【课程说明】
本课程基于2016年5月12日Dr. D. Christopher Brooks的在线直播课录制而成，课程内容与当晚直播内容相同，供当晚没有参与直播以及其他对慕课研究感兴趣的教师和研究者在线学习。
课程包括在线学习视频（约1小时）以及主讲专家PPT。学员在加入课程后，点击“去学习”，即可在课程资料区下载专家PPT。
【课程简介】
When MOOCs arrived on the higher education scene in 2012, educational technology enthusiasts, entrepreneurs, and trend-setters were hopeful that the massive online open courses would revolutionize higher education as we know it.
Although the hype surrounding MOOCs has largely waned in the United States, they continue attract attention among European and Asian institutions seeking to democratize education by giving access to courses that would otherwise be financially, academically, or geographically unavailable to those who take them. Regardless, the impact of MOOCs on teaching and learning remains largely unknown as the pace at which these courses are offered often outpaces our ability to research them.
In this lecture, the speaker will
1. offer an overview of the methodological issues related to researching MOOCs,
2. offer some results of early research conducted at the University of Minnesota, and
3. introduce some exciting research that promises to help us better understand MOOCs.
【主讲专家】
D. Christopher Brooks serves as a Senior Research Fellow for the EDUCAUSE Center for Analysis and Research, or ECAR,(http://www.educause.edu/ecar) where he conducts research on a range of topics related to IT in higher education including analytics, service delivery, integrated planning and advising services (IPAS), and how undergraduate students and faculty use, think about, and relate to IT. Prior to joining ECAR in December 2013, Dr. Brooks served as a Research Associate in the Office of Information Technology at the University of Minnesota where he researched the impact of educational technologies and Active Learning Classrooms (ALCs) on teaching practices and learning outcomes, completion rates and the impact of MOOCs on student learning, and evaluating blended learning environments. His research appears in a range of scholarly journals including the British Journal of Educational Technology, EDUCAUSE Quarterly, the International Journal for the Scholarship of Teaching and Learning, The Journal of College Science Teaching, Evolution, the Journal of Political Science Education, and Social Science Quarterly, and in the edited volume Blended Learning: Research Perspectives, Vol. 2. His co-edited volume of New Directions for Teaching and Learning on Active Learning Spaces was published in 2014. His co-authored book, A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice, is published in May 2016. Christopher earned his Ph.D. in Political Science from Indiana University in 2002. He has taught courses in comparative politics and political theory at Indiana Purdue Fort Wayne (IPFW), St. Olaf College, and the University of Minnesota.
【课程特色】
科学性：详细的实证研究+海量的数据分析
前瞻性：互联网+教育，促进教师教学方法改革，创新教学模式
实用性：详细介绍明尼苏达大学慕课研究成果，指导教师正确自建慕课课程，提升教学效果
【课程目标】
1. 帮助教师/学习者了解慕课系统的研究方法
2. 帮助教师/学习者了解慕课各个发展阶段的特点
3. 帮助教师/学习者提升对慕课的认识，了解慕课的历史和发展方向
【推荐书目】
Baepler,Paul, Brooks,D.Christopher, Saichaie,Kem and Petersen,Christina. A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Virginia: Stylus Publishing, 2016.
【适应人群】
1. 对慕课和慕课研究感兴趣的教师、研究者以及学习者
2. 期待利用教育技术以及互联网，对自己的教学方法/学习方式进行创新的老师或学习者
