Some of you who were born in the 60s or before might have watched this, but this would be remembered forever.
What is happening now with a similar motto, though different nature is the Education Revolution that has been promised through edX:
Will this be the future of Higher Education around the Globe? The MOOC Movement that we are witnessing this year. We have seen the rise of MOOC though since 2008, or even before where Stephen wrote in Rise of MOOCs and Tony reflected on MOOCs here.
“Harvard and MIT will use these new technologies and the research they will make possible to lead the direction of online learning in a way that benefits our students, our peers, and people across the nation and the globe,” Faust continued.
Research to Enhance Residential Model
EdX will enhance the traditional residential model of undergraduate education on both campuses by supporting an unlimited number of experimental online approaches to teaching that can be used by Harvard and MIT faculty and which will benefit students in Cambridge and Boston. It will also have the benefit of providing global access to some of the world-class instruction that already occurs in Cambridge and Boston, but which is only one aspect of the full Harvard College and MIT experience.
Some questions relate to
1. How we learn?
2. How to use classroom more effectively?
3. How to use technology in online education?
4. How technology has enabled us to learn?
I think we might have addressed some of the questions in our previous MOOCs in Connectivism and Connective Knowledge, PLENK2010, and Change11.
There are however many “wicked problems“, challenges and opportunities that relate to MOOCs, when it is open to global networks, that there are as many solutions as there are problems generated.
So, what I would like to start with is my suggestion of challenging the assumptions, based on Assumption Theory.
What are the assumptions behind MOOC using the different approaches here in MOOC?
My suggested assumptions in MOOC include:
- people would learn in a self-directed manner
- Knowledge is distributed
- Knowledge is negotiated
- Knowledge is emergent
- Knowledge is rhizomatic (thanks to Dave’s video posted – refer to How to be successful in MOOC?)
- Learning is capacity to construct, navigate and traverse across networks
- personal learning networks would be a far better way for people to learn
- people like to learn via social networks
- people know how to connect (people have the communication, literacy and critical literacy skills)
- people know how to use the technology to connect
- people are self motivated (intrinsic motivation)
- people like to accept challenges, chaos and complexity is just part of the learning process
- people don’t need to follow a course or qualification for learning to be effective
- Learning is emergent, and is based on connections, engagement and interactions
- Learning is open
- Identity in networked learning is based on individual’s “participation, interaction” in the networks, and is reflective of ones involvement in the media, it’s dynamic, adaptive
- Individual and social learning is emphasised – cooperation
- Sensemaking and wayfinding are important
- people need to learn in a structured manner, in a course (face to face or online), with teacher’s instruction (zpd) zone of proximal development,
- people construct knowledge via a constructivist pedagogy – with an expert.
- Knowledge is acquired
- Learning is about acquisition of knowledge, skills and experience
- people like to learn with Learning Management Systems (LMS)
- people prefer to learn independently (in a closed environment) (behind the walls in schools) or learn collaboratively in a group or team
- people don’t have enough skills, knowledge and experience to use technology to connect, formal training/education is the solution
- people don’t want chaos, complexity – don’t want to be overwhelmed with information or knowledge
- people need to be motivated with rewards (extrinsic motivation)
- people need to follow a course or qualification for learning to be effective
- Learning is based on instruction by the teachers
- Learning is closed (in a closed classroom or closed online network)
- Identity is based on the association of oneself as a student or that of the group – it’s static
- Group learning is emphasised – collaboration
- Teaching and close mentoring are important