A first consideration of adapting MOOC techniques to the stock university situation.
Have a look at these notes on Stephen Downes’s presentation.
The more I’m immersed in the PLENK course and material, the more possibilities I see for driving MOOC teaching techniques and approaches into the stock university courses I teach.
For instance, we have new a sophomore level Argument and Exposition course (A&E. Gotta like the double joke in that course title) for learning research practices. Downes’s example of how to find a niche and set up a PLE suggests that I can adapt MOOC practices into a course project. The course wouldn’t be a MOOC (maybe a Minimal Open Online Project), and I would have to evaluate the students in the end. But this approach gives students the opportunity to develop tacit practices – both of research and of the subject they are studying with their PLEs. What they create along the way – the blog posts, delicious links, google feeds, and the artifacts they create and post – along with some periodic reflective posts or discussions, provide plenty of material to evaluate the learner, and plenty of material for my supervisors to evaluate the course.
Students will be on their own when it comes to the kinds of activities they take on, the kind of artifacts they create. They may have to learn how to edit and upload videos, they may have to figure out how to share a scanner, and I can see having to have students create their own support network in for the course itself, but that’s part of the beauty of the thing.
What’s in it for us?
- Not less instructional time, but both students and I get to spend our instructional time differently than we have for the past bunch of years.
- Less classroom time and more learning time for students.
- Less lecture prep time because less lecture and more practice time for all.
- Students might start to learn what it means – tacitly – to take control of their own learning. Need to measure this.
- Relatively safe experience in facilitating a MOOC-like course. The course provides my own scaffolding for a more complex move in the future.
- If it works, a pretty impressive demonstration of an alternative to using D2L.
As Stephen mentions, The Daily is vital to the movement and maintaining participation in the course. The Daily motivates. The Daily holds participants accountable. I could probably monitor student feeds in my own google reader account, but I’ll probably have to install gRSShopper on Dreamhost.
What else is needed?
Probably an intensive first week or two in getting students to re-conceptualize how the class will progress, and get them comfortable with the approach. Probably need to survey what kinds of online work students already do and get them comfortable sharing that expertise. Probably have to provide some early support for getting RSS feeds together. Probably have to really work on getting students to take responsibility for their learning, for creating and submitting stuff regularly – and it needs to be regular so that they have a better chance of passing the final evaluation.
Seems worth it so far.