Grainne Conole, University of Leicester.
All slides on slideshare under Grainne’s name. Brief history and taxonomy of MOOCs, allows for some classification. There is real debate about MOOCs, especially around low retention rates, learning income not learning outcomes, seen as a marketing exercise. Aspirations are publicly stated as being open, listening to learners, keeping it simple etc. At Leicester, they have attempted to analyse success of MOOCs, surveying etc. Mainly students stated that they liked interactive activities, less so the talking to other students and tutors. In fact 90% stated they had no contact with tutors. Students generally happy with time needed, duration and level. Many students also noted that they appreciated the issue of MOOCs being for the ‘public good’. Externally this matches what others have found.
Disruptive and challenging technology, new business models are emerging, new approaches needed for design, blurring of boundaries, disaggregation of education.