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Developed by Hermann Ebbinghaus some 150 years ago while the hypothesis is sound the results are representative rather than an individual’s response. How might e-learning respond to the different capacities and inclinations of each learner to retain or lose the knowledge they pick up?
A number of platforms have tried to address this, the most successful coming out of Harvard Medical school 6 years ago and more recently rebranded and commercialised for sakes training for the pharmaceutical industry under the name QStream.
Trained and experienced educators will know that they are constantly faced by the challenge of getting what they teach or facilitate to stick . How can these techniques be supported online? How do you educate a class of many thousands? Coursera are determined to crack it. As a Coursera Mentor it feels as if their technical team is responsive on a weekly basis to making improvements – improvements that increasingly come from the 1,900 volunteer mentors they have recruited and trained in the last two years, all of us completing a Coursera Community Mentor’s course before we are permitted to interact directly with students on a course we have already successfully completed.
It feels like being part of an educational movement and a pleasure to be in touch every day: you gradually see patterns in where people get stuck, where they need a hand, where the technology may trip them up, or the content could be improved. Everything can be refined so Coursera take the view that nothing stands still.
These are the benefits educators commuting their content to Coursera get – opportunities to refine, and improve the ‘knowledge transfer’ part (the lecture typically) so that once ‘flipped’ they can give, in small groups by rotation something akin to the personal attention of the Oxbridge Tutorial.
During my years studying for an MA in Open and Distance Education with the Open University I came to admire and follow the work of Gilly Salmon. I ‘got’ the idea of ‘e-tivities’ and ‘e-moderators’ though then, and certainly now, we are dropping the ‘e’ from learning and everything else. It just is.
This idea of a direct, consequential flow of development of learning from Education 1.0 (One point Zero) onwards to Education 3.0 (Three point Zero) is all a bit 2002. It supposes that digital can enhance learning in a series of step-changes like upgrading software. Software is no longer upgraded in such steps. It has become transitory, ‘in the cloud’ and forever mutable.
The model should be used for debate. I challenge it. Too often I find myself at a presentation where this is shown and the cowed audience are too accepting. This is where and how that mythical ‘Oxbridge tutorial’ comes into its own. Here a professor invites challenge and debate, expects students to form their own ideas rathe than to accept his or hers as Gospel.
I found myself stripping this back through the night. I didn’t feel comfortable challenging the model in public, in front of an audience of hungry ‘worshipers’ amongst whom I would have counted myself a few years ago. I’ve read and done too much since. I am qualified to have an opinion and too often have the reference tickling the back of my mind as I write.
‘Diffusion of Innovations’ for a start. My first module of the MA ODE which I re-activated in 2010 after a 9 year absence. I’d started the MA ODL in 2001.
So here is Gilly Salmon’s table, or model, once more. My challenge would have been intellectual, based on theory as well as practical – experience of the ‘Oxford Tutorial’ which to my mind achieves, and has achieved, much of what Education 2.0 and Education 3.0 sets out to do. The parameter that is missing in this model is to say this is being applied to a mass audience of students. You cannot deliver one to one, or one to three at most ‘tutorials’ on a weekly basis (or more often) to the tens of millions who deserve and crave a graduate level education in 2016.
Let me pick out some points here.
Lifelong Learning. It may be a marketing ploy but at the end of this month I’ll be returning to my old college, Balliol, for a day of lectures and seminars given by alumni. Last year I did something similar with the family. I also attended a lecture from my own faculty, ‘The School of Geography and Environmental Studies’. Content alone with Balliol and the SOGE counts as some ‘life long learning’. Is this only fed or made possible by the nature of quality of ‘connectedness’ we now have courtesy of the Internet?
Academics are students too. Maybe some were less willing that others to put themselves on the same plain as their students, but even more so than their students, if they are conducting research and especially if they are teaching and tutoring they are learning too. To teach is the best way to learn. Tutors feed of the bright, and not so bright, minds in their tutor groups. They are repeatedly challenged to repeat the same reply or to develop a new angle – until they do.
