As I delved further into the study of my chosen MOOC, my social media postings in the life stream reflected a growing curiosity in the possibility that massive open learning of this nature, is potentially offering a new route to formal academic certification. Indeed, with this shift in paradigm Bayne et. al (2019) argue that “the open education movement has predominantly framed its mission in terms of ‘freedom from’, characterising educational institutions as rigid, antiquated, inaccessible and ultimately ‘closed’, in opposition to which the open movement is cast as a disruptive liberation”. (Bayne et al, 2019, 50) This has congruence with the TEDx YouTube talk by Jonathan Schaeffer, who discusses the disruptive nature that MOOCs have on traditional learning in tertiary education, and examines the manner in which this routeway to formal education could be actualised.
This question of ‘disruptive liberation’ is further examined in the BBC Sounds podcasts by asking ‘could these new free online courses open higher education to parts of the world in a way that’s been unthinkable up until now or are MOOCs an experiment that could destroy centuries of tradition?’ In the second of the two podcasts – Measuring MOOCS by Science AAAS, quantifiable measures are shared to demonstrate how disrupting and liberating, MOOCs can actually be. By sharing some of the enrolments figures of the popular Introduction to Computer Science MOOC at Massachusetts Institute of Technology (an impressive 350k), it is possible to understand the power that the MOOCs have in creating ‘freedom from’ the traditional institution.
Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O’Shea, C., Ross, J., Sheail, P., Sinclair, C. (2019 DRAFT). The Manifesto for Teaching Online.