In some ways I’ve perhaps found this topic to be the lightest on content with regard to the topic ‘readings’, perhaps because I’ve encountered both videos previously, not least from participating in the other MOOCs. However, I also found the content going some way to present me with more of an insight into how the separate MOOCs are managed, and the differences taken by the facilitators of each.
Inevitably there is bound to be a comparison of styles if you are participating in multiple open courses run by different people.
My own, less than rigorous analysis of the three approaches I’m currently being exposed to run something like:
- With Change 11 the facilitators are providing direct support, from the ioe12 topic readings this approach is resource intensive and time consuming for the facilitators.
- With DS106 the facilitators, from my perspective, are rolling their sleeves up and getting stuck in with the rest of us. I’m rather liking this approach.
But perhaps the most insightful reading for me from the topic was the Graham, Hilton, Rich, & Wiley, 2010 ‘Using Online Technologies to Extend a Classroom to Learners at a Distance’. I think it goes some way to explain the less involved approach taken by David Wiley with his Open Courses. For me, and I might be wrong in this, it shows how the boundaries of a campus based course can be expanded out to an open participatory course without creating undue burdens on the course facilitators. I think this is the essence of David’s approach; to enable a widening of access and participation to education in a potentially sustainable model.
This reading gives details about how previous open courses were designed and what technologies were employed to enable them. There are also estimates of how long setup would require for educators with less technical proficiency than David. There is analysis of the course to develop an idea of participation and which areas of the course structure were given greatest weight by participants; carried out by questionnaire.
There are three types of interaction:
- Learner – Content interaction
- Learner – Learner interaction
- Learner – Instructor interaction
The Learner – Learner interactions for an open and campus combined course are different as without the instructor facilitating interaction the two groups can remain separate, but it is felt that there is much that can be gained from an interaction beyond the classroom/lecture theatre.
However, for David Wiley facilitated courses, the course readings seem to carry most weight with distance participants. I’m personally finding that the case at present due to the course structuring and ‘reward’ system. (I’ll write more about that in the future.)
‘The MOOC Guide‘ by Stephen Downes, 2011 I found particularly interesting and useful if one wants to develop and facilitate a MOOC. It is an open wiki for anyone with MOOC experience to contribute to and already it has much useful information for a number of previously run MOOCs. I hope to use this information to develop and run a MOOC in the near future, and to contribute back my own experiences from that venture.