Learning that is ‘constructed and co-constructed’ is exactly what the ‘Oxbridge Tutorial’ achieves. You are given an essay title and some references. You research your answer and right your reply. In a group of two or three someone reads out their essay. Between your fellow students and the tutor you talk it through. Together you construct a fuller, deeper, remembered meaning. One day you get to apply this in a written test. It doesn’t need to wait for ‘Education 3.0’ as Oxbridge has taught this way for some 750 years. What the Internet offers, or should aspire to offer, is some version of this that 85 million can enjoy.
It will need a little bit of tutor engagement, some PhD candidates and MA students too, and peer support and pressure. Perhaps some AI will be thrown into the mix as well, with lessons from gaming.
I see versions of it. There are ‘break out’ meetings whenever you learn online, real people in real or ‘as live’ time having a discussion on a topic. It is thrilling to pick up the thread of a conversation that started in Canada, is picked up in New Zealand, crosses to Japan and the Indian Subcontinent, then Africa before re-emerging in Europe. You do wake up wondering where the conversation is going to go. It is akin to that thing where as a student you sat up late and set the world to rights. You can read through the discussion; you can see where thoughts are going; you can draw your own conclusions.
|From E-Learning VI|
Fig.1. © University of Cape Town CC-BY-NC-ND
It has been a lifelong, and rather futile quest of mine expressed in writing and art, diaries, blogs and stories and fed by academic study and non-academic spiritual and cranky pursuits to understand who I am – not what I am. There is in consciousness something rather odd going on that no amount of research into my ancestry, or to living relatives, no amount of writing or painting or visualising of ideas can explain. Is it not a trait of being a teenager to feel alien to the world? Although in my fifties I don’t think the euphoria of being a teen is a phase I’ve yet to pass through
This online course from the University of Cape Town has been fascinating.
I could study neuroscience or get drunk and paint a mural on the side of the house like Jackson Pollock, but I don’t think it would get me any closer to finding an answer … even if I had fun doing so. To sum it up for all of us, to excuse and explain all behaviour from Gandhi to Hitler, from Hockney to Terry Gilliam, Richard Dawkins to Robert Winston, I simply think that each of us is unique – yet ironically society and others repeatedly fight to contain us.
I’ve been prompted to express this by a question posed to participants on the course ‘Medicine and the Arts’ from the University of Cape Town on FutureLearn.
An utterly absorbing, heartfelt conversation so sympathetically and convincingly shared. Worth of many return visits and further deep study. I’m driven by a limiting interest in everything. My curiosity knows no bounds – which is limiting, as it might be enlightening.
It is easy to visualise the dog chasing its tail, though in my mind, excusing the vanity and narcism of it I see myself more as that omnipresent foetal child from the end of Stanley Kubrick’s 2001: A Space Odyssey.
Fig.1 A publicity still from my own short film ‘Listening In.’ Did you catch it on Channel 4? I know seven people who did
Marshall McLuhan had a lot to say about the medium being the message when TV came along in the 1960s.
I always put the message first and with online courses (MOOCs by another name?) I would liken them to books or TV programmes … there are many as you can imagine for every kind of audience, by educational attainment, and subject. I agree that learning is inherently social.
Having got kids who could touch type before they could handwrite and use the Internet before they could use the telephone I have witnessed them learn, collectively, online in various ‘online’ activities – almost always with the very same people they are seeing during the day in class.
Learning outcomes must be an important raison d’etre for MOOCs, but I don’t see this at all as being the only reason institutions are producing them. They are seeking to attract students to courses that are either taught on campus or online at a distance. If a MOOC on Aviation Comes of Age in the First World War attracts 5000 and 500 finish the course 50 buy certificates and 5 sign up for the MA then they have doubled their student intake to a niche subject. I’m making a wild stab at the numbers: I don’t know what they were. I can hazard a guess by the activity in the discussions. They are producing them to learn from the experience, gain the in-house knowledge and support their educators and producing online content for their regular courses too.
The numbers I do know are for the FutureLearn course ‘Start Writing Fiction’ which had 23,000 students to start with and bucked the trend by having 25,000 in week two. I can only guess at the numbers who made it through to the end based on the crude stats we have for ‘MOOCs’ to date. A new outcome for this course is that nearly two months after it officially ended people are still starting and still completing the course: I know this as I set up both LinkedIn and WordPress groups to support them and actively return to the course myself to refresh ideas and contribute to reviews of work submitted and discussions with those there.
