“What lessons can be learned from the rise and pivot of MOOCs, those large-scale online courses that proponents said would disrupt higher education?
An article this week in the prestigious journal ‘Science’ explores that question, digging into six years of data from MOOCs offered by Harvard University and MIT on the edX platform launched by the two universities….
Summary: When massive open online courses (MOOCs) first captured global attention in 2012, advocates imagined a disruptive transformation in postsecondary education. Video lectures from the world’s best professors could be broadcast to the farthest reaches of the networked world, and students could demonstrate proficiency using innovative computer-graded assessments, even in places with limited access to traditional education. But after promising a reordering of higher education, we see the field instead coalescing around a different, much older business model: helping universities outsource their online master’s degrees for professionals (1). To better understand the reasons for this shift, we highlight three patterns emerging from data on MOOCs provided by Harvard University and Massachusetts Institute of Technology (MIT) via the edX platform: The vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world’s most affluent countries, and the bane of MOOCs—low completion rates (2)—has not improved over 6 years.
“On the other hand, in Indonesia, as in other developing countries, there is lingering concern over the “colonization of pedagogical practices”, where “valuable knowledge” is the one produced by “foreign” knowledge producers — legitimate, national curriculum producers or scholars from developed nations. Such a mindset is also reflected in our awe over high ranks in international league tables such as the Program for International Student Assessment (PISA). We also place high prominence on publishing of scholarly work in international journals – which is indeed necessary, but we pay scant attention to inequities in education….”
“Instantly create and edit online courses, forums and quizzes, share documents and embed any multimedia content straight into your course. With our state of the art visual editor your course will look like an expensive study book with just a few clicks….”
Abstract: Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educator and institution interests as global use of OER evolves. Research into OER use, perceptions, costs, and outcomes is becoming more prevalent; however, it is still in its infancy. Understanding barriers to full adoption, administration, and acceptance of OER is paramount to fully supporting its growth and success in education worldwide. The purpose of this research was to replicate and extend Kursun, Cagiltay, and Can’s (2014) Turkish study to include international participants. Kursun, et al. surveyed OpenCourseWare (OCW) faculty on their perceptions of OER barriers, incentives, and benefits. Through replication, these findings provide a glimpse into the reality of the international educators’ perceptions of barriers, incentives, and benefits of OER use to assist in the creation of practical solutions and actions for both policy makers and educators alike. The results of this replication study indicate that barriers to OER include institutional policy, lack of incentives, and a need for more support and education in the creating, using, and sharing of instructional materials. A major benefit to OER identified by educators is the continued collegial atmosphere of sharing and lifelong learning.
“FOSTER Plus developed a set of ten free online courses covering key topics of Open Science. Each course takes about one hour to complete and a badge is awarded after successful completion. You will need to create a free account on the FOSTER portal if you wish to claim your badge but the courses can also be accessed without registration if no badge is desired. The order you take the courses in is not important, the system tracks your progress regardless and you can claim the badge as soon you completed each of the suggested courses. However, we recommend starting with “What is Open Science?” as an introduction. The draft courses were released for public consultation during the summer and have been refined based on community feedback. …”
“This paper aims to conduct a SWOT (strengths, weaknesses, opportunities, threats) analysis of massive open online courses (MOOCs) in library and information science in order to identify and understand different insights and best practices.”
“One could argue that Audrey Watters’ dismissal of today’s announcement is a little harsh, somewhat cynical. Maybe insistence on open code and open content as necessary conditions for “open education” is a case of ‘zeal over pragmatism’.
But if proprietary content and platforms in service of for-profit enterprises [Udacity] counts as “open education”, just what is the “open” part supposed to be? Audrey’s subsequent tweets offer a clue….
Open as in doors. Open as in hearts. Open as in “for business”. And give them credit, the venture capitalized open education movers have proven tireless in making deals and spewing triumphant press releases. The Open Education Alliance represents the latest landmark in this glorious history.
In any event, while a concept such as open source carries certain obligatory qualities, when we talk about education the application of “open” is more closely related to how ‘All Natural!’ or ‘New and Improved!’ are used on our supermarket shelves. It’s gotten to the point where I find myself hesitant to use a term like “open education” when I speak with people. And I wonder if I still want to be called an open educator….”
“The Virtual Library of Virginia (VIVA), a State Council of Higher Education for Virginia-sponsored program housed at George Mason University and Virginia’s academic library consortium, seeks to fill the position of Open and Sustainable Learning Coordinator. George Mason University has a strong institutional commitment to the achievement of excellence and diversity among its faculty and staff, and strongly encourages candidates to apply who will enrich Mason’s and VIVA’s academic and culturally inclusive environment.
The Open and Sustainable Learning Coordinator is responsible for the statewide development and implementation of the promotion, programming, and training elements of VIVA’s Open and Affordable Course Content Initiative. This position works to directly advance VIVA’s goal of implementing sustainable and economically viable models of scholarly communication that provide barrier-free access to resources for students and researchers. …”