Category: learner experience
We recently published a special issue for Educational Media International by asking authors to submit papers focusing on the following question: What is it like to learn and participate in MOOCs? This has now been published.
We developed this special issue to enhance our collective understanding of learner experiences and participation in MOOCs because the scholarly community still has an incomplete mosaic of students’ learning experiences with open online learning.
The following papers are included:
Editorial: Contributions to the mosaic describing learners’ experiences with open online learning (pdf)
George Veletsianos and Vrasidas Charalambos
Learning from MOOCs: a qualitative case study from the learners’ perspectives
Yeonjeong Park, Insung Jung and Thomas C. Reeves
A classroom at home: children and the lived world of MOOCs
Yin Yin, Catherine Adams, Erika Goble and Luis Francisco Vargas Madriz
What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs
Maha Bali, Maureen Crawford, Rhonda Jessen, Paul Signorelli and Mia Zamora
Fulfilling the promise: do MOOCs reach the educationally underserved?
Lorrie Schmid, Kim Manturuk, Ian Simpkins, Molly Goldwasser and Keith E. Whitfield
Examining learners’ perspective of taking a MOOC: reasons, excitement, and perception of usefulness
M. Liu, J. Kang and E. McKelroy
- Note: While the journal is not open access, a number of the authors above have self-archived copies of their paper, like I am doing above.
Recently, I had the privilege of organizing a workshop for the Faculty of Humanities and Social Sciences at Athabasca University. The goal was to help the organization work through what they might need to do to put in practice a new strategic plan which calls for student-centered and open digital learning. I used the slides below to assist faculty, instructors, and instructional designers translate theory into practice.
The op-ed below first appeared on Inside Higher Ed. This is a first glimpse of a partnership with HarvardX intended to examine learners’ experiences in open courses.
The Invisible Learners Taking MOOCs
“Anyone, anywhere, at any point in time will be able to take advantage of high quality education.”
That could be a tagline from just about any enthusiast or provider of open online courses (often called MOOCs). The intention certainly seems laudable and, if not transformational, at least desirable.
What are the caveats?
Recent research suggests that the majority of people enrolled in these open online courses are highly educated. As far as US participants are concerned, a large percentage also live in high-income neighborhoods.
And yet, despite the extensive research and data on open online courses, we really do not know much about these millions of learners engaged in everything from courses on computer science to poetry to physiotherapy to gender studies to bioinformatics.
In fact, apart from a few anecdotes of extraordinary individuals who overcome insurmountable struggles to succeed (e.g., the exceptional Nigerian man who completed 250 courses) or abstract descriptions of learners and their activity (e.g., “less than 10% complete courses,” “auditors,” or “latecomers”) these learners might as well be invisible.
And thus, my fellow researchers and I are asking more questions. We want to better understand open courses and their learners (and their successes and their failures). How do these people experience open courses? Why they do they things that they do in these courses?
We are currently in the midst of conducting the largest series of interview studies in open courses, and we have just released our first study. Our research is motivated by the fact that very few commentators and researchers to date have paused to talk to learners and to listen to them describe their experiences and activities.
In fact, what researchers know about MOOCs is largely the result of analyzing the data trails that learners leave behind as they navigate digital learning environments.
So far we have interviewed more than 70 individuals who have completed a range of MOOCs. Three of our initial findings question the initial excitement that surrounded MOOCs and contradict the initial hope that these types of courses can help anyone, anywhere, at any point in time to succeed.
Successful online learners have sophisticated study skills. For example, nearly every individual that we have interviewed described his or her notetaking strategies. Learners described how they combine notes across multiple courses and how they arrange notes in order to use them in their exams or future studies.
Learners also described an array of strategies to deal with unfamiliar content, such as using resources external to MOOCs to clarify their understanding of what they learned.
Bjorn, one of the learners we interviewed, reported watching all lecture videos twice. He said: “I read an article about how priming really helps the mind cement content.” And then he applied that insight to his studies: “Instead of watching the videos and taking notes and pausing constantly,” he “watched the video in fast speed first, just really concentrating on the content, and then afterwards, watched it through while taking notes.” This strategy was aimed at improving the processing of new information and demonstrates the sophistication with which some learners approach studying.
Such complex approaches to studying are neither innate nor universal, and throw a cast of doubt over the claim that “anyone” can equally participate in and benefit from these courses.