By way of comparison, the University of Southampton WebScience MOOC is aimed at PhD candidates: I should now as I was one of those candidates and interview to study a PhD. I had no answer for my not having a medical degree or having done a randomised control trial before.
The ‘Oxbridge Tutorial‘ is commonly used in the UK and is a tutorial system used at Oxford Cambridge, Bristol, Durham and LSE I believe. Is it also the Socratic Method?
The method of knowledge transfer may be the same but numbers are lower 1:1, or 1:3 max. A MOOC experience that works, at this level includes both Socratic and Madras approaches, for better or worse. Worse according to Oxford’s Internet Institute (Rebecca Eynon) where cliques form around the leading student educators that appear to block out others.
PhD students may have to study on their own, but do they want to? MA students don’t.
The Educators I know at university want to teach too.
Digital literacy, like any kind of literacy matters. I engage those who have been online for a decade and those that are newcomers. They pick it up pretty fasts if helped by others.
Other MOOCs I’ve looked at are aimed at those at school (High School in England) to help them with university entrance and preparation, I’ve mentioned an MA even PhD level MOOC while the Exploring Filmmaking would have been on TV in the past.
EdX won’t let you in without paying.
Udemy is getting a dreadful reputation.
A gem of a Free Course from FutureLearn that has just started is ‘Exploring Filmmaking’ with the National Film and Television School. As you’d expect the value are top notch. A great mix. Bitesize learning. Great discussions. 90 mins to 2 hours a week – a lot more if you get deeply engaged.
Fig.1 The intimate qualities of the Oxbridge tutorial are now experience in massive open online courses
I have been studying full-time for a year – an MA in a traditional university with lectures, book lists and online completing eight MOOCs and even trying to start a module with the OU.
My goal hasn’t been simply to gain yet further qualifications in subjects I love, but to experience first hand the variety of approaches to learning that exist.
Back to the classroom while learning online.
The MOOCs I’ve done on FutureLearn are highly ‘connected’ – I believe the way huge threaded discussions are managed and can be managed successfully recreates what some consider to be the Holy Grail of learning in HE, the ‘Oxbridge tutorial’ where a subject expert sits one to one or at most one to three to discuss a topic, set each other straight, and then return every week, or twice a week to do the same.
MOOCS completed or underway include:
Experience and research shows that even in a MOOC with 25,000 starters, in a threaded discussion that has 3000 posts, that groups of learners form – typically a mix of experts, keen learners with some knowledge and complete beginners. These groups can last the duration of a two month course and spill out into other platforms and meeting up face to face. John Seely Brown called this a couple of decades ago ‘learning from the periphery’, where new, keen learners gravitate from the edges to the centre. It is learning vicariously, as we do in our day to day lives. But it is more intimate than a community of practice: two or three people learning together in real-time or in a quasi-synchronous platform is like an Oxbridge tutorial. I had the privilege of attending these as an undergraduate and my father in law is one of these career Oxford fellows who taught in this way for several decades and has gone to great lengths to explain the unique qualities of the method, how and why it works. It now works online. You don’t have to be communicating directly with the lead academics – though you may do in a MOOC, but you can gravitate, with ease, if you like to the many experts who are in and contributing to these forums. I can cite examples of both types: the extraordinary care and fluency of the PhD contributors to WW1: Aviation for example, or in the massive (25,000 participants) threads of Start Writing Fiction.
This is ‘transitional education.’ Not a revolution, just building on the best of what has gone before and gradually taking others along with it.
I like that after 700 years of keeping the approach to themselves that the ‘Oxbridge Tutorial’ as a way to learn is, online at least, open to anyone.
|From E-Learning VI|
Fig.1 Unexpanded mindmap using ‘SimpleMinds’ on ‘How do MOOCs compare’.
There are tens of thousands of Massive Open Online Courses available. Their proliferation increasingly requires some means to differentiate types, to standards, and by review. Undoubtedly branding will have a role to play: it being easier to choose because the subject is delivered on a known and trusted platform, such as Coursera, Udemy or FutureLearn.
