MOOC and its value

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

My share of post and post on the value of MOOC:

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 herehere and here.

6 thoughts on “MOOC and its value

  1. Pingback: MOOC and its value | Learner Weblog | Connectivism and Networked Learning | Scoop.it

  2. It is good to see the connection you are making to Wenger and Traynor’s framework for evaluation of practices in social networks. I like the nuanced way that they discuss participation in social networks, as put forth in one of the other entried. One thought I have about your post…. You made the assertion…. maybe novices need a structured and scaffolded environment for learning…. Are you talking about learner preferences when you make that statement? Are you talking about their purposes for learning? Some learners prefer a structured and scaffolded approach? (That may be why learners read well-written texts.) Sometimes it is more efficient to for a learner to experience a more structured approach? Are you talking about learning skills? One of the things I appreciate about the show and tell videos on YouTube by Common Craft is they cut short the amount of time I waste on learning a program (What is a wiki, when can you use it? how do you set one up?) Pretty low level stuff but necessary. Do you think that novices learn new concepts and content in a particular domain through explicit and scaffolded instruction? (This makes me think of Vygotsky’s notion of (Zone of Proximinal Development). Do you mean that they learn how to interact with others within a field through scaffolded instruction? …. (This makes me think that we learn new content first on a social plane, then on a psychological plane (Ibid.) What does the learner learn through trial and error? Could it be that novices need time to play before they are socialized? Concept formation, that’s something to think about.. Anyway, back to the other point, I like the nuanced way that Wenger and Traynor present information. They have another entry on different types of interaction in social networks…. and he notes that people can move in and out of a category as members of a social network–For example, they can be in the core group for a time, then move to a more transactional stance toward the group. Anyway, good to read your thoughts and I appreciate the opportunity to respond to yur post.

  3. Pingback: MOOC and its value | Massively MOOC | Scoop.it

  4. Pingback: MOOC and its value | Learner Weblog | eLearning Pedagogies | Scoop.it

  5. Pingback: #MOOCMOOC Learning in MOOCs? | Learner Weblog

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