A reflection of MOOCs

Would MOOC transform higher education?  Some say yes, others still hesitate….

Do we need more or less universities? Most would say yes, more please, but the reality is, may be less, because of MOOCs.

What does a MOOC look like?

This post on MOOCs experience provides a good glimpse about what MOOC is like.  To me, that sounds quite a familiar approach similar to most university courses teaching and learning, with lectures, quizzes, forums, and assessments and or examinations.  It is interesting to realize that there aren’t any “unexpected” learning or pedagogy, as they are all based the typical behavioral-cognitive approach, where you could learn alone, by accessing all the available resources and artifacts.  May be the peer assessment is still not typical in our “traditional classroom teaching” where most students would have expected the professors to do all the markings.

The old concept that “professors” are expected to carry out a duty of care, and to exercise responsibility in conducting the assessment is still current under certain education system.  That is also why professors are needed, in order to assess the participants appropriately.

There are lots of praises and promotion by individual bloggers and professors, and surely, many have enjoyed the xMOOCs, see here on how great they are.

What is the emergent trend of MOOCs?

It seems that we are now having Universities chains competing with Universities chain, as we see both UK universities are now joining in the competitions with the MOOCs chain, as I have shared this in my previous post.

Futurelearn will carry courses from 12 UK institutions (see list), which will be available to students across the world free of charge.”

It will follow in the footsteps of US providers including Coursera, edX and Udacity, which offer around 230 Moocs from around 40 mostly US-based institutions to more than 3 million students.

The new platform will operate as an independent company, majority owned by The Open University, although details of other investors have yet to be confirmed.

We are looking for solutions to HE, and MOOCs seem to provide that solution to tackle the problems in education, as revealed here.  Dominick concludes here:

I don’t think our MOOC which combines features of both c and xMOOCs with traditional online and blended learning, is any more successful at this than any other form of education. The general advice, viz, “give students as many ways of interacting with each other, the subject and the teachers, as possible” also contains the seeds of its own downfall. More ways of interaction mean more opportunities for learning and personalizing one’s own educational progress. But they also mean more opportunities for confusion and more ways of encountering demotivating experiences.

Are we ready to introduce MOOCs to K-12 education?

Relating to this call for MOOC in size – small please, for k-12, what I found were a lot of questions that need to be addressed.  Though I am pretty impressed with the opportunity afforded by MOOCs in the education of k-12, I just don’t think we are ready yet.

How would MOOCs be accreditated?

Accreditation relates to individuals, not institutions.  Is it true?

Are MOOCs about new teaching strategies?

If MOOCs are about new teaching strategies, then I think we might have already got some of these teaching strategies developed with cMOOCs.  Mark sees MOOCs differently, as he critically summarises his views, relating to the disruptive nature of such Future initiatives.

How to decide whether to adopt MOOCs be good or not in HE?

The iron triangle of “cost, access and quality” seems to be the deciding factors in deciding whether it’s worthwhile to pursue MOOC in HE, as mentioned in  this:

Molly Broad, president of the American Council on Education, refers to the “iron triangle” of higher education: cost, access and quality. The assumption has always been it’s a zero-sum game – you can improve any one of those only at the expense of the others.  No matter how technology improves, a string quartet simply can’t be performed (well) by fewer people than in Beethoven’s day. So the relative cost of college (and musical performance) will always rise, relative to other things where efficiency does improve.

What would I like to see in MOOC education?

I would like to see education outside and inside the Ring of MOOC, as I have elaborated in my previous post here.

John Seely Brown says here.  “You can imagine new forms of education that now become possible with the Internet and all kinds of other types of capabilities surrounding that.  We don’t have to think about just getting educated by going to classical schools.  Now you can get educated in brand new ways. ”

It’s about connecting the dots, going beyond our comfort zone, and thinking and adopting brand new ways of education and learning.

What are some ways of keep tinkering with the MOOCs?

It seems that the Lord of the MOOC Ring is drumming along, with students creating these wonderful videos.  Aren’t they all creating their own education and learning journey?

4 thoughts on “A reflection of MOOCs

  1. Pingback: A reflection of MOOCs | Learner Weblog | MOOC's | Scoop.it

  2. Pingback: #CFHE12 #Oped12 A reflection on MOOCs: The winner of the year 2012-MOOC | Learner Weblog

  3. Biggest MOOC is in Turkey for K12
    16 million students are following the same national curriculum from government websites free.
    They also have free enriched ebooks + free internet at home + interactive white boards in the classrooms . They all will have tablets soon . Now 1 million have . Within 3 years 16 million will be completed .

  4. Pingback: A reflection of MOOCs | Connectivism and Networked Learning | Scoop.it

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