Week 5 Summary – Liberating MOOCs, redefining education

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.

 

References
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.

BBC Sounds: The Documentary: MOOCs

BBC Sounds Podcast: Click to access podcast

Some key takeaways from the podcast:-

“Could these new free online university courses open higher education up 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?”

Amazing fact – at Harvard more people have signed up to its MOOCs than have graduated in its 300 year history!!

Week 4 Summary – Choosing a MOOC and thinking about the digital ethnography

The term MOOC was first coined in 2008. Stanford University offered its first MOOC in 2012, entitlted ‘An Introduction to Artificial Intelligence’ and had over 160k individuals enrol, with 20, 000 passing the course.

Choosing a MOOC – perhaps easier said than done! After initially opting for ‘An Age of Sustainable Development‘ through edX, I soon discovered that the online community within this particular MOOC was significantly lacking in dialogue in the discussion forums. As an alternative I decided to enrol in Holocaust: The Final Solution with Coursera. As a teacher of secondary history I was keen to further my own professional understanding of this topic, in parralel with developing my digital ethnography for this task.

My lifestream additions this week have focused on the broader theme of online community and how this differs from a corporeal community, as well as the development of collective intelligence within wiki sites. A common thread throughout the blog entries has been how to make an online community successful, when there are so many challenges and road blocks that can hinder success. The power of anonymity, intangibility and falsification were all highlighted as potential barriers and points of tension. Some of these entries touched on what had been outlined in Lister (2009) who identified the difficulty in creating community online when ‘participants are there but not there, in touch but never touching, as deeply connected as they are profoundly alienated’ (Lister, 2009, 209). Mark Willis’ TEDx presentation however, provides ways in which real online community can be achieved. He posits that when the following four criteria are met – longevity, shared values, community management and trust – then the group can truly be deemed as ‘community’.

As I progress in the ethnographic study of this MOOC, I am keen to examine whether my chosen course meets Willis’ 4 point criteria for community culture, particularly with that of shared values.  This is further strengthened in Saadatdoost et al (2014) who states that “culture components include shared beliefs, values, perspectives and practices.” I am therefore hoping to investigate how far the participants in this MOOC share values, and if so, what are these? How much do these values provide cohesion within and across the discussion forums? Also, are there tensions that arise due to the presence of disparate, incompatible values? And if so, how are these tensions diffused? Lots of interesting questions to take with me, as I move forward with my chosen MOOC.

Lister, M. (2009) ‘Networks, users and economics’ in New media: a critical introduction, pp163 – 236, London: Routledge

Saadatdoost, R., Sim. A., Mittal, N., Jafarkarimi, H. & Mei Hee, J. (2014) ‘A netnography study of MOOC Community’, PACIS 2014 Proceedings. 116. http://aisel.aisnet.org/pacis2014/116.