What are they brands though? Like a well-known publisher such as Dorling-Kindersely? Or a brand of cornflakes? Courses are often the product of a specific university, but does this help when a course will vary also by faculty, and in particular by the role and lead taken by a subject matter expert.
The variables are considerable.
There are a couple of review sites which aggregate MOOC lists, such as MOOC List and CourseTalk. These, like reviews on Amazon, rely upon participants of a course to come in a post. I think of it as the TripAdvisor for e-learning. How reliable are these? It’ll take years to bed in and impact on the product.
Meanwhile, as I still do several MOOCs in parallel I am trying to think about the kind of criteria:
- The Platform Provider
- The Subject
- Platform (Technical features)
- What next?
1. The Platform Provider
There are too many for one person to consider. And ample complexity requiring parameters. Some are not, or are no longer Massive and Open because they are closed, exclusive and paid for. Udemy has many thousands of short courses online, all with a price for participation, self-paced and lacking a sizable cohort to generate valuable ‘connectedness’ and ‘collaboration’, both important, identified theories of learning that have a significant part to play in e-learning. Funded by venture capital Udemy needs cash flow. EdX comes from Ivy League US universities Harvard, MIT and Berkeley offering undergraduate and postgraduate level, term long courses at a demanding academic level. They have no UK equivalent: neither Oxford or Cambridge have come on board. Although Edinburgh is on both EdX and FutureLearn. Whereas LSE and a few other top UK players are yet to have a presence. FutureLearn is a new, though rapidly expanding player: a wholly owned subsidiary of the Open University with partner institutions from around the globe, typically the UK and Commonwealth Countries, though with three partners from China too. It is the platform I am most familiar with having complete six MOOCs with another four on the boil. They make it look easy and I love learning in conversation with others. The Khan Academy is aimed at schools, while the likes of TED lectures, iTunesU and podcasts are all lectures online in one form or another, rather than complete courses with clear steps towards achieving specific learning objectives.
I am attempting to compare platforms, approaches and institutions by comparing delivery of MOOCs on Climate Change. There are probably a dozen, all variations on a theme, though the science shouldn’t be different, even if the delivery is. They are: Exeter on FutureLearn, Melbourne, San Diego, Penn and British Columbia. I studied geography as an undergraduate so feel better able to form a judgment.
Funding is complex, but it matters because ‘he who pays the piper, plays the tune.’ Largely funded by VC money the US MOOC providers are pressured to take fees, seek donations and sell certificates and other services. To a Brit used to the BBC anything with advertising in it, especially in relation to learning, smells of hogwash. On the other hand, branding and open sponsorship may be a necessary way forward. Even Wikipedia cannot do it for free. Once again, my knowledge is in the first instance at first hand as a ‘participant’ who has studied ‘at a distance’ with the Open University and paid for it, who has taken courses as CPD the traditional way at evening and weekend workshops, though also online by subscription. I have even paid heftily for a formal assessment which gained me a distinction and 10 credits towards a university degree.
There is no ‘free’ learning: it is financed somehow. Learning takes time and therefore to plan, produce, put online and support. Even where the cost is carried internally as the learning is seen to have promotional or reputational value, it is coming from someone’s budget. The relationship between the OU and the BBC, and the BBC and other British institutions is an interesting one as the assets the BBC creates by definition are owned by the tax payer so should UK citizens pay twice for something they have already paid for? The BBC though, like many others, create and provide content for use in learning under a Creative Commons licence.
Funding, in tertiary education, comes from many sources, not least government subsidy, grants for research and sponsorship. Creation of Open Learning meets criteria, especially in relation to research, to publicise and share research findings. The dry academic paper is being superseded by, or at least complemented by, online offerings: a podcast at least an Open Educational Resource (OER) at best.