Flexibility and a flexible life are often essential for engaged participation. A significant proportion of the learners we interviewed either live flexible lives that enable them to participate or appear to be exceptional in their abilities to create time to participate in these courses.
Individuals that live flexible lives are often retirees who frequently tell us that they have time available to explore topics that interest them. Numerous others shared with us that they create time to participate.
For example, a British engineer goes to work an hour earlier every morning in order to work on MOOCs, and an American mother watches MOOC videos when she is not busy caring for her newborn.
Personal and professional circumstances structure the ways that people participate in MOOCs. And here is the conundrum: While online learning experiences can generally be more flexible than face-to-face ones, time is a limited resource, and the individuals who have the privilege of time and flexibility are not necessarily the ones that the quest for the democratization of education via MOOCs aspired to serve.
Online learning is an emotional experience. Somewhere between enrollment numbers, statistics describing completion rates, and the fascination with big data, we forgot that learning experiences are deeply emotional.
Anxiety, appreciation, embarrassment, and pleasure are some of the emotions that learners used to describe their experience in these courses to us.
One of our interviewees, Maria, lives in Greece and works for the public sector. She was “pleasantly surprised” with her experience, especially because she “never thought [she] would be able to study the subject.” She continued: “The most important thing for me is that I can actually learn about the things I have wanted to learn about ever since I was a child. It’s really a dream come true. I will never be able to use it for work or I will never be able to change my profession under the circumstances right now – but I really like and I really want to learn about astronomy and cosmology just for the – just for the joy of it. And that’s why I am going to keep on taking classes.”
Understanding why learners had these emotions is significant in improving digital learning initiatives. More importantly, innovation that lacks care and appreciation for the human condition is not an aspirational strategy to get behind for a bright future.
Our research is providing a better understanding of open online learning and the learners that participate in such endeavors. We are finding that the democratization of education and knowledge are noble goals, but free access to content can only go so far in eliminating societal and global inequities.
What’s the value of a course that features high completion rates but perpetuates gender stereotypes?
What’s the value of a course that is freely available but cannot be accessed by people in remote areas of East Texas or remote areas of British Columbia because of language or technological barriers?
Alternatively, isn’t a course that helps people explore their passions desirable, even if only a small minority participate for the duration of it?
We’ve interviewed learners in Australia, Canada, El Salvador, France, Greece, India, Ireland, the Netherlands, Puerto Rico, the United Kingdom, and the United States. These individuals are not mere statistics to which phrases like “any” “always” and “anywhere” can apply.
Ultimately, our research calls into question whether open courses, in their current form, are the democratizing forces they are sometimes depicted to be—and even whether “educating a billion” with MOOCs is a laudable goal.
By getting to know these invisible learners, we think we can build a better foundation for online learning, the design of digital learning experiences, and the use of technology in education. It is already clear from our initial interviews that in order to create more egalitarian structures for education, we need to start peeling away the multitude of barriers that prevent the most vulnerable populations from participating. And that’s a good goal for all of us who care about learning, teaching, and education.
Acknowledgements: Numerous colleagues, research associates, and students contributed to the research reported here, including: Amy Collier (Stanford), Emily Schneider (Stanford), Peter Shepherdson (University of Zurich), Laura Pasquini (Royal Roads University), and Rich McCue (University of Victoria & Royal Roads University). Special thanks to Justin Reich and Rebecca Petersen (Harvard University) and the rest of the HarvardX research team.
One of the main arguments that we made in our recent paper on MOOCs, which is also the argument that I continue in this op ed piece published in Inside Higher Ed, is that the field needs to embrace diverse research methods to understand and improve digital learning. The following passage is from our paper, and given that the paper is quite long, I thought that posting it here might be helpful:
By capturing and analyzing digital data, the field of learning analytics promises great value and potential in understanding and improving learning and teaching. The focus on big data, log file analyses, and clickstream analytics in MOOCs is reflective of a broader societal trend towards big data analytics (Eynon, 2013; Selwyn, 2014) and toward greater accountability and measurement of student learning in higher education (Leahy, 2013; Moe, 2014). As technology becomes integrated in all aspects of education, the use of digital data and computational analysis techniques in education research will increase. However, an over-reliance on log file analyses and clickstream data to understand learning leaves many learner activities and experiences invisible to researchers.
