The #MOOC discourse continued #eduMOOC

I read this post on MOOC with interests.

So… what should be done about MOOCs? Refuse to stand on the sidelines. Ignoring MOOCs is not a good idea. This leaves two primary options:

  • Offer your own. Amass a greater body of resources around a topic than you currently have. Involve your members and attract non-members. See the power in numbers, the value in “more heads are better than one.”
  • Make your resources available to MOOCs by others. Instead of fighting a MOOC on “your” topic, join the MOOC and offer up your own links, white papers, articles, blog posts, and comments. If you can’t fight ‘em, join ‘em!
You’re either in or you’re out. Lead, follow, or get out of the way. 
I would like to view MOOC from a learner-centred perspective and explore its educational values when delivered by institutions.

I am still reflecting on the significance of MOOC in higher education as posted here.

Have we tried our own MOOC(s)?  I think on a few occasions, we have the intention of creating our own MOOC, after the CCK08.  We have attempted or tried it here on ConnectivismEducationLearning Ning since 2009. Unfortunately we couldn’t afford to continue with the running of the community on Ning since its introduction of fees for service.  We then continued with our education, learning and research community development here on Facebook.  I reckon that is also the breaking of the shell of the egg of MOOC, where a new life of MOON (Massive Open Online Network) emerged and evolved up till now.

In CCK11 on Net pedagogy on the Role of the Educator:

How often do we read about the importance of teachers in education? It must be every day, it seems. We are told about “strong empirical evidence that teachers are the most important school-based determinant of student achievement” again and again. The problem with the educational system, it is argued, is that teachers need to be held accountable. The problem with focusing on the role of the teacher is that it misses the point. Though there may still be thousands of people employed today with the job title of “teacher” or “educator”, it is misleading to suggests that all, or even most, aspects of providing an education should, or could, be placed into the hands of these individuals. With new technology, with new pedagogy, and especially from a connectivist perspective, the role – or roles – of the educator is changing dramatically.

There has been a lot of promotional news about the AI course offered by Stanford University.  I applause on having a MOOC on AI, that would allow tens of thousands of people to access the valuable course(s) offered by Stanford University.

Though offering a MOOC sounds exciting, I think we need to ask the following basic questions:

1. What does it mean to have a MOOC in a specialized field or domain?

2. What do you want to achieve with a MOOC?

3. What pedagogy would be employed with your MOOC? Is the MOOC designed for the learners or for the instructors or both?

4. What sort of institutional support is required to ensure its alignment with the pedagogy used?

5. How would technology and media be used in MOOC?

6. How would a MOOC be evaluated? What are the criteria of success in a MOOC?

Critical questions as a follow through Mary’s inquiry on Facebook: How would a knowledge in AI help the learners in learning through the course? Is Pedagogy more important than the content of AI knowledge? Are these viewed: From a teacher’s perspective or a student’s perspective? For those participants: what are their actual needs? To learn how to learn through a MOOC AI course, or to teach through Pedagogy or Design of MOOC? If the emphasis is on the latter, then who would sit for the quizzes and examinations?

What percentage of the 100,000 would go for the actual learning of AI content knowledge? If the majority of the 100,000 plus participants are actual university AI students, then surely learning about content would be their main goals. But if the majority of the 100,000 plus participants are lurkers, educators, researchers (may be like you and me) then I am not sure that this course is viewed as an another MIT course that have got all the OER on the web, only that now you could assess the quizzes, examinations and have a statement of accomplishment. Would you (or we) be experiencing another MOOC with lots of lurkers (researching or experimenting) on open online course due to their curiosity & interest in seeing how it works. You could get millions of people to sign up if everything is free of charge, and certain percentage wise to be the observer on the experiments. What do you see?

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5 thoughts on “The #MOOC discourse continued #eduMOOC

  1. Pingback: #edu MOOC #MOOC Building a new Eco-System by fusing social networks into education institutions (HE)? | Learner Weblog

  2. Thanks Heli for the link. I loved it too, and have referred to it in my previous post. I like the MOON concept, where Roy suggested it when we were working on the CCK08 research, and again shared that in CCK09. Network is better than course, I concur. John

  3. Pingback: The #MOOC discourse continued #eduMOOC | Learner Weblog | Connectivism and Networked Learning | Scoop.it

  4. Pingback: Articles / Papers | Pearltrees

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