Hitler reacts to MOOCs

I've just made a "Hitler reacts" video using this tool. Check it out:

How to be a successful learner in a MOOC

MOOCs (massive open online courses) have high dropout rates. It could well be that learners drop out of MOOCs because the content isn't relevant, the teacher is boring, the course is too hard, etc, but in this "age of MOOCs" it's perhaps good to be realistic and accept that teachers can't be responsible for every single student. Whether a MOOC has 100 learners or 100,000, the teacher is not going to be able to attend to learners individually. And who is going to take the biggest hit as a result of this?

Unprepared learners.

Response to "MOOCs as neocolonialism – Who controls knowledge?"

A colleague from INASP sent me a link to this article:

http://www.universityworldnews.com/article.php?story=2013120517525882

The author asks if students around the world are concerned about the American nature of MOOCs. He asks this because he is an academic whose field of research is education. Generally speaking, students are not like him: they don't get philosophical about education. They want to learn. They want skills, knowledge, jobs. And many students from the South want to go to the North.

MOOCs offer unprecedented opportunities for students in the South who want to make something of themselves and not be oppressed in a dull local education environment, which is unfortunately common (I'm speaking as an Indian). Telling them that MOOCs are not appropriate for them would be another kind of oppression. And anyway they won't listen!

I think the real issue is how universities in the South will respond to MOOCs. I don't think I've come across any positive or progressive responses such as integration of MOOCs in the curricula, providing local technological support for students to take MOOCs alongside classes, developing their own online courses inspired by MOOCs, etc.

I don't think MOOCs were created as part of a neocolonialist agenda. The author says as much near the end of his essay. But with essays such as this, I wonder if universities in the South are getting convinced, without good enough reason, that MOOCs are a form of neocolonialism and therefore consider them with apathy or scorn. I think this is already happening.

An introduction to MOOCs for librarians in developing countries

A few weeks back I was invited to write a comment piece for LINK, the magazine of the ACU’s Libraries and Information Network, published by the Association of Commonwealth Universities.

LINK is available by subscription only, so I was delighted to receive permission to reproduce the comment on my blog. I have taken out the page containing my comment from the PDF newsletter (easy to do in Linux!), and here it is:

An introduction to MOOCs for librarians in developing countries

This article was originally commissioned for and published in LINK (Issue 18, October 2013), the magazine of the ACU’s Libraries and Information Network.

www.acu.ac.uk/publications

MOOCs are about students

MOOCs are sometimes covered in unlikely places, such as the Scholarly Kitchen, the blog of the Society for Scholarly Publishing.

A recent post, MOOCs and the cycle of hype, was refreshing because of the candor of the author, but once again it was about how traditional higher education can make sense of MOOCs. I made a couple of comments under the post, the second one fueled by a response to my first comment, and I thought I would put them together here:

I think MOOCs in computer science, statistics, and other quantitative disciplines present amazing opportunities for learning. I completed a rigorous 12-week edX MOOC in biostatistics early this year and it was better than pretty much any course I took at a Big Ten university as a graduate student of engineering.

I suppose I like to learn online. If MOOC providers figure out how to improve their completion rates and student engagement (I don’t think these are enormous challenges), more people might find that they like to learn online. It might simply be a better experience than attending classes—unless those classes happen to be on par with MOOCs. So while debates go on about whether online learning can ever be better than face-to-face learning, students—the consumers—might soon begin to do the opposite: wondering if it makes sense to go to university instead of taking MOOCs or MOOC-based degrees.

Employers want skills, not degrees. Unless someone has a degree from an elite institution globally or nationally, the degree itself doesn’t matter much. Students at elite colleges have great networking opportunities, but elsewhere students can bank only on their skills.

How many students around the world study at non-elite colleges? How many have no intention of studying beyond a bachelor’s degree? How many start getting anxious about finding a job well before they graduate? And when they start looking for jobs and interviewing, how many become frustrated that their university experience gave them few skills to work in the “real world”?

I think the answer to any of these questions is—the majority. And maybe the majority of students around the world would say yes to ALL of these questions. So this is a pretty large population of people who’re ready for change (MOOCs) and who might give up—I'm not saying today—what they’ve been used to (traditional degrees).

The key phrase in this argument is “around the world.” MOOCs have been for the world from the beginning. To take this a step further, Coursera has recently partnered with World Bank to make MOOCs more relevant for the developing world.