While computational analyses are a powerful strategy for making a complex phenomenon tractable to human observation and interpretation, an overwhelming focus on any one methodology will fail to generate a complete understanding of individuals’ experiences, practices, and learning. The apparent over-reliance on MOOC platform clickstream data in the current literature poses a significant problem for understanding learning in and with MOOCs. Critics of big data in particular question what is missing from large data sets and what is privileged in the analyses of big data (e.g., boyd & Crawford, 2012). For instance, contextual factors such as economic forces, historical events, and politics are often excluded from clickstream data and analyses (Carr, 2014; Selwyn 2014). As a result, MOOC research frequently examines learning as an episodic and temporary event that is divorced from the context which surrounds it. While the observation of actions on digital learning environments allows researchers to report activities and behaviors, such reporting also needs an explanation as to why learners participate in MOOCs in the ways that they do. For example, in this research, participants reported that their participation in MOOCs varies according to the daily realities of their life and the context of the course. Learners’ descriptions of how these courses fit into their lives are a powerful reminder of the agency of each individual.
To gain a deeper and more diverse understanding of the MOOC phenomenon, researchers need to use multiple research methods. While clickstream data generates insights on observable behaviors, interpretive research approaches (e.g., ethnography, phenomenology, discourse analysis) add context to them. For example, Guo, Kim, and Rubin (2014), analyzed a large data set of MOOC video-watching behaviors, found that the median length of time spent watching a video is six minutes, and recommended that “instructors should segment videos into short chunks, ideally less than 6 minutes.” While dividing content into chunks aligns with psychological theories of learning (Miller, 1956), this finding does not explain why the median length of time learners spent watching videos is six minutes. Qualitative data and approaches can equip researchers to investigate the reasons why learners engage in video-watching behaviors in the ways that they do. For example, the median watching length of time might be associated with learner attention spans. On the other hand, multiple participants in this study noted that they were fitting the videos in-between other activities in their lives – thus shorter videos might be desirable for practical reasons: because they fit in individuals’ busy lives. Different reasons might be uncovered that explain why learners seem to engage with videos for six minutes, leading to different design inspirations and directions. Because the MOOC phenomenon, and its associated practices, are still at a nascent stage, interpretive approaches are valuable as they allow researchers to generate a refined understanding of meaning and scope of MOOCs. At the same time, it is significant to remember that a wholly interpretive approach to understanding learning in MOOCs will be equally deficient. Combining methods and pursuing an understanding of the MOOC phenomenon from multiple angles, while keeping in mind the strengths and weaknesses of each method, is the most productive avenue for future research.
A computational analysis and data science discourse is increasingly evident in educational technology research. This discourse posits that it is possible to tell a detailed and robust story about learning and teaching by relying on the depth and breadth of clickstream data. However, the findings in our research reveal meaningful learner activities and practices that evade data-capturing platforms and clickstream-based research. Off-platform experiences as described above (e.g., notetaking) call into question claims that can be made about learning that are limited to the activities that are observable on the MOOC platform. Further, the reasons that course content is consumed in the ways that it is exemplifies the opportunity to bring together multiple methodological approaches to researching online learning and participation.
What do learning experiences in MOOCs look like? Amy Collier, Emily Schneider and I have just published a paper that provides some in-depth answers to this question. Here is a copy of the paper in pdf. The paper is part of a special issue published by the British Journal of Educational Technology which can be found here (there are many excellent pieces in that issue, so be sure to read them).
In addition to trying to understand learner experiences, in the paper we describe that we did this study because “ease of access to large data sets from xMOOCs offered through an increasing number of centralized platforms has shifted the focus of MOOC research primarily to data science and computational methodologies, giving rise to a discourse suggesting that teaching and learning can be fully analyzed, understood and designed for by examining clickstream data”
Our abstract reads:
Researchers describe with increasing confidence what they observe participants doing in massive open online courses (MOOCs). However, our understanding of learner activities in open courses is limited by researchers’ extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the field lacks an empirical understanding of how people experience MOOCs andwhy they engage in particular activities in the ways that they do. In this paper, we report three findings derived by interviewing 13 individuals about their experiences in MOOCs. We report on learner interactions in social networks outside of MOOC platforms, notetaking, and the contexts that surround content consumption. The examination and analysis of these practices contribute to a greater understanding of the MOOC phenomenon and to the limitations of clickstream-based research methods. Based on these findings, we conclude by making pragmatic suggestions for pedagogical and technological refinements to enhance open teaching and learning.