Who decides on the subjects to ‘publish’ as a MOOC? Publishers and broadcasters make choices for commercial reasons, often based on perceptions or demands of the audience. Are MOOCs create in response to student and participant needs and demands, or the product of individuals and faculties simply wishing to ‘give it a go’ or develop and share their pet subject with others. Is everything suitable for a MOOC? Is the subject, title and delivery considered in the kind of editorial committee that exist in TV, Radio or Print … or is to more piecemeal and fragmented? Individuals and departments in universities traditionally operate in silos, indeed, many chose to be in academia, especially research, in order to focus on their niche interest without undue disturbance or interaction. I can see MOOCs that are championed by an individual, by a faculty and by a university. Inevitably some will be less well received than others. In all media there are hits and misses. Understanding what works, and what does not, is fascinating. Often it is like wondering why, in a small French town, one restaurant is packed, while the others are quiet. Though they are yet to produce them, I would expect and hope for MOOCs on art from St.Martins, MOOCs on sport from Loughborough. I would expect to see a MOOC on the First World War from Niel Ferguson. Why has a world leader, such as the Oxford School of Geography and the Environment, a no.1. faculty in the no.1. university thus far stayed away from MOOCs? They have podcast. They’re on iTunesU. They stream some lectures and seminars. The next step is not so great. Or is it a case of a cautious institution taking careful note of research done on MOOCs. They are no panacea and maybe the step towards something that will have a better fit: exclusive, income generating …
4. The Audience
I resist calling those who do MOOCs students because their profile and behaviour of those I have done and studied is not of students, whether from school, at university or postgraduate. They are older, but not ‘adult learners’, far from needing the education, many have a Masters degree … it is telling that discussions are anything but deferential towards the ‘young’ professors and even younger PhD students who present and moderate many of these MOOCs. Often the MOOC participant, who form the kind of TV audience that sits forward and interacts, is an MA student of the subject who may have ten or twenty years applied experience of the subject in business, government or teaching. For example, the MOOCs I am looking at on Climate Change always have vocal participants who have considerable experience ‘in the field’ for environmental agencies or oil companies. The academics are put on the spot, always rise to the occasion, and will surely learn from the experience as much as we ‘students’ do. Where therefore diversity and access? As TV producers know how in a digital world to cater for audiences of different ages and interests, so educators creating MOOCs will need increasingly to engage media professionals who know better how to target, appeal to and retain specific audiences. Whilst those creating MOOCs may wish to attract potential students to their undergraduate courses, I suspect that it is at best the teachers of such students, rather than A’level students who are getting involved.
Reputations of innovators in e-learning and whose talks go viral in a TED lecture become champions of online learning. Some become a brand that tens of thousands turn to. As free courses proliferate the bluntest and most effective branding is to have a champion, the educator at celebrity. We know that those with a TV profile with a following already will attract the most interest. In TV, even in corporate learning and development, the appeal of the broadcaster or presenter speaking on behalf of the educators is common place. Not all educators are broadcasters. It matters to have someone champion the course. If you want to study, for example ‘Climate Change’ and can choose between a dozen providers of a MOOC, who do you go with?
In formal learning objectives are the goal on which the learning is designed and assessments are undertaken. You are tested on what you are taught, and if you can prove that you have learnt what the material teachers you gain a grade of some kind. This in turn goes towards a qualification, or transferable credits towards a degree or diploma. This may appear clear, but there are other objectives at play: attracting students, even dissuading them if places are hugely oversubscribed. There are obligations to publish research. There are desires to join the ‘e-learning race’ and gain insights through doing even if it is not yet fully understood where the movement is headed. What does the course provider want from a MOOC? More students? Establishing or developing the reputation of an educator or department? Competing with others who are ‘up there’? Because they have the funding? Vanity? Not to miss out?
The digital world is a free for all. It is competitive. Whatever you can imagine, someone is doing it. I was staggered to learn that the MOOC providers couldn’t be named on the fingers of one hand. I think there are over 50 if you’re counting and include various hybrids and anomalies. Many, many more if you venture into MOOCs that are not massive, or open … say content created for internal use across a huge multinational. Sometimes these commercial sites and platforms are the most innovative, and of course, the best funded, for example, in supporting training in investment banking for brokers. Virgin produces e-learning for internal use – it is surely a natural step to create something open and online? The OU, with the BBC and at arms length FutureLearn makes a compelling, reputational sound brand. If anyone knows how to create e-learning that is attractive, appealing and of value this is the team. There are cultural differences though with MOOCs out of North America looking more like a multi-media version of Scientific American to the FutureLearn MOOC that is ‘Look and Learn’ – fun and accessible.
