By George Siemens. In the past few years, Massive Open Online Courses (MOOCs) have become a lens used by educators, entrepreneurs, education reformers and venture capitalists to view the higher education system. They are now a proxy for our hopes and fears for education; how we speak of MOOCs increasingly says more about our personal philosophy than it does about open online courses.
In 2008, Stephen Downes and I offered the first MOOC — a course on Connectivism and Connective Knowledge. Our intent was to create a learning experience that embodied the attributes of the Internet: open, accessible, networked, distributed and participative. The 2,300 learners who joined our course are now a rounding error in comparison to the large offerings of providers such as edX and Coursera. Yet our original vision continues to shape our research and teaching practices: networking individual learners to foster knowledge creation. It remains my firm belief that the complex challenges that society faces can only be met through a learning architecture that emphasizes knowledge generation over knowledge duplication.
After a frenetic 2012 and 2013, the last several months have been disappointing for many advocates of MOOCs. More...

By William Osborn. A couple of weeks ago I entered a room listed on my course schedule for a seminar called “The History and Future of Higher Education” with little to no idea of what to truly expect. I read the syllabus and course explanation before the first day of class but could not wrap my head around what a MOOC was or what it had to do with me. As part of our course, we were going to be “community leaders” for a MOOC titled, similarly, “The History and Future of (Mostly) Higher Education.” My colleagues seemed very confident and eager to tackle the role of community leader, yet I felt a little underprepared. More...