21 Matching Annotations
  1. Nov 2019
  2. Nov 2017
    1. The idea that we can collaboratively build a platform that will frame the discourse and promote sharing is a promising aftereffect of the current MOOC backlash.

      Since the term “disruptive” has come to be associated with Clay Christensen’s model, there might be something closer to a reappropriation model like Hippies appropriating VW Beetles, Roadsworth painting pedestrian crossings into zippers, or circuit benders making musical instruments out of old toys. Somewhere, someone may subvert a MOOC into something useful. In fact, Arshad Ahmad once described a successful MOOC which had lost its instructors. Learners started owning their learning activities.

    2. basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor
    3. the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11
    4. Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years
    1. Alan Levine’s comment also needs to be kept for posterity:

      I so appreciate the framing of this history for the oMOOC (Original) as "courses of lectures" which seems not focused on the lectures but the discussions generated. And thanks for the mention of the ds106 assignment bank (a concept I seem to suggest in every project) but I must make a small historical credit. Grant Potter was definitely part of the foundation, but his great contribution was DS106 Radio. The person who credit for the Assignment Bank must go to is Martha Burtis who did this and more for co-creating DS106, but she's often invisible in the Shadow of Groom. I did the archeology on the Assignment Bank history: http://cogdogblog.com/2016/10/ds106-history-details/ I dream that someone would fund you to roll out the model described, maybe it's a dMOOC (Downsian) not that it would likely overtake the xMOOC Hype Train (which all its is shiny conductors have jumped off the train, i just keeps rolling through burgs like EdSurge).

    2. access to one-on-one (and possible small circle) consultations for a fee
    3. We (had we ever been given the opportunity) would have created the business proposition very differently.
    4. access to the top researchers in the field
    5. I think that universities (especially the 'elite' universities) have lost the plot when it comes to their value proposition (or, at least, what they tell the world their value proposition is).

      In some ways, the strongest indictment of the MOOC hype.

    1. the way of MOOCs – a few years of wild hype about revolutionary potential followed by inevitable domestication by the academy.

      That sure is one way to put it. Same expectation for #NGDLE?

  3. Sep 2016
    1. Steven Mintz is Executive Director of the University of Texas System's Institute for Transformational Learning and Professor of History at the University of Texas at Austin.

      Sounds like MOOCs have been part of his role, at least in UT’s collaboration with edX. Which brings an interesting context to the piece, especially in view of what we might call “the end of the MOOC moment”.

  4. Aug 2016
    1. one iteration from success!
    2. Interestingly, the other MOOC professor at Stanford in 2011, who was not part of the media push or start-up aftermath,  was Jennifer Widom.  She has continued to teach MOOCs since 2011, and during her current sabbatical year is offering free courses in data and design…and those free courses are going to be in-person.

      This puts MOOC hype in perspective, including the Matthew Effect.

  5. Jul 2016
    1. Massive Open Online Courses (MOOCs) have been the subject of much hyperbole in the educational/eLearning world for a few years now, under the guise of spreading university-quality education to the masses for free (the hyperbole is dwindling down, but not completely).

      Cue Rolin Moe, who has investigated the MOOC hype so thoroughly. We may still follow a Gartner Cycle (Merton did warn us about self-fulfilling prophesies). But much of those phases have been documented.

    2. A Postcolonial Look at the Future of #EdTech

      Timely. Sent it to a few people, already, as it connects with several discussions we’ve been having on neocolonialism in EdTech, including the content side of Open Education (OER). Some of it reminds me of Crissinger’s critical take on OER, based on her experience with Open Access.

    1. disheartened that open education is still mainly focused on MOOCs and OERs, rather than on the broader concept of open textbooks, open research, and open data.

      We often think of the hype cycle but two things this post reveals about MOOC hype: 1) There can be regional differences in the timing of those cycles. 2) We might be in a broad shift from MOOC as a thing to MOOC as a pretext for openness.

    2. MOOCs have forced Vice Chancellors to focus on teaching and learning This is probably a true if sad statement.

      My thoughts exactly. Same was true of McG’s Tony Massi saying that MOOCs got a few science teachers to rethink their teaching for the first time in decades.

  6. Dec 2015