8. Technical aspects of the platform
My expertise does not lie in picking apart and comparing the underlying technologies that support the different platforms. I can however relate to the discussions that have, for example, explained Facebook’s success compared to MySpace … that there were, or still are, underlying technical problems on MySpace that prevented its becoming as attractive as Facebook. I have taken and followed learning online since 2000 – joining the MA in Open and Distance Learning (MAODL) in 2001 while creating online learning through a web agency for commercial, broadcast and government clients. Our understand and aspirations for what was needed or could be achieved fell short of what bandwidths and the technology then could deliver, even if we spoke about ‘stickiness’, collaboration, likeminds and fun.
The OU boasts that a multi-million BBC production such as ‘The Blue Planet’ is the kind of visual extravaganza it can now incorporate into, or complement with distance and online learning, a far cry from the black and white hippy in sandals presenting in front of a whiteboard as lampooned by Smith and Jones in the 1980s. It isn’t as simple as saying costs, like those in the movie business, are divided between creation and distribution, though it is a useful starting point. In this instance the means of distribution is an interactive platform, that has certain affordances because of its underlying architecture and the skills, direction and motivation of the programmers. The content that is made available for, or put into this environment will vary widely based on the experience of the educators, the team they have around them, and how this is structured and led. In TV and print, a producer or publisher is the lead, or chair of such a group … not the ‘creative’ whereas in academia the academic invariably feels they are the lead and should instigate decisions, sometimes without acknowledging that they have no expertise in ‘external communications’ or the platforms and approaches they want to adopt. Money is not set aside to use an external producer or production team, with sometimes, the results being self evident. Fine, perhaps, in a former age, for an internal audience of undergraduate students, but no longer adequate for a far more demanding open audience.
Multimedia, which is what this is, draws on expertise that is a combination of skills that in the past would have been more easily denoted as radio, conference, print and TV. Production values and experience in all of these is required when creating online content because decisions should be taken in the context of the learning materials as to what will work best at different times, for different kinds of content. Also recognising the need for varieties of approach and making these appropriate. I have taken, or tried to take, modules that are back to back presenter to camera, as if listening and note taking for many hours is an adequate or doable learning process. On the other hand, I have been engrossed by an entirely ‘gamified’ Rosetta Stone as an iPad App – rich, complex, repetitive and at times tiresome, but effective as a language learning experience. Not all, or rather few educators, are natural broadcasters. Accepting their strengths in front of a lectern and not taking them out to walk and talk or present on location unless they can clearly do it, requires production skills. There is a language for conducting interviews using a single camera, and for recording multi-camera seminars. If the technician who sets up the kit has no understanding either of framing, or of editing, the result, however good the lighting and sound, will jar. These are all production values that need have to be bought in, or developed to a suitable standard inhouse. Audiences have expectations of certain practices across the media types. Poor practice in use of PowerPoint, for example, is not simply distracting … people will quit a course on a whim.
Increasingly leading players in many fields are coming to see that to offer open learning online is a natural progression from things they have already been doing for a decade: putting content online in websites. delivering short courses face to face, even recording podcasts for release as audio or video. There is less mystery behind how to create content and less need for owning and financing the platform. What we are seeing today, is the same transition that occurred as blogs migrated from do-it-yourself coded webpages in 1999/2000 through the first readymade platforms such as Diaryland and LiveJournal, to the ‘off the shelf’ ease and sophistication of WordPress. Indeed, for MOOCs, the commercial platform Udemy is offering a platform to commercial players.
Institutionally could early adopters trump the laggards? Might the likes of Phoenix and its global reach of associated universities trump traditional hubs of learning like Oxford and Cambridge which are currently proving reticent to engage? Or will inertia, reputation, funding, research and expertise see them grow into e-learning and their substantial foundations?
