MOOCs are e-learning programmes typically delivered, like the best these days, via online platforms with social media components. So there’s no inherent reason why they shouldn’t provide engaging learning experiences, encouraging the lively exchanges with peers that are so valuable in constructing ideas. As with all learning interventions, the key to success is in great design based on sound pedagogy, in carefully crafting authentic activities geared to the needs of learner and organisation. The MOOC format should be able to accommodate all of this, shouldn’t it? Well, yes and it’s the quality that counts of course but, somehow, the very word ‘Massive’ conjures up a monster to me; something that’s surely too big to be friendly. How do you engage with a cohort of thousands? Who do you turn to if you just don’t get it? Perhaps the trustees of the ‘Serious eLearning Manifesto’ had MOOCs in mind when stating their belief that: “current trends evoke a future of only negligible improvement in elearning design—unless something radical is done to bend the curve.” How could a MOOC adapt to learner needs (principle number 9 of 22), or provide support for post-training follow-through (13)? I may be proved wrong, but I’d rather sign up to an OOC than a MOOC. For more on the Serious eLearning Manifesto, see: http://elearningmanifesto.org/
https://www.willowdna.com/wp-content/uploads/2017/02/iStock_000009748942Small.jpg 565 849 Manager https://www.willowdna.com/wp-content/uploads/2017/09/willowdna-elearning-white-300x76.png Manager2014-04-28 00:00:002014-04-28 00:00:00Do we have the appetite for massive courses?