"There is currently much interest and excitement at the emergence of an educational approach commonly termed the ‘Massive Open Online Course’ or MOOC. ... I feel there is much we can learn from the delivery of MOOCs that can be used to enhance the on-campus experience supplemented by online course material and delivery. This format offers us the opportunity to investigate learning and improve teaching processes, perhaps more similar to the edX approach. It would seem appropriate to collect and use data to inform this process; treating learning and teaching as a field ripe for research, tying in to a research-led approach."
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May 16
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May 4, 2012
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Scooped by Peter B. Sloep onto Networked Learning - MOOCs and more |
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Peter B. Sloep's insight:
This is the single, most compehensive resource on MOOCs that I have come across yet. It discusses the history of MOOCs and describes Mark's personal experience with a number of them (both the c- and x- variety). Although it is a personal account, particularly the latter part, there is much value in learning the opinions of someone who 'has walked the walk' and not just 'talked the talk'. Anybody who wants to form an opinion on MOOCs - whether administrator, teacher of regular courses, teacher aspiring to teach a MOOC, or student in the widest sense of the word - can find something valuable here. Highly recommended! (@pbsloep)
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From
etale.org
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January 10, 7:16 AM
"There is no shortage of news about MOOCs in the media. ... Many of the recent editorials, blogs and press releases focus upon three things. The first is about new MOOCs and new MOOC initiatives. ... A second popular type of news focuses upon the concept of the MOOC as a disruptive innovation. ... The third is the MOOC critique, as people consider some of the potential dangers or limitations of this type of learning environment. All of these have their place, but I am looking for more discussion about the “why” of MOOCs. Let’s briefly consider a few of them here."
Peter B. Sloep's insight:
Bernard Bull (@bdean1000) then discusses six reasons for why MOOCs have arisen. They go from wanting to do research on them (edX, see my blogpost in October 2011: http://pbsloep.blogspot.nl/2012/10/how-to-improve-teaching-with.html) via scaling education, open education, marketing, college readiness to digital citizenship. The last is the vision that the work of a university should be of service to the people and communities. What is conspicuously missing is 'making money', although that may be implicit in scaling education. But obviously, venture capitalists have invested twenties of millions to make a good return on it. Nevertheless, the list is useful as an overview. Another why-list I would be interested in doesn't inquire after intentions but looks for causes. How come that MOOCs rose to prominence so fast, unpredicted by anyone (certainly not the Horizon reports)? What mix of economic, societal, ideological, and what-have-you factors made their rapid advance possible? Such an analysis would be useful in order to allow us better to predict and plan the future of online education. (@pbsloep) Delete the scoop?
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comprehensive indeed - author has participated in a lot of moocs. Very readable intro for those who have never heard of moocs
Interesting and detailed personal insight into cMOOCs and xMOOCs from a participant. I sincerely hope more learners take the time to reflect and share the experiences they have with this kind of learning context. I find as an educator that the student voice is important and assuming that the developers of MOOCs are prepared to listen to critique, both postive and negative, then this is a valuable factor which can lead to improvements which hopefully will have a positive effect on the learner experience and quality of learning.
MOOCs are not going away!