What would you get out of MOOCs?

Do you want to teach in a MOOC? Why teach a MOOC?

For me, teaching a MOOC is an extension of what you teach in an online course, only that you would reach a massive audience. There is more, for learning, than teaching when MOOCs are structured with different pedagogical approaches, as they evolved.  MOOCs are not just about teaching though as they are more related to learning and educational experience that covers the social, teaching and cognitive presence.

MOOC won’t “correct” those teaching with “poor pedagogy”, but surely MOOC provides different avenues for teachers to design online courses with an experimental approach.

The best way to learn from MOOCs may be “mistakes”, not success, as this is captured here:

There is still debate about whether MOOCs can replicate the educational experience of a traditional classroom, but in general the large-scale online courses have managed to avoid being panned outright. Udacity, a competing MOOC provider, was forced to cancel a mathematics course last summer due to concerns over quality—but the incident appears not to have significantly damaged that company’s brand.

Isn’t it true that most of us made mistakes when doing experiments.  This is especially the case when performing social experiments on the web, or networks, where a scientific approach could be in “conflict” with the humanistic approach, facing lots of resistances and challenges, from each side of the schools – “the traditional school”, “the progressive school”, “the venture capitalist school”, “the innovative and disruptive school”.

There are lots of interesting learning we could gain from the MOOC experience, as an observer, researcher, participant, or professor. Some of these experience of MOOC have challenge our views about online education, learning and the role and mission of higher education institutions.

How would people view MOOCs?  Would MOOCs kill research university?

So what happens if undergraduate teaching is something that is magicked away through the technological change of MOOCs? Clearly that river of cash that supports the professoriate disappears. As does the need for quite so many professors of course. Which will in turn lead to there being very many fewer people conducting research as there just won’t be as many people in universities in the future.

When most of the resources are directed towards MOOCs, who would fund and conduct researches in the universities?  May be that is the downside of MOOCs on research universities, as the pendulum is now swinging from research to teaching using MOOCs.

We are further witnessing a crossroad where conservative school of teaching (where lecture reigns best) is challenged by innovative, disruptive, though instructivist school of teaching (where mini-chunked base video lecture coupled with mastery learning reigns supreme).

As we unbundled teaching, MOOCs have become a platform where a complex mix of activities are offered both by MOOC providers, teachers and “consumed” by the participants and students.  These have been elaborated in this Understanding the MOOC Trend.

What would we get out of this MOOC trend?  Why MOOCs?  That is the very basic question for every institution to consider.  To what extent would their MOOCs be differentiated from the other “mainstream MOOCs”?  Are they superior MOOCs?  Why would you teach in MOOCs?  Should teachers curate rather than teach and compete with the super professors of MOOCs?

Why not send our students to the MOOCs so they could learn there, whilst we as educators could enjoy the smart teaching and learning with our students with less efforts.  See George’s video on this.

Am I doing this now?  I have been thinking about this way of teaching for the past few years.

I have used many of the resources available on the Web for free and found great achievements by my students.  So, teaching could be done more effectively by being a curator, facilitator and supporter, rather than a pure “lecturer”.

Do you see it that way?

What are the differences between cMOOCs and xMOOCs?

Are there significant differences between cMOOCs and xMOOCs?

The MOOC (more accurately should be xMOOCs) is the i-Tune of Academe captures the positivist views with xMOOCs, with promising future.  I still see MOOCs as freebies (with x MOOCs offering more features than cMOOCs including certificates and brokering services). To what extent are these “sustainable”, at least for the coming few years?  

I have shared my views on the differences between c and x MOOCs here, “more is less and less is more with MOOCs” part 1, and part 2 and part 3.

In essence:

1. xMOOCs are branded based on institutions and professors, cMOOCs are branded based on the co-evolvement and peer teaching and learning of both professors and learners.

2. xMOOCs are instructivist based, whilst cMOOCs are learner and learning based.

3. xMOOCs are based on an alternative business model, whilst cMOOCs are based on learner-centered connectivist model.

4. xMOOCs are based on semi-opened teaching resources, whilst cMOOCs are based on Open Educational resources (OER).

5. xMOOCs are based on a marketing approach, whilst cMOOCs are based on learner “word” of mouth and experiential and experimental “moment of truth” approach.

What else have you found?

Personalization of education and learning

What should our future education be aiming for?  Massification of education or personalization of learning?

In this paper on Instructional Theory by Reigeluth C. (2012), he highlights the need of having more personalized approach towards learning, through a post-industralist instructional approach, where learner becomes the centre for learning.

In this Mastery Learning and this paper on Mastery Learning, there are benefits of adopting its philosophy in MOOCs.  That’s also the central pedagogy adopted by most xMOOCs providers.

As I have shared in my previous post, students may master what is expected to be learnt if all teachers are teaching solely to the test.  However, it seems that many people might have mis-understood the initial intention of Mastery Learning, where the intention is NOT to ask the teacher to teach only those concepts for the sake of assessment or testing, but to allow the learners to master their learning at their own pace, in a progressive manner with immediate feedback in order to reinforce their understanding of concepts, and to correct any mis-understood concepts where possible.  Besides, Mastery Learning could be effectively employed in a mentoring and apprenticeship program where the mentor could guide the mentee through the program.

The future of education though would lie with personalization rather than massification of education as Aoki concludes here

This massification of online education appears to go in an opposite direction to personalization that elearning and use of ICT in education should aim for the purpose of providing more effective individualized learning experiences to learners.

How to progress from massification to personalization of online education?  I have shared that here.

Giving  students the correct answers strict away may sound a good instructional approach towards teaching.  However, have the students learnt how to arrive to those calculations?  Have the students mastered the concepts CORRECTLY?  How do we know if the students could apply their skills and transfer them from one area to another, in solving problems?

Aoki elaborates further on how personalization of learning could be achieved:

With the vast amount of data gathered through learners, personalization will become possible eventually with proper learning analytics and data mining. Furthermore, quality of learning outcomes may be further assured with the evidence of learning.