Online courses should be communities, not digital textbooks


Massively open online courses, or MOOCs, represent a major attempt by private industry and major universities to revolutionize higher education by opening university curriculum to thousands of students who lack the time, resources or interest to pursue a traditional degree. The courses have not always lived up to their utopian promise, though: while high-profile institutions continue to invest heavily in MOOCs, results and outcomes have been underwhelming.  

The problem with MOOCs is that they have become “glossy but ultimately stagnant hypertextbooks” instead of digital communities built around in-depth conversation, resource sharing and collective knowledge building, argues Michael Burnam-Fink, a graduate student in the Consortium for Science, Policy and Outcomes at Arizona State University.

Burnam-Fink reminds us that MOOCs were not invented in 2011, when Stanford University’s digital course “Introduction to Artificial Intelligence” brought them into mainstream educational thought. Instead, MOOCs were developed by Canadian researchers Stephen Downes and George Siemens as a proof of concept of their connectivist theory of education.

“Drawing from neuroscience and computer networking, connectivism postulates that knowledge is distributed across human and nonhuman nodes in a network,” writes Burnam-Fink. “Downes and Siemens argue that in the 21st century, education is the ability to navigate this network, link disparate fields and contribute to the understanding of other people.”

Despite the difficulties associated with building active, collaborative digital communities, Burnam-Fink argues that the connectivist concept for education should guide the development of a new kind of MOOC, built on interaction instead of a static set of readings, videos, lectures and exams. He concludes that “the hardest part of MOOC design, and the one that deserves the most attention, is making a space for engaged education that rewards helping others as a prelude to learning, not one that replicates the most tedious parts of today’s classrooms.” 

Article source: Slate magazine

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