Is MOOC disruptive technology?
“Jonathan Schaeffer, the dean of Alberta’s Faculty of Science and a professor of computing science, “It’s easy to build courses that cost lots of money but at the end somehow you’re going to have to recoup those costs either in the short or the long term. It is a gamble, but to me, universities are all about change, and I see MOOCs as being a very important, disruptive technology.”
MOOCs is now conceived as opportunistic education:
(1) to shift the education and business model from the notion that a professor lectures students, to a more collaborative, interactive model where global network of practice and community of practice emerges.
(2) to shift the pedagogy from teacher-centric design in an online education, to a cooperative and collaborative teacher-learners centric design, with an ultimate pedagogy to support human beings and a transformative pedagogy.
(3) to innovate based on technology and media affordance – The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
(4) to re-bundle the value propositions from non-credit to credit bearing courses, with degree granting from institutions. This would also challenge institutions to re-think about their roles in the Higher Education ecology
In this Who participate in MOOCs and who are the drop-outs? Ry Rivard says:
Phil Hill, an education technology consultant, has come up with four categories of MOOC users: lurkers, drop-ins, passive participants and active participants.
The MOOC phenomena clearly illustrates a pattern of participation typical with the MOOCs with the 1-10% active, 10-20% passive and 70% lurking or inactive participants throughout the course.
What would MOOC organisers do about it, in boosting engagement and interactivity? There is now a possibility of using MOOC as a way for credit transfer to a degree – on your first degree course is mooc. Would such option help in attracting more participants to complete MOOCs?
There have been many guides to the design of MOOCs, some of them based on surveys, like here 40-tips-for-running-an-open-online-course-or-mooc-from-those-who-have-experienced-them, and the MOOC Design guide.
There are some general principles that we may come up with the following questions:
1. What sort of pedagogy should be used to guide and support the technology and tools used? Should the MOOC be based on Instructivism – behaviorism/cognitivism, social constructivism or connectivism? Which sort of pedagogy are meeting the students needs and expectations?
2. What sort of platforms – LMS, or Social media, or a combination of personal learning environment/networks are to be incorporated into the design and delivery of the courses?
3. What would be the principal vision and mission of Higher Education Institutions where x or c MOOCs could align with?
There are different views relating to the prior life experience and a degree-based education.
We devalue the formal, degree-based education we offer when we give credit for prior life experience, obscuring the difference between skills that are acquired through practice and education that requires reflective conversation, critical exploration of complex problems, and pursuit of sophisticated knowledge.
Read more: http://www.insidehighered.com/blogs/alma-mater/%E2%80%98we-have-met-enemy-and-he-us%E2%80%99#ixzz2N0QrFG7h
Inside Higher Ed
There are MOOCs providers – especially the leaders who hail the peer-to-peer assessment and support that have occurred in the xMOOCs.
The real impact of MOOCs may be in pioneering new instructional techniques that will find their way back on campus, as well as expanding the limits of what’s possible with online education.
Is disruptive technologies the way to go for Higher Education?
What would be the impact of MOOCs on traditional universities (that fail to adapt quickly enough)? See this “wholesale bankruptcies” by Clayton Christensen.