We reported 3 main findings:
1. Interactions in social networks outside of the MOOC platform
A number of learners alluded to interactions they have had with individuals who are part of their social networks. These include digital connections with other participants in a MOOC, face-toface interactions with friends and family, and face-to-face interactions with new connections in a MOOC.
Despite the fact that none of the popular MOOC platforms support integrated notetaking at the time of writing this paper, nearly all interviewees reported taking notes while watching lecture videos. Only one interviewee never took notes. However, the tools used to take notes and the subsequent use of notes varied substantially by learner.
3. Consuming content
All individuals participating in this study discussed factors that shaped the ways they consumed MOOC content, shedding light on the context surrounding their participation. Scholars in the learning sciences have long highlighted the critical role of the environment, arguing that learning must be understood as a sociocultural phenomenon situated in context and culture (Brown, Collins & Duguid, 1989). Patterns of MOOC content consumption can be examined by clickstream data, but these contextual factors help explain why learners exhibit particular patterns of participation.
Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumption. British Journal of Educational Technology 46(3), 570-587.
— Bonnie Stewart (@bonstewart) September 22, 2014
A few weeks ago, I notified individuals who filled out my Networked Scholars open online course survey, indicating that my open course was open for registration. I’m excited to see that some colleagues have discovered the course, but it’s time to post the news here too, even though some . I’ve really appreciated the feedback from people regarding the design and content of the course, so if you any thoughts about this, please don’t hesitate to let me know! I am trying to create a memorable and worthwhile learning experience and hearing from you is a significant way to go about doing that. If you have any other thoughts about the course or about what you think makes open online courses engaging, effective, and memorable, please don’t hesitate to send them my way.
2. Through your blog and twitter accounts. The readings and activities will be publicly-available, and you could use your blog/twitter as a discussion/reflection space, so you don’t necessarily need to sign up to Canvas to access this course if you don’t want to.
— Alan Levine (@cogdog) September 22, 2014
I hereby confirm the rumour. We will be using an approach similar to Connected Courses and the distributed syndication model. The official Twitter hashtag for the course is #scholar14. If you choose this route, you can indicate your desire to participate through Canvas (see #1 above) or you can just wait and start participating via your social media accounts when the syndication platform is ready (I’ll write another blog post when we are ready to launch).
First, I want this course to be about learners and their needs, and not just what I think are significant areas to understand. Therefore, I will be asking you to articulate participants to articulate their needs and evaluate their own progress towards their accomplishments. For example, you might already know some of the challenges that academics face when they participate on social media (e.g., see Kansas Board of Regents policy regarding social media use) so you might want to spend more time investigating the relationship between academic freedom and social media. That’s absolutely fine! Or, you might be interested in investigating how you can be more effective in using social media to engage with practitioners. That’s great too! I wrote a little bit about this here.
Second, even though I have experience with and do research on networked scholarship, there are a number of other people who have experience with these topics. Diversity is important, and for this reason, each week I will be hosting a live Q&A panel on Google Hangouts on Air with other individuals discussing the topic of the week. Even though this panel will be live and you will be able to view it in real-time and ask questions, it will also be recorded for those of you who can’t make it.
That’s all for now. I am looking forward to the course.
While designing my open course focusing on networked scholars, I’ll be posting updates here pertaining to pedagogical and design decisions that I’m making. [Aug 20, 2014 update: Course registration is open]
The course is intended to help doctoral students, academics, and other knowledge workers on how social media and networked technologies may support/extend/question their scholarship. The course will also be “wrapped” by a colleague in real-time and colleagues who teach research methods courses will be sharing it with their students. In short, the audience is diverse, their background knowledge varies, and their needs/desires will vary. So, the question becomes, how do you support all learners to achieve what they aspire to achieve?
I’ve been thinking a lot recently about success in open courses. I’m intrigued by discussions of multiple pathways (or dual layer) through open courses and I’ve been reflecting on how to support the different groups of people that might visit (and use) my course. In the GoNorth projects, we had thousands of teachers annually use our digital learning environment and curriculum. To accommodate their needs the curriculum consisted of 3 levels: (experience, explore, expand). This design encompassed varying levels of difficulty and involvement and allowed teachers to adjust the curriculum to local needs. In the edX course Data, Analytics, and Learning that George, Carolyn, Dragan, and Ryan are teaching in the Fall, the learner is given more of that control. The instructors write: “This course will experiment with multiple learning pathways. It has been structured to allow learners to take various pathways through learning content – either in the existing edX format or in a social competency-based and self-directed format. Learners will have access to pathways that support both beginners, and more advanced students, with pointers to additional advanced resources. In addition to interactions within the edX platform, learners will be encouraged to engage in distributed conversations on social media such as blogs and Twitter.” I like this because of the recognition that learners come to courses with varying needs/wants and that recognition influenced the design of the course.
