I’ve ready today the articley by Candance Thille, John Mictchell and Mitchell Stevens entitled “What we’ve learned from MOOCs“. The authors make a small reflection (from a USA perspective, I have to say) about what MOOC ARE NOT what they were expected to be.
Summarizing their main ideas:
- MOOCs are not college courses, but “somewhere betweeen a digital textbook and a successful college course”.
- MOOCs do not solve inequality.
- MOOCs are replicating the conventional (and passive) classroom teaching.
- MOOCs have opened up an opportunity to support the science of learning.
I totally agree with the 4 points, since all have been supported by several research publication. However, I must say that this reflects the more american perspective from the MOOCs. In Europe, we never believed that these was going to be the PANACEA of Higher education- this also has to do with our Educational System, which is public and much less expensive that in the states-. Instead, we see MOOCs as an opportunity to transform Higher Education institutions, working as a catalyst for transforming our traditional teaching and learning practices.
- An opportunity to boost Hybrid Pedagogies (flipped classroom, blended learning…)
- An opportunity to learn about what does work in our Higher Institutions and what does not.
- An opportunity to extend the traditional curriculum with new models as the ones proposed in Delgado Kloos et al., 2015, Zhang et al., 2013, or Griffiths et al. (2014).
- An opportunity to help our students improve their self-regulated skills to become actual life-long learners.
- Delgado Kloos, C., Muñoz-Merino, P. J., Alario-Hoyos, C., Ayres, I. E., & Fernández-Panadero, C. Mixing and Blending MOOC Technologies with Face-to-Face Pedagogies.
- Griffiths R., et al. (2014). Interactive online learning on campus: Testing MOOCs and other hybrid formats in the University System of Maryland. New York: Ithaka S+R.
- Zhang, Y. (2013) Benefiting from MOOC. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2013(1): 1372-1377