Jenny says in her post how-does-a-mooc-demonstrate-its-value?
MOOCs are not for everyone. If a learner wants scaffolded learning – then a MOOC is probably not for them. Despite the hype, I don’t believe that MOOCs are going to replace traditional forms of learning.
I agreed. MOOCs, whether it is the c MOOC or the x MOOC (where certain pre-requisite knowledge is expected and required, in order to be successful in completion) is not suitable for everyone. I think the scaffolded learning is especially essential for the novices, who need lots of initial guidance, continuous encouragement and nurturing, and support in making connections and understanding the terminologies. The provision of mentors to support those who are new to the MOOCs may help in alleviating the fears and the worry of failures, especially in the use of technology.
The ultimate values of MOOCs, however would likely be perceived by the instructors and participants through different lenses. The value model as presented by Wenger et al could be a useful reference to consider.
- Cycle 1. Immediate value
- Cycle 2. Potential value
- Cycle 3. Applied value
- Cycle 4. Realized value
- Cycle 5. Reframing value
MOOC provides an environment upon which learning with complex learning ecology is experimented and explored, so as to inform learners, technologists, educators and administrators (k-12, HE) and managers, engineers and learners from various businesses on the pros and cons of learning using various platforms or spaces in a complex digital landscape. That is the reality of what “authentic learning” means, and how it could be structured in a typical (future online) classroom environment, with networkers interaction with the networks, other people in the world, and a global environment. This would also help people to develop creative, innovative (though sometimes disruptive) solutions and practices in response to changing environment and demands, and to wicked problems. This would unearth the often good and best practices in simple and complicated cases, as experienced by each others in our institutions, and to refine the ideas for emergent learning, through interaction, participation and engagement in the networks and communities.
These networked learning environment (MOOC) would provide more opportunities for experts, educators and facilitators, knowledgeable others and novices to share and learn together, without the hindrance and silo effect that is typical in a formal organizational setting. The communities that emerged from the MOOC would also form the basis of networked learning, as I have shared in my previous posts here, here and here.