In thinking about the different needs that students in my course will have, a group of instructional designers and I at Royal Roads have created a scaffold to help individuals define what they want to achieve in the course. This tool will be helpful for self-directed learners and those with enough background knowledge on the topic, but, depending on how it is implemented, it can help novices as well. The scaffold is a Personal Learning Plan (.rtf). I think this might be helpful to others, so I’m tagging it with an open license so that others can use it as they see fit in their own courses. Here’s how it works:
I assume that individuals will enrol in this course to pursue a personal need/ambition (e.g., “I want to learn how education researchers use social media for research and I am at a loss as to where to start”). To support learners in this, I will be asking them to develop a personal learning plan (PLP) as a way to define, verbalize, and be mindful about their goals. A PLP will allow learners to define what they want to achieve by enrolling in the course and reflect on their successes and accomplishments.
Once participants create a PLP they can either keep it private, share it with the instructor, or share it on a discussion board. Sharing it on a discussion board might allow them to be more accountable to the goals they have set and to connect with colleagues that have similar goals. There is one problem here: Let’s assume that the course will be of interest to a couple of hundred people and a hundred of them post their PLPs on a discussion board. That will quickly become overwhelming for everyone. How do we reduce the information available to help learners find each other based on common interests? If learners could tag their post, and the tags became available at the top of the discussion thread, that could help, but alas, that’s not an option available on the platform that I am using. If any of you have any ideas, I’d love to hear them!
Below are two fictitious learning plans as examples. These only have 1 row each, but learners could include as many rows as they need.
The first one is relevant to PhD students
|Goal||Action(s) to achieve goal||Measure of success (i.e. How will I know that I was successful?)||How much time do I anticipate spending to achieve this goal?|
|Decide whether of not to start blogging about my dissertation||– Read assigned material- Participate in discussions||– Make a decision by the end of the course||2 hours per week for the next 4 weeks|
The second one applies to an early-career academic (e.g., a lecturer, a professor, a researcher, etc).
|Goal||Action(s) to achieve goal||Measure of success (i.e. How will I know that I was successful?)||How much time do I anticipate spending to achieve this goal?|
|My social media activity is gaining global following. I want to understand the tensions that I might face.||– Read everything associated with week 2.- Participate in as many relevant discussions as possible in week 2.- Join the live panel discussion during week 2.||– I will write a 200-word journal entry describing potential tensions and challenges that I might face.||7 hours during week 2|
Of course, it is entirely possible, and research has shown, that learners don’t know what they don’t know. A personal learning plan isn’t a panacea, which is why every course needs to include a diverse range of scaffolds and supports. But this is turning out to be a long post, so I’ll save those thoughts for a future update.
As always, I’d love to hear your thoughts. How does this sound? What might be some problems with it? How could it be improved?
I was at the Educause Learning Initiative conference last week (#ELI2014), where I had some interesting conversations and discussions around online learning, MOOCs, research methods, and the future of higher education.
Amy Collier and I presented early results from our qualitative studies looking at learners’ MOOC experiences (if you have not yet responded to our call to share your lived experiences with us, please consider this invitation). Our talk was entitled “Messy Realities: Investigating Learners’ Experiences in MOOCs.” Our thinking is guided by the notion that even though surveys and big data yield insights into general behavioral patterns, these methods are detached and can distance us rather than help us understand the human condition. As a result, the phenomenon of “learning in a MOOC” is understudied and undiscovered. During the session, we shared what we have been finding in our studies, highlighting the messiness of learning and teaching in the open.
Karen Vignare and Amy Collier were also very kind to extend an invitation to a number of us to share our work with individuals participating in the leadership seminar they organized. It was fantastic to hear Katie Vale (Harvard), Matt Meyer (The Pennsylvania State University), Rebecca Petersen (edX, MIT), and D. Christopher Brooks (EDUCAUSE) discuss their work, and once again, I felt grateful that we are having these conversations more openly, more frequently, and with greater intent.