Paying for MOOCs: A problem for young adults in developing countries?

There's a great graphic on MOOCs at http://www.onlineschools.org/visual-academy/mooc-money/. It's called "How will the MOOCs make money?" (embedded below) and it reminded me of an email from a colleague in Somalia, whom I know through the AuthorAID project, about his disappointment upon learning that Coursera was going to charge for some courses. I'm given to understand that most people don't have credit cards in Somalia, so he can't pay for the courses although he said he can afford them. In my reply to him I said that a lot of young people in India also don't have credit cards. I got my first credit card in India when I was 29 (I had 5 in the US as a graduate student). Coursera allows PayPal payments, but the problem remains: young adults in developing countries may not have their own bank accounts.

Charging $30 or $50 for really high-quality courses, which many MOOCs are, is very reasonable, but I think this might make them inaccessible to many young, college-age adults in developing countries who are not quite connected to global financial networks.

Source credit: http://www.onlineschools.org/visual-academy/mooc-money/

Online learning: Where are the voices from developing countries?

The founder of Udacity, one of the three major initiatives offering MOOCs (massive open online courses), has made the controversial prediction that in 50 years there might only be about 10 universities left in the world. In May 2013, the first MOOC-driven master’s degree program in computer science was announced by Georgia Tech and Udacity.

Anyone in the world can take MOOCs. From my home in India, I completed a free 3-month MOOC taught by professors at Harvard University. This experience led to a series of blog posts and also the realization that there are few voices from the developing world on MOOCs. An article on the World Bank EduTech blog adds support to this view. It’s not just about MOOCs but about ICT in higher education: I don’t see any blogs from developing countries in the top 50 higher education technology blogs.

I don't think ICT in higher education has to cost a lot of money. Based on my experience creating and teaching online courses on AuthorAID Moodle, I'm convinced that ICT can be hugely beneficial in a higher education context in developing countries, even under a tight budget.

I hope to find more voices from the developing world on learning and teaching online. For the time being, I'm happy to see a blog post on MOOCs from a Nigerian researcher. (Incidentally, she was one of the participants in a recent AuthorAID online course.)

Ten tips for learners taking MOOCs

This post is related to my series of posts on the INASP blog on MOOCs and educational development. The tips below are especially for learners in developing countries.

1. Coursera, Udacity, and edX are the major providers of free MOOCs as of mid 2013. Check out their websites to find out which MOOCs could be right for you.
2. Most MOOCs are video-based. As soon as you enroll in a MOOC, try opening a few videos to see whether they stream properly. If not, see if there are downloading options or text alternatives to the videos. If you can't see or download the videos and if text alternatives are missing or insufficient, the MOOC is probably not going to be a great experience.
3. If you're going to be given access to a software application during the MOOC, check whether you will be able to use or buy this software after the MOOC ends. If not, the potential to apply what you learn could be affected.
4. When the MOOC starts, give yourself a couple of weeks to try the content and assignments. You'll then know if the MOOC is right for you. If it's not, feel free to quit the MOOC. Most MOOCs have completion rates around 10% and one of the likely reasons is that a lot of students enroll in MOOCs without knowing if it's right for them. Don't feel bad about quitting a MOOC, but this is best done early. If you quit a MOOC, don't assume that MOOCs in general don't work for you. Maybe you need a different course, more spare time, or something else.
5. Most MOOCs have weekly schedules. Once you join a MOOC, set aside time every week for going through the content, working on assignments, taking part in discussions, etc. Without a study schedule that you can stick to, it might be hard to keep up.
6. MOOCs often have tens of thousands of students, so the discussion forums can be daunting if you've never taken a MOOC before. Don't worry about getting on top of the posts at the start of the course. Usually, whatever you need to do in an assignment is covered in the preceding course content. But keep an eye on the discussion forums: students may have pointed out technical problems with the course that may affect you too. Once you settle into the course, you might find it easier to use the discussion forums to make posts.
7. Some MOOCs have group exercises and peer assessments. Follow instructions closely and be polite and positive as you work with other students.
8. It can be difficult to keep up your motivation to complete a MOOC especially if other commitments get in the way. One way to motivate yourself is to discuss your MOOC with your family, friends, and colleagues, as well as on social media.
9. Celebrate once you complete a MOOC! Tell people about it and add it to your CV.
10. Look into ways to apply your learning soon after you complete a MOOC, otherwise you might forget what you've learned.