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<p>ACKNOWLEDGEMENTS ix</p> <p><b>CHAPTER 1. WHAT IS A MOOC? 1</b></p> <p>1.1. From distance learning to MOOCs 1</p> <p>1.2. What is a MOOC? 5</p> <p>1.3. xMOOCs, cMOOCs and other SPOCs 10</p> <p>1.3.1. xMOOCs 11</p> <p>1.3.2. cMOOCs 12</p> <p>1.3.3. SPOCs 16</p> <p>1.3.4. SOOCs 17</p> <p><b>CHAPTER 2. HOW TO CONSTRUCT A MOOC 19</b></p> <p>2.1. From a conventional course to a MOOC 19</p> <p>2.2. Human resources for the building of a MOOC 21</p> <p>2.2.1. Teaching staff 21</p> <p>2.2.2. Instructional designer 22</p> <p>2.2.3. Video 23</p> <p>2.2.4. Graphic designers and webmasters 24</p> <p>2.2.5. Integrator 25</p> <p>2.2.6. Testers 25</p> <p>2.2.7. Project manager 26</p> <p>2.3. Steps involved in mounting a MOOC 26</p> <p>2.3.1. Announcements 27</p> <p>2.4. Resources required 30</p> <p>2.5. Post-construction tasks 33</p> <p>2.6. Amount of human resources required for the construction of a MOOC 35</p> <p>2.6.1. For teachers 36</p> <p>2.6.2. Teaching support staff 38</p> <p>2.6.3. Technical support staff 40</p> <p>2.7. Cost of a MOOC 42</p> <p>2.7.1. Logistics 42</p> <p>2.7.2. Software platform 42</p> <p>2.7.3. Hardware platform 43</p> <p>2.7.4. Human resources 45</p> <p><b>CHAPTER 3. A MOOC FOR WHOM AND FOR WHAT PURPOSES? 49</b></p> <p>3.1. Audiences 49</p> <p>3.1.1. MOOCs at university 50</p> <p>3.1.2. Lifelong learning 51</p> <p>3.2. Proper use of MOOCs 53</p> <p>3.2.1. MOOCs as instruments of communication 53</p> <p>3.2.2. MOOCs, distance learning and initial training 55</p> <p>3.2.3. MOOCs and continuing education 58</p> <p>3.3. Assessment of learners and certification 58</p> <p>3.4. Following of MOOCs and “tutored” MOOCs 63</p> <p><b>CHAPTER 4. FINANCING AND DEVELOPMENT OF MOOCS 71</b></p> <p>4.1. What benefits do MOOCs bring, and what profits can be made? 71</p> <p>4.1.1. In universities 71</p> <p>4.1.2. Continuing education 72</p> <p>4.1.3. Value of data 74</p> <p>4.2. Financing of MOOCs 76</p> <p><b>CHAPTER 5. MOOCS AND HIGHER EDUCATION 83</b></p> <p>5.1. MOOCs and universities 84</p> <p>5.1.1. What is a university? 84</p> <p>5.1.2. Who is the target market for a university? 84</p> <p>5.1.3. Which universities? 86</p> <p>5.1.4. MOOCs in universities and the “educational revolution” 87</p> <p>5.1.5. The end for universities? 91</p> <p>5.2. MOOCs and lifelong learning 94</p> <p>5.2.1. At present, which are the largest groups of MOOC users? 95</p> <p>5.2.2. Various uses for MOOCs 98</p> <p><b>CHAPTER 6. CONCLUSIONS: WHAT DOES THE FUTURE HOLD FOR MOOCS? 101</b></p> <p>6.1. “To MOOC or not to MOOC”? 101</p> <p>6.2. Why and for whom should MOOCs be developed? 105</p> <p>6.3. What can be done to support the development of MOOCs? 110</p> <p>6.3.1. Hardware and software platforms 110</p> <p>6.3.2. Encouragement of developers 112</p> <p>6.4. What can be done to support the users of MOOCs? 114</p> <p>6.5. A step towards digital learning houses (DLHs) 115</p> <p>BIBLIOGRAPHY 117</p> <p>GLOSSARY 121</p> <p>INDEX 125</p>

<p><b>Jean-Charles Pomerol</b> is Emeritus Professor at Pierre and Marie Curie University in Paris, France and previously President of the Université Numérique des Sciences de la Santé et du Sport (UNF3S), a French-language digital university covering the fields of medicine, pharmacology, dentistry and sports science.</p> <p><b>Yves Epelboin</b> is Emeritus Professor at Pierre and Marie Curie University in Paris, France. He was previously head of Digital Teaching and Learning at UPMC.</p> <p><b>Claire Thoury</b> is a PhD student in sociology.</p>

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