Each week we meet via Twitter for #IOLchat to discuss current issues related to online learning. Participants include students, instructors, eLearning companies, schools, publishers, and instructional designers.
MOOCs (Massive Open Online Courses) are making headlines for many reasons – they are open access, free to participants, and an online alternative to more formal courses. MOOCs are also increasingly led by high-profile instructors and universities. EDUCAUSE describes a MOOC as “a model for delivering learning content online to virtually any person – and as many of them – who wants to take the course.” Here’s a summary of this week’s chat session:
How are the roles of students and instructors changing with the MOOC model?
- Depending on how the MOOC is structured, learners may have options available for creating their own experience, communicating with other participants, and interacting with the course materials.
- Participants had primarily experienced MOOCs as learners themselves.
What are the implications of MOOC-style offerings from traditional universities (i.e. Stanford, MIT, Georgia Tech)?
A focus on the quality level of interactions between learners and instructors is more relevant than the institution that is offering the course.
Should academic credit be awarded for MOOC participation?
- The development of some type of credit or credential is important to the future of MOOCs.
- It really depends on the course. A range of options for learning assessment and documentation are possible from academic credit and prior learning assessment models to digital badges and certificates.
- Education and industry will need to agree on the format and standards for any type of credential or certification that may be awarded through participation in a MOOC.
- “The entire dynamic of a MOOC would change if offering academic credit.” MOOCs seem to be driven by motivated learners, looking more for enrichment than documented achievement. “But that is changing…”
- “MOOC” may refer to a range of approaches and is “evolving from the ‘pure’ form” as developed by Stephen Downes. There has been recent discussion about the name itself and a change may be needed to help differentiate types of learning experiences that are called “MOOCs.”
Thanks to @MashupEducation, @rantoniomg, and @onlinelearningl for participating in the live event! Help us to continue the discussion by adding your thoughts via the comments area on this page.
Our past chats can be found on the archives page.
Follow us (@OC_org) and plan to attend our next chat. http://www.onlinecollege.org/twitter-chat-with-inside-online-learning/ We meet on Wednesdays at 12pm ET and look forward to hearing your perspective.
This week’s read aheads:
MOOC Mythbuster – What MOOCs are and what they aren’t from the Online Learning Insights Blog
Instruction for Masses Knocks Down Campus Walls from The New York Times
Making it Count from Paul Fain and Inside Higher Ed
Explore a New Learning Frontier: MOOCs from Inge deWaard and Learning Solutions Magazine
The Massive Open Online Professor from Academic Matters
Slouching Towards Bethlehem: Unpacking the MOOC as Buzzword from Bonnie Stewart
Image credit: cogdogblog, Flickr, CC-BY
An Education Writer for OC.org, Melissa's background includes work in higher education...
Facebook Comments