my first MOOC — massive(ly) open online course — one of a growing number of such offerings that have started to emerge from some leading US universities over the...

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Help wanted!

Why am I doing this? Attempting to give a five-week, school-to-university transition course to possibly thousands of students on the Web, I mean. I always took my teaching seriously. (When I started...

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The Crucible: MOOC Planning – Part 8

A real-time chronicle of a seasoned professor embarking on his first massively open online course. Well, I have survived the initial three weeks of my first MOOC. Though the bulk of the work (and I...

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Coming up for air (and spouting off)

A real-time chronicle of a seasoned professor who has just completed giving his first massively open online course. Almost a month has passed since I last posted to this blog. Keeping my MOOC running...

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MOOC reflections – and Coursera’s Business Model

A real-time chronicle of a seasoned professor who has just completed giving his first massively open online course. Two of my most recent reflections on MOOCs were in many ways reflections about...

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Overcoming the legacy of prior education

A real-time chronicle of a seasoned professor who is giving his second massively open online course. We’re now into the third week of the course. The numbers are down on the first edition, almost...

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The MOOC Express – Less Hype, More Hope

A real-time chronicle of a seasoned professor just about to launch the fourth edition of his massively open online course. Last week, I headed off to Arlington, Texas, to participate in a large,...

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MathThink MOOC v4 – Part 6

In Part 6, I talk about the new Test Flight process. In the past, when students enrolled for my MOOC, they essentially had three options. One was not to take it as a course at all, but just regard it...

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MathThink MOOC v4 – Part 7

In Part 7, I ask myself (yet again) does it need to be a course? One issue I keep returning to is whether my MOOC should be a course. Or, to put the question a more useful way, what features of a...

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MathThink MOOC v4 – Part 8

In Part 8, I explain why I believe MOOCs cannot and will not lead to cost savings in higher education – at least in a nation that values its standard of living. As I’ve noted in previous posts to this...

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MathThink MOOC v4 – Part 9

In Part 9, I admit that my interest in MOOCs is driven by a very Selfish Gene. Why do I devote so much (unpaid) time working on my MOOC? And it is, to be sure, a lot of time, little of it factored in...

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MathThink MOOC v4 – Part 10

In Part 10, the final episode in this series, I talk about my key course design principle, I put forward an argument that in some respects MOOCs may be better than traditional courses,  and I show you...

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