In April 2015 am participating in a panel session at #OER15 led by @YishayMor and Laia Canals. MOOCs enable new forms of organisation mediated by digital technology. However, governments, universities, educators and even learners still apply conventional metrics around learning, assessment, completion which limits the potential of #MOOCs.
MOOC providers seem to be concerned with completion rates – but are learners content to drop in (and out) to learn the knowledge they need? (eg see our paper on Patterns of Engagement in Connectivist MOOCs http://jolt.merlot.org/vol9no2/milligan_0613.htm)
During our panel session we will debate important questions such as
- Who benefits when learners complete a MOOC? http://tinyurl.com/okjtpan
- What makes an effective MOOC learner? ow.ly/KXw3t
In the spirit of openness, we invite you to participate in this event by contributing to the online discussion. During the conference, we will conduct a live panel with some of the contributors which will be joining us in person or virtually. Panelists will refer to the contributions online, and we will use social media to facilitate live interaction with the audience outside the room. So you dont need to be at the conference to join in.
We invite you to participate in the debate by leaving your comments or video responses on the following 4 discussion spaces:
Certification, completion, and measures of success: while some MOOCs participants and employers see certification as important, others are happy with their own sense of achievement, getting what they want and moving on. MOOC providers seem to be concerned with completion – but are learners happy dipping in and getting the bits they need? Some learners find certification attractive, even if they don’t need the formal proof – perhaps as an indicator of the MOOC’s quality.
What makes an effective MOOC learner? Is effectiveness in the eyes of the provider identical to effectiveness in the eyes of the learner? What do employers see as effective learning? Are some learners more “qualification effective” and others more “growth effective”? Is lurking sometimes an effective strategy? Do analytics capture effectiveness?
What are the appropriate pedagogies for massive open online vocational learning? How do we support collaborative learning? Project based learning? Game based learning? How do MOOCs fit into our view of life-long learning?
Are we seeing the emergence of new educational ecosystems, and the fracture of old hegemonies? Will employers, civic organisations, and learners have an equal voice? Or, do we need to maintain academic authority? Where do we want to go – and how do we get there?
The event’s online space is: http://openeducationeuropa.eu/