Whilst it may appear that the Open University was made for the digital age, can a UK institution be a global player? What happens when an Oxford or a Cambridge can do what the OU does? Or don’t they ever want to? Over the last 35 years the percentage of students at Oxford from private schools has shifted from 72/28 to 48/52 …. still not representative of the national split, but moving with determination to being accessible and diverse. Ironic then that staying out of online learning is perceived as necessary to preserve their tradition of tutorial based learning that by its very nature can only be elitist and exclusive.
12. What next?
This is the hardest question and the one everyone wants an answer to. My guess is better than many another’s because I’ve been riding this wave for several decades through linear video-based learning, to interactive and then online. Thanks to the OU over the last five years I now have the language to explain what has gone on and so make a reasonable stab at what comes next. There are several learning theories that can explain the way we learn, but only a few that describe learning approaches that are suited to the online experience: connected and collaborative learning are what makes MOOCs work. Although there are platforms too, such as QStream and Rosetta Stone that are in effect old-fashioned learning by rote or immersion with repetition constructing meaning. There are subjects, such as medicine and languages, which are suited to this approach. There will be increased fragmentation. We are, if you like, where the printed book was five hundred years ago. The book had yet to develop into multiple printed forms from the novel to the pop-up book (!) or diversify across every subject. Though change is far swifter, the variety of forms, by audience, by subject, by approach and duration is yet to flourish into the thousands of types I can envisage until there is a plethora of MOOCs as there are, or have been, magazines in the past. Some affordances are yet to be realised: feedback into FutureLearn, by way of example, is one way to measure and act upon ideas offered ‘by the crowd’. Reasoned responsiveness will see the platform they have now move in regular steps into a different, and different forms. Logic suggests, to suggest an extreme example, that the tools, approaches and affordances of a platform catering to primary school children will be different to one aimed at PhD students. On the other hand, both of these groups find something on TV. With the exception of Ragdoll’s ‘In the night garden’ which is loved by infants and PhD students in equal measure
There will be unforeseen consequences. Will ‘leasure learners’, a stalwart of the OU migrate to MOOCs where there are no fees, just as much learning and a far greater sense of community engagement? Will MOOCs, as the OU does with an MAODE module, be something that runs in parallel with a formal module. In this instance students in the closed learning MAODE being joined by an open MOOC audience for a period of months. I can envisage an enlightened educator using his/her MOOC to support self-directed learning online, while also acting as the backbone for a formally taught series of classes where they use the readily package content of the MOOC to support their delivery.
Those who want and need the kind of learning the MOOCs offered do not make up the bulk of the audience. How will those young people coming out of higher education who crave a university degree learn at this level when they don’t have the funds to attend in person? How, when it comes to assessment, can they afford what remains an expensive process – sitting an exam or submitting a paper for formal scrutiny and grading under stringent criteria relating to potential plagiarism and to sustain standards?
For all their openness and credentials to support access and diversity do MOOCs simply ‘preach to the converted’ – refreshing an interest for those with a degree, or two, already? Where might a degree taught online be achieved instead of a set of A’Levels. Will it become normal to have more than one degree so raising the bar even higher for those who simply wish to get to first base?
Is there, as was in the earliest stage of the Internet, a language bias with most MOOCs invariably delivered in English?
Restricted access. Poor broadband. Lack of resources to run the MOOC. Lack of means, either time or money to do them.
Looking at it another, perhaps more subjective way, I’d like to know about:
- The Wow factor
- Changed Behaviours
- Whether people act upon the learning experience
- Learning Objectives achieved or not
- Stickiness: Are people suitably engaged to stay with it and beyond?
For the last 13 years regular walks on the South Downs, first with the children as they grew up – in better weather, and since with the dog in all weathers, I’ve taken photographs of the same views, and the same parts of the cliff much of which has now gone with the greatest collapses in the last 18 months.
Fig.1 The path and steps down to the beach at Hope Gap. 13th January 2015
Fig.3. Erosion between Hope Gap and the mouth of the River Cuckmere, East Sussex. 9th March 2014
Loess blown here by Arctic winds during the Ice Ages. Water passing through becomes acid. This trickles into joints in the chalk, widening them to form solution pipes.
Fig.5 Solution pipe at Hope Gap
Fig. 6. Cliff erosion and collapse by the Lifeguard Cottages, Cuckmere.
