Coming Clean: What I Wonder About MOOCs
I’m enjoying reading blog posts about people’s open classrooms, how they’re using technologies in their classes, how the technologies are supporting all kinds of new connections.
I like seeing the kinds of things people are learning and questioning about teaching in higher ed.
I’m enjoying seeing the enthusiasm for Connected Courses on Twitter.
But, I wonder sometimes, about things like how the excited reunions on Twitter of people who’ve done MOOCs together affect those who come in not knowing anyone. Sometimes social media platforms feel a little like high school, with some people being in and others, not so much. Is this a factor in the amount and kind of lurking in MOOCS?
I wonder if having a connected, open course is really an epistemological or pedagogical step forward from what already exists. How can it be if the teacher develops the syllabus, determines the objectives of the course, grades the work of the students, sets the pace? The first iterations of technologies in classrooms tend to be using them to do the same old thing in a different way. How often is that true of MOOCs, and does that matter?
In terms of secondary schooling, I wonder how MOOC principles or structures might be incorporated into an unschooling situation for kids who are Done with school as we have known it.
I need to learn more about MOOCs and I don’t know where to start. It seems like there is a lot of information about them out there and I’m not sure how to separate the wheat from the chaff. So, does anyone have any suggestions of where I might start? Any comments?
Thanks for reading and responding.