All I am nowadays is confused… about everything. Take MOOCs (What Are MOOCs (Good For)? I Don’t Really Know…) – folk seem to think that something (I don’t know what) about MOOCs makes sense, but I don’t understand what it is they think is interesting or what it is they think is happening.
In the same way that I never did understand what folk were talking about when OERs (that is, open educational resources) were all the rage in ed tech circles, I really have no idea what they think they’re talking about now MOOC is the de rigeur topic of conversation.
(See for example Bits and Pieces Around OERs… or OERs: Public Service Education and Open Production. I also note that folk tend not to appreciate the value of linking. Or maybe I misunderstand it. Whatever.)
From the scraps of stats that are making it out of odds and sods of some of the online platforms (data is not generally available; data will pay the bills when the marketing spend gets cut back and until the MOOC platform providers start making money from selling analytics and course platform/VLE “solutions” to institutions or eking out affiliate and referral fees from recruiters) it’s hard to know whose taking the courses and why, and even whether the different platforms are appealing to the same markets.
My gut feeling in the absence of a proper review is that folk taking courses from the US MOOCx providers are as likely to have a degree as not (eg Participation And performance In 8.02x Electricity And Magnetism: The First Physics MOOC From MITx; I have no idea what the demographics of learners signing up for Futurelearn courses are (Futurelearn has far more of a “casual learner”/hobbiest learner (one might even say, “edutainment”…) vibe about it, though it also seems as if it could be positioned quite well as a taster site).
So here are a few of the things I particularly don’t get:
– if advanced courses are attractive to graduates, does that mean there is a gap in the market for courses for graduates? I’ve largely given up trying to convince anyone that universities should do what the banks used to do and treat the first degree as an opportunity to recruit someone for life as part of a lifelong learning package. The professional institutions have traditionally filled this role in the professions, but it’s hard to know how their membership figures are doing? Could/should the universities be signing up their recent graduates to a lifelong learning top-up package, potentially made up from MOOCs provided by their alma mater?
– if graduates like taking courses, why is the OU so keen on a) making it difficult for folk to take individual were-called-courses-are-now-called-modules? b) pricing individual courses out of the leisure-learner or professional-occasional-top-up market? c) insisting on competing with other universities on their terms rather than breaking open new markets for higher education and widening access to it? (Arguably, FutureLearn is a play at widening access.)
– if MOOCs are going to be important as part of a taster style marketing funnel, how would it be if FutureLearn MOOCs were eligible as an additional/alternative courses in the International Baccalaureate (have any MOOC platforms benefitted from PR around such an end-use yet? There are possibly also potential tie-ups there around the provision of invigilated assessment centres?); or received some amoutn of CAT point credit equivalent that counted towards university applications? Again, something I don’t really understand is why the OU has given up on the Young Applicants in Schools scheme at just the time when it’s starting to compete for 18 year old entry?
As I said, I’m increasingly confused, increasingly don’t understand what’s going on, increasingly don’t see whatever the hell it is that everybody else seems to see as emerging from the latest eduhype.
What’s education good for anyway, when we have the web to hand. Does the web change anything, or nothing? Why did we need universities when we had libraries – and university libraries – with books in them? Why does everybody need a degree? If graduates are the only people who make it to the end of an ‘advanced’ (rather than ‘course taster’) MOOC, what the hell are the universities doing? Why do folk who have become graduates need to take courses when we’ve got the web lying around? What is going on? I just don’t understand…
A trackback a week or two ago to my blog from this personal blog post: #SNAc week 1: what are networks and what use is it to study them? highlighted me to a MOOC currently running on Coursera on social network analysis. The link was contextualised in the post as follows: The recommended readings look interesting, but it’s the curse of the netbook again – there’s no way I’m going to read a 20 page PDF on a screen. Some highlighted resources from Twitter and the forum look a bit more possible: … Some nice ‘how to’ posts: … (my linked to post was in the ‘howto’ section).
The whole MOOC hype thing at the moment seems to be dominated by references to the things like Coursera, Udacity and edX (“xMOOCs”). Coursera in particularly is a new sort of intermediary, a website that offers some sort of applied marketing platform to universities, allowing them to publish sample courses in a centralised, browsable, location and in a strange sense legitimising them. I suspect there is some element of Emperor’s New Clothes thinking going on in the universities who have opted in and those who may be considering it: “is this for real?”; “can we afford not to be a part of it?”
Whilst Coursera has an obvious possible business model – charge the universities for hosting their
marketing material courses – Udacity’s model appears more pragmatic: provide courses with the option of formal assessment via Pearson VUE assessment centres, and then advertise your achievements to employers on the Udacity site; presumably, the potential employers and recruiters (which got me thinking about what role LinkedIn might possibly play in this space?) are seen as the initial revenue stream for Udacity. Note that Udacity’s “credit” awarding powers are informal – in the first instance, credibility is based on the reputation of the academics who put together the course; in contrast, for courses on Coursera, and the rival edX partnership (which also offers assessment through Pearson VUE assessment centres), credibility comes from the institution that is responsible for putting together the course. (It’s not hard to imagine a model where institutions might even badge courses that someone else has put together…)
Note that Coursera, Udacity and edX are all making an offering based on quite a traditional course model idea and are born out of particular subject disciplines. Contrast this in the first part with something like Khan Academy, which is providing learning opportunities at a finer level of granularity/much smaller “learning chunks” in the form of short video tutorials. Khan Academy also provides the opportunity for Q&A based discussion around each video resource.