For years not much happened. 2000-2007 was benign. Regular trips to the beach to picnic and swim and the summer found on on the same platforms and rocks. Over the last two years the severity of the weather, the amount and intensity of the rain and the enduring strength of the wind from the south west has seen considerable cliff collapse: loess washed out from the top of the cliffs, as well as catastrophic breaks in the cliff itself leading to falls of boulders and rocks.
Walkers will see how the signs warning of the cliff edge have been moved further inland by several meters, while the wooden fence at the top of the concrete steps at Hope Gape have fallen into the sea. The Environment Agency has already already sections of seawall protection (concrete and netted boulders) succumb to the sea and in due course the steps will go to, eventually to be replaced once some stability can be seen in the cliff further back.
I want my ashes scattered here. Where my wife asked. What if it’s windy. I said down a rabbit hole would be fine. That or in the brambles, or into the sea at low tide.
|From E-Learning V|
Fig.1. My mash-up of a correct answer to a quiz in the FutureLearn course from the University of Nottingham ‘How to read a mind’ that ties in directly to The OU course on the same platform ‘Start Writing Fiction’.
As these MOOCs complete I have a few weeks over Christmas to reflect on a busy year of Moocing about and to catch up with regular coursework on L120, assisted with a necessary business visit to France.
My MOOCing is enjoyed all the more while reading Martin Weller’s new book that covers MOOCs, ‘The Battle for Open’. These are interesting times indeed.
With friends yesterday I evangelised about MOOCs on FutureLearn and found that what worked was to describe a MOOC in layman’s terms as the equivalent of a hefty, hardback, coffee-table book you buy because you have an interest in a thing. Let’s say it is architecture. The book is written by an expert with engaging photographs, charts and maps. From time to time you indulge yourself. A good MOOC is similar, different and better. Online you have an expert who leads the course. The introduce themselves, the course and perhaps the team. And then over the weeks they drop in to say something with a pre-recorded video piece or text. They may even appear from time to time to contribute to the discussion: though you may miss them if the thread is running into the hundreds.
I explained how threaded discussions work: that there can be thousands of comments, but you know everyone is talking about the same thing. That if you don’t get a point you can ask and someone offers a response. You may still not get it. So you ask again. Once again, there is a response. You may do this a few times. Even come back to it a day or so later, but you are likely, eventually to see something that says it for you – your fellow students have fulfilled the role of the tutor that a tutor could never manage: they only have one voice and they can’t give up the huge number of hours – there is one thread in ‘Start Writing Fiction’ that runs to 7400 posts.
These are filtered in three useful ways: activity, following and your comments. In this way you either look only at the lates posts, the posts of those you are following: say 10 out of 23,000 or, of course, you look back at your comments.
As for my graphic? Does obscuring the writing assist with anything? By making an effort to read the question are you any more likely to remember it?
Four activities remaining to complete. A touch more academic than some. I guess this is undergraduate English Literature, but third year. Or is it pitched at postgraduate level. I have had to spend more time with the reading than I expected in order to grasp the main thesis relating to ‘Theory of Mind’. It is proving complementary to ‘Start Writing Fiction’ as it shows how we conceive of, and follow imagined and real characters in a world, in our heads, that is always part factual, part fictional.
|From First World War|
Fig.1 Motorbike Ambulance of the First World War
I came across something about the Ambulance Service using motorbikes during the First World War. I then saw a photograph of a motorbike with a sidecar with a set of platforms that would carry two stretchers. The arguments for the use of a motorcycle are made: lighter, quicker, tighter turning circle, use less fuel …
A article is cited. The British Medical Journal, January 1915. A few minutes later via the Open University Online Library I locate and download the article.
It is the speed at which quality research can be fulfilled that thrills me. This article is satisfying in its own right, but glancing at the dozen or more articles on medical practices and lessons from the Front Line are remarkable. We are constantly saved from the detail of that conflict, the stories and issues regurgitated and revisited as historians read what previous historians said without going back to the original source.
This is how a new generation can come up with a fresh perspective on the First World War – instead of a handful of specialist academics burrowing in the paper archives now thousands, even tens of thousands can drill right down to the most pertinent, untampered with content.
|From First World War|