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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.