#Change11 On MOOC – my reflection Part 3

Hi George, I shared your views, on the learning arena for MOOCs. I have shared my views in my post.

“The New MOOCS seem to be aimed at undergraduates and those new to the business, novices perhaps. Certainly the Bonkopen MOOC is a highly taught course, much more of the closed prescriptive type.” I think a target market for MOOCs could be an interesting research as this could reveal and confirm the cohort of learners who would be interested in particular types of MOOCs. MOOCs of a technical or technological nature would appeal more to information technologists, engineers and applied scientist (students, teachers, lecturers). These MOOCs also fit well in the University curriculum studies, so undergraduates and may be graduates of the particular disciplines would surely benefit much from the study. Would those MOOCs (computer science, electrical engineering) appeal to social science students or scientists? I would be interested to learn how people choose the MOOCs, and how people learn through those MOOCs.

With the watching of the short video clips, followed by quizzes, or engagement in forum discussion, and assignment and exam, this seems to be the typical “instructivist” – behavioral and cognitivist approach towards learning, coupled with constructivist approach if the students are supported and engaged in forum or blog discussion. The main goals with these MOOCs are still to ensure more students are able to pass the course, achieve the prescribed learning outcomes, and perform to the standards required through quizzes, tests and examinations. It could be interesting to see how students would self-organise their learning, without “too much” guidance by the professors. There could be challenges like people sharing their answers to quizzes, assignments, or examination questions and answers, that may be viewed as inappropriate behavior. Cheating, plagiarism and copying of each others’ answers could occur when standard tests and examinations are used. In the case of connectivist courses, learners would likely aggregate, remix, re-purpose and feed-forward their responses (in their assignment) (probably based on individual’s PLE), and so it is unlikely be “treated” as plagiarism, or copying, unless the whole response (like a blog post) is a mere repetition or copy of others’ posts. May be a connectivist approach would challenge both students and professors to think of innovative and creative ways to develop assessment, thus overcoming the problem of plagiarism inherent in the assignments or examinations. Also, this would encourage educators and learners to focus more on learning – which means understanding, thinking, reflection, application and action, that would be reflective in getting a good grade in passing the course.
Is it necessary to differentiate the trad & new MOOCs? Yes.
What would you like to add, in the criteria of differentiation?