To MOOC or Not to MOOC? Real Questions at the Core
MOOCs have dominated the educational trade press in both 2012 and 2013, stirring both enthusiasm and anxiety. This session will look at their impact on higher education planning, economics, and "the rest of us." What have we learned from Massively Open Online Classes and how can universities use these learnings to create our own environments for the next decade? This session will frame ways to have concrete and beneficial discussions about learnings from these broadly MOOC-labeled experiences in our blended university environments. Questions can arise beyond the economics of learning at scale, focusing on the learning science, design, and differences in qualities, as well as the real learning outcomes. With this lens, we also can examine what “works” in the 700-person lecture hall and in more intimate distributed learning platforms.
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Additional Supporting Materials
- What is the spectrum of what is being offered and self-labeled as a MOOC?
- What have we learned from MOOCs and how can universities use these learnings to create our own environments for the next decade? How can we use a discussion of MOOCs to understand (a) what is working, (b) what isn’t working, (c) biases and beliefs around MOOCs, and (d) how to learn from the experiences so far how we can work with MOOC concepts and structures within our own educational environments?
- Should we have a broader rubric of both measurement and creation? Not all MOOCs are alike or even have the same learning qualities in their design and execution. By creating a stronger rubric to analyze and discuss MOOCs – beyond cMOOCs and xMOOCs as labels – we can help participants make decisions and designers look beyond their own cohorts of creators to seeing what really works in terms of design, communications/marketing, and integration into broader life-based learning programs.
Gigi Johnson, Executive Director, Maremel Institute