How and where will Education (HE) morph into?

What would become of Higher Education?

I would like to respond to Bonnie’s post  slouching-towards-bethlehem-unpacking-mooc-buzzword:

The x MOOC surely have morphed in a direction where massive students around the globe are targeted, with skills or knowledge based courses with prescriptive content and outcomes, and as Bonnie says:

And Udacity and the xEd mega-MOOCs, with their overt emphasis on data collection and vaguely-definedbusiness models, begin to look like trojan horses for mass-scale automation of teaching and grading. When the cavalry charge is being led by the most prestigious higher ed institutions in the market, it’s hard to assume it’ll all just blow over.

Clearly, higher ed IS thinking about MOOCs.

It seems that Higher Education is morphing into an arena where competition is based on massive automation of courses, where teaching will be done by a combination of technology driven platform with virtual professors/facilitators delivering short videos and assessment based on a normative grading driven by technology or machines.

What are the challenges associated with the educational use of the Web, social networking, and media, based on the MOOC distributed learning model?

A challenge associated with the educational use of the Web, social networking, and media, based on the MOOC distributed learning model, is that the open, emergent, chaotic nature of online interaction might conflict with the rigidly organized social structure of formal education, which involves prescriptive learning, standardized goals and curricula, fixed schedules, age-based grouping, classroom-based organization, and examinations. This formal view of education is problematic for professional learning and highlights a tension between learning in everyday life facilitated by emerging technologies and the philosophical stance and the pedagogies adopted by universities. (Kop, Fournier, and Mak, 2011)

What would be the role of HE institutions in MOOC?  

George comments that:

The view that change is needed in education is clear and consistent. Altbach, Reisberg, and Rumbley (.pdf) state that “Change is as inevitable as the passage of time, but line of movement in the modern world seems to be accelerating and presenting higher education more complex challenges with each passing decade.” In early 2012, the Drummond Report commented on education in Ontario and emphasized the dire nature of these accelerating changes: “The current system is unsustainable from a financial and quality perspective”.

In this post on an-online-opportunity-for-canadian-universities:

Open courses are a logical extension of every university’s core commitment to preserve and disseminate knowledge as widely as possible. It’s likely that Harvard, MIT, Stanford and the other institutions that are investing heavily in this area also recognize that making their best classes available to anyone with an Internet connection will raise their global profile and burnish their reputation.

These are the challenges that HE are facing.  However, is globalization of education (HE) the solution to those challenges and wicked problems?  There are also concerns on the x MOOC where I have shared here.

What would be your view of  MOOC?

Here is my view/vision of MOOC:

Instead of a community, in MOOC, it consists of numerous networks and communities which formed and re-formed, with some sustained, and some re-configuration in the network-community that formed.  MOOCkers might have morphed along conglomerate networks, or social media as the weeks progressed, thus staying on with a particular media for sometime, and/or created blogs for a particular purpose, and then, engaged with others for a while.  This seems to behave in a self-organised manner, without any directions from any facilitators, but then the individuals within particular networks would set their own agenda, goals, or tasks which suited their needs.

To this end, I would relate to the conclusion by Kop, Fournier, and Mak, 2011:

 A change in the thinking, philosophy, design, and pedagogies of institution-based online courses may be necessary if the affordances of emerging technologies are embraced and adopted within formal educational institutions. Considerable efforts will also be required to ensure an effective balance between openness and constraints when an online institutional course is fused with social networks. The adoption of MOOCs in formal education institutions is challenging, though it opens up new opportunities to experience the co-creation of networks within communities and new and participatory forms of communication and collaboration for both learners and educators.

Would these changes happen in the coming MOOC, x MOOCs?

May be the huge data collected through the MOOCs (x MOOCs) and the researches on learners’ experience with MOOC would help us in better understanding in how emergent learning practice and theory, together with technology enhanced learning could be further developed in HE.  What changes do you think would happen with the MOOCs or x MOOCs?


Kop, R., Fournier, H., Mak, S.F. J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online CoursesThe International Review of Research in Open and Distance Learning. Vol 12, No. 7 (2011).
Inside Higher Ed


The landscape of HE is in flux, where no one knows exactly where these “beasts” of MOOC would marvel or land in within HE. We are tracking them in these artifacts. I reckon the complex trajectory of the multiple MOOCs (both c MOOC and x MOOC) could be a huge challenge for “us” to comprehend, that testify the complexity theory, where co-evolving nature of learning platforms with the agents gives surprising results. Aren’t these intriguing?

Refer to this post on university-lectures-are-a-legacy-of-our-predigital-past


2 thoughts on “How and where will Education (HE) morph into?

  1. Pingback: How and where will Education (HE) morph into? | Learner Weblog | Connectivism and Networked Learning |

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