Also by way of contrast are the “cMOOC” style offerings inspired by the likes of George Siemens, Stephen Downes, et al., where a looser curriculum based around a set of topics and initially suggested resources is used to bootstrap a set of loosely co-ordinated personal learning journeys: learners are encouraged to discover, share and create resources and feed them into the course network in a far more organic way than the didactic, rigidly structured approach taken by the xMOOC platforms. The cMOOC style also offeres the possibility of breaking down subject disciplines through accepting shared resources contributed because they are relevant to the topic being explored, rather than because they are part of the canon for a particular discipline.
The course without boundaries approach of Jim Groom’s ds106, as recently aided and abetted by Alan Levine, also softens the edges of a traditionally offered course with its problem based syllabus and open assignment bank (particpants are encouraged to submit their own assignment ideas) and turns learning into something of a lifestyle choice… (Disclaimer: regular readers will know that I count the cMOOC/ds106 “renegades” as key forces in developing my own thinking…;-)
Something worth considering about the evolution of open education from early open content/open educational resource (OER) repositories and courseware into the “Massive Open Online Course” thing is just what caused the recent upsurge in interest? Both MIT opencourseware and the OU’s OpenLearn offerings provided “anytime start”, self-directed course units; but my recollection is that it was Thrun & Norvig’s first open course on AI (before Thrun launched Udacity), that captured the popular (i.e. media) imagination because of the huge number of students that enrolled. Rather than the ‘on-demand’ offering of OpenLearn, it seems that the broadcast model, and linear course schedule, along with the cachet of the instructors, were what appealed to a large population of demonstrably self-directed learners (i.e. geeks and programmers, who spend their time learning how to weave machines from ideas).
I also wonder whether the engagement of universities with intermediary online course delivery platforms will legitimise online courses run by other organisations; for example, the Knight Centre Massive Open Online Courses portal (a Moodle environment) is currently advertising it’s first MOOC on infographics and data visualisation:
Similar to other Knight Center online courses, this MOOC is divided into weekly modules. But unlike regular offerings, there will be no application or selection process. Anyone can sign up online and, once registered, participants will receive instructions on how to enroll in the course. Enrollees will have immediate access to the syllabus and introductory information.
The course will include video lectures, tutorials, readings, exercises and quizzes. Forums will be available for discussion topics related to each module. Because of the “massive” aspect of the course, participants will be encouraged to provide feedback on classmates’ exercises while the instructor will provide general responses based on chosen exercises from a student or group of students.
Cairo will focus on how to work with graphics to communicate and analyze data. Previous experience in information graphics and visualization is not needed to take this course. With the readings, video lectures and tutorials available, participants will acquire enough skills to start producing compelling, simple infographics almost immediately. Participants can expect to spend 4-6 hours per week on the course.
Although the course will be free, if participants need to receive a certificate, there will be a $20 administrative fee, paid online via credit card, for those who meet the certificate requirements. The certificate will be issued only to students who actively participated in the course and who complied with most of the course requirements, such as quizzes and exercises. The certificates will be sent via email as a PDF document. No formal course credit of any kind is associated with the certificate.
Another of the things that I’ve been pondering is the role that “content” may or not play a role in this open course thing. Certainly, where participants are encouraged to discover and share resources, or where instructors seek to construct courses around “found resources”, an approach espoused by the OU’s new postgraduate strategy, it seems to me that there is an opportunity to contribute to the wider open learning idea by producing resources that can be “found”. For resources to be available as found resources, we need the following:
- Somebody needs to have already created them…
- They need to be discoverable by whoever is doing the finding
- They need to be appropriately licensed (if we have to go through a painful rights clearnance and rights payment model, the cost benefits of drawing on and freely reusing those resources are severely curtailed).
Whilst the running of a one shot MOOC may attract however many participants, the production of finer grained (and branded) resources that can be used within those courses means that a provider can repeatedly, and effortlessly, contribute to other peoples courses through course participants pulling the resources into those coure contexts. (It also strikes me that educators in one institution could sign up for a course offered by another, and then drop in links to their own
applied marketing learning materials.)
One thing I’ve realised from looking at Digital Worlds uncourse blog stats is that some of the posts attract consistent levels of traffic, possibly because they have been embedded to from other course syllabuses. I also occasionally see flurries of downloads of tutorial files, which makes me wonder whether another course has linked to resources I originally produced. If we think of the web in it’s dynamic and static modes (static being the background links that are part of the long term fabric of the web, dynamic as the conversation and link sharing that goes on in social networks, as well as the publication of “alerts” about new fabric (for example, the publication of a new blog post into the static fabric of the web is announced through RSS feeds and social sharing as part of the dynamic conversation)), then the MOOCs appear to be trying to run in a dynamic, broadcast mode. Whereas what interests me is how we can contribute to the static structure of the web, and how we can make better use of it in a learning context?
PS a final thought – running scheduled MOOCs is like a primetime broadcast; anytime independent start is like on-demand video. Or how about this: MOOCs are like blockbuster books, published to great fanfare and selling millions of first day, pre-ordered copies. But there’s also long tail over time consumption of the same books… and maybe also books that sell steadily over time without great fanfare. Running a course once is all well and good; but it feels too ephemeral, and too linear rather than networked thinking to me?