Below are my rough notes from my 5-7 minute presentation. I appreciate parsimony (who doesn’t?), and in the words of D. Christopher Brooks, this is the litany of things I think:
I am a designer and researcher of education and learning. I study emerging technologies and emerging learning environments. I’m also a faculty member , and I have been teaching in higher education settings both face-to-face and online since 2005.
To contextualize my comments on MOOCs, first I want to describe my experiences with them:
– I have facilitated one week of the #change11 MOOC was organized by George Siemens and Stephen Downes in 2011. This MOOC had a distinctively connectivist flavor with each week being facilitated by 1 person.
– I have enrolled in a number of MOOCs, and have even completed a small number of them.
– I have repurposed MOOCs in my own courses. For example, I have asked students to enroll in MOOCs and write about them.
– I have published an e-book with my students, sharing stories of student experiences with MOOCs.
– Finally, I am actively involved in studying learners’ experiences in MOOCs in order to understand the human element in these emerging learning environments.
I have recently come to the realization that I have an ambivalent relationship with MOOCs. My relationship with MOOCs is one of the most ambivalent relationships I have had with anyone or anything. This relationship is more ambivalent than the love-ignore-hate relationship that my cat has with me!
On the one hand, I appreciate the opportunities for open learning that MOOCs provide. I also appreciate how MOOCs have brought us together to discuss issues around technology, teaching, and learning. At the same time, I cringe at the narratives around big data, I cringe at the hype, at the ignorance around what education is and should be about.
I want to talk about two topics today: MOOC research and the MOOC phenomenon.
On MOOC Research
– We don’t know much about MOOCs
– The things that we know about MOOCs are mostly the result of surveys, learning analytics, and big data research
– The existing research and the existing methods that we use are informative, BUT they simply paint an incomplete picture of MOOCs. We should be asking more in-depth questions about learner and instructor experiences in MOOCs
– Qualitative and interpretive research methods can and will help us better understand MOOCs, open learning, and open scholarship
– Descriptions of learner behaviors are helpful, but these descriptions only provide a glimpse and superficial summary of what students experience and what they do in digital learning environments. To give you an example, emerging research suggests that students may be “sampling” courses; a behavior that we don’t frequently see in traditional online courses or traditional face-to-face courses. Nonetheless, “sampling” is not how participants would describe their experiences or the ways they participate MOOCs. To illustrate, consider family-style Mediterranean meals that consist of numerous dishes, where participants sample a wide array of food. If you ask a person to describe this meal, to explain it to someone else, or to simply tell you about the meal, they will likely describe the meal as a feast, they might describe the tahini as lemony, the variety of flavors as intriguing, the whole meal as satisfying. Different people will also describe the meal differently: Tourists might describe the meal as fulfilling, heavy, or even extravagant; locals might describe the same meal as appropriate, or better than or worst than meals that they have had at other restaurants. “Sampling” may be an appropriate descriptor of the act of eating a family-style meal, or exploring a MOOC, but the descriptor does not fully capture the experience of sampling.
On the MOOC as a Phenomenon
MOOCs. The acronym stands for massive, open, online courses. That is not what MOOCs are though. MOOCs are a phenomenon. They represent something larger than a course and should be seen in conjunction to the rebirth and revival of educational technology. They represent symptoms, responses, and failures facing Higher Education. For instance, MOOCs are a response to the increasing costs of Higher Education; represent the belief that the purpose of education is to prepare students for the workforce; represent the belief that technology is the solution to the problems that education is facing; are indicative of scholarly failures; seem to represent the belief that education is a product that can be packaged, automated, and delivered; and, are a response to failures by researchers, designers, administrators, and institutions to develop effective and inspiring solutions to the problems of education (alternatively, they might also represent the failure of existing systems to support creative individuals in enacting change)*.
The MOOC is an acronym that elicits strong feelings: excitement, fear, defiance, uncertainty, hope, contempt…. To address these feelings we have to address the failures of higher education and the underlying causes that have given rise to MOOCs. For this reason, instead of talking about MOOCs at my own institution, I discuss innovations and approaches that I value, including networked scholarship, openness, flexibility, social learning, and the design and development of new technologies.
* NOTE: Rolin Moe and I are working on a paper refining and delineating these. If you have thoughts, concerns, or input on any of these issues, we’d love to hear form you!