(Source of Image – https://youtu.be/iHmHWVHmyfQ – 0.56)
Like Rebecca Heiser, I have been reflecting on the EdX Introduction to Open Education MOOC.
The title of the MOOC led me to expect a broad discussion about Open Education and in my first post about the MOOC, I wrote:
My hope is that it will offer a fresh perspective and rekindle the enthusiasm I had for open education in the early days of the first MOOC in 2008, but which I have found increasingly difficult to sustain in the last couple of years.
It turned out that my hope was not realised. The MOOC focused on Open Education Resources, which I think is just one aspect of open education, and I have to say the aspect that is of least interest to me since I work independently of an institution and no longer teach, so although I come up against some of the issues presented in the course materials, they do not have the impact on me that they might have on others. This was the syllabus for the course.
Week 1: Why Open Matters
Week 2: Copyright, The Public Domain, and The Commons
Week 3: The 5R Activities and the Creative Commons Licenses
Week 4: Creating, Finding, and Using OER
Week 5: Research on the Impact of OER Adoption
Week 6: The Next Battles for Openness: Data, Algorithms, and Competency Mapping
Disappointingly for me there was little discussion of open pedagogy or open teaching. But I did stick with the MOOC. I found the videos of discussions between George Siemens and David Wiley interesting, as were the videos by Norman Bier and other resources provided, and I was particularly grateful for the alternative thought-provoking perspective of Stephen Downes. Did I learn a lot? I don’t think so. I think this was because OER isn’t of huge interest to me, but also because there was minimal discussion between participants. But I don’t feel negative about the MOOC, just that it didn’t rekindle my early enthusiasm for open education.
Rebecca Heiser has thrown down the gauntlet twice during the course and been largely ignored. First, at the end of the course she tweeted:
So will we get to see Open Analytics in #OpenEdMOOC? What were we clicking? What were our activity-levels? Hashtags generated? Most importantly what were our most discussed topics, was knowledge transferred? #OpenPL Did we form our own network? Will we continue the conversation?
I saw that Stephen Downes picked this up (I think in OLDaily), but otherwise no-one responded to these good and legitimate questions.
And then Rebecca tried again with a post reflecting on her experience of this MOOC.
I can’t help but be critical of the #OpenEdMOOC, Introduction to Open Education, hosted by edX. With as much excitement that was generated by the Open Community prior to the start of the MOOC, I feel that we were let down by Week 3 of the course. Here’s a recap of my critique by week…
This time she received a response (notably not from George or David) and a few comments.
Geoff Cain commented:
This was pretty ironic for me. MOOCs are the only educational space where instructors and institutions are comfortable with the “Set It and Forget It” model of teaching. Despite everything that we have learned about what makes for a successful online class, all the rules change when it comes to MOOCs. As an instructor who has worked in developmental education and education support my whole life, that model seems like a huge step backwards.
This, and Rebecca and Lena Patterson’s comments, seems to me what we should have been discussing, i.e. some of the more difficult consequences of open education and the questions that remain unanswered.
Having participated in and completed a number of MOOCs, I was not surprised by the “Set It and Forget It” model of teaching that Geoff mentions. From the very first MOOC (CCK08) the idea has been that participants teach each other and take responsibility for doing this, because in a massive networked environment it is impossible for one person (the tutor) to interact with everything that is going on. But the complexity of this as a model for teaching and learning, and whether it is an effective model, has yet to be adequately researched.
Thank you to Rebecca for bravely raising these questions in an environment which is known to reward consensus and punish dissent!