Two More MOOCs I Didn't Complete. And I'm Okay With That.

MOOCThough we hear a lot less about Massive Open Online Courses now than we did five years ago, demand for online courses is still growing. In 2015, the global market for online learning was said to be about $107 billion and in 2017, this market was said to have grown to $255 billion. If those numbers are correct, that is more than 200% growth.

Those numbers certainly have attracted companies to create and sell online courses. But I still find many articles that say the completion rate for courses remains low - about 15%. HarvardX and MITx recently reported that only 5.5% of people who enroll in one of their open online courses earn a certificate.

How can we explain this disconnect between demand for courses and the number of people who actually complete the course whether it is free or for a fee? I would go back to some of my MOOC posts since 2012. People often take a MOOC with no intention to finish all the work or the course. They come into the course to get certain content. That is not a model traditional schools or instructors know. It is also a new model for learners. take what you need, and leave.

My own most recent MOOC experiences fit into the non-completion category.  I took the course from HarvardX (edX) on "Buddhism Through Its Scriptures."  I am not new to the study of religion or Buddhism, but I am not really familiar with Buddhist scriptures. I took this free course (no credit/certificate, though that is offered) because of an intellectual curiosity. The course has readings, both scriptural and informational. There are video lectures. There are discussions. There are even quizzes to check and perhaps stop you along the way to prevent you somewhat from just clicking your way through the content.

The other MOOC I enrolled in simultaneously is "Compassionate Leadership Through Service Learning with Jane Goodall and Roots & Shoots" offered through Coursera. This is an action-oriented online teacher professional development course. It is not as passive as many online courses and requires participants to identify and implement a local service-learning campaign. All of this uses the Roots & Shoots program model associated with Jane Goodall, who is one of my personal heroes.

I should not enroll in two courses at once. I just can't commit the time. Though I was interested in the service learning curriculum from an educator point of view, I did not have any plan to implement a campaign. 

I learned about the Roots and Shoots model, gathered some teacher resources, learned the differences between service-learning and community service, and understand what is meant by a compassionate leader. many of the skills apply to other projects I work on, especially in my volunteer work.I mentor young people and some of that is about try to create change in the community, so learning about using community mapping, collaborating with stakeholders, and designing practical campaigns are all useful. 

Did I learn from the two courses? Yes. Will I apply that learning to my personal and work lives? Yes. Did I complete the courses? No. Do I consider this a failure of the course or myself? No. 

One of the battle cries during the rise of the MOOC was to democratize online learning. I believe that has happened. The number of free and inexpensive online courses available to learners worldwide is massive. There might even be too many courses - part of the online information overload of blogs, podcasts, YouTube videos, ebooks, webinars, and websites.

Our way of measuring student success across different platforms and educational settings need to change. A better question to ask a MOOC learner at the end of the course is whether the course met their needs. 

I don't know if the "freemium" model of the MicroMasters programs offered on edX will be part of a new way of selecting courses and a program. They allow someone to start in a lower-cost online course and then apply for an in-person semester-long graduate program if they make it through the online portion. The MOOC-that's-not-a-MOOC is a kind of test drive.

There are many interesting approaches to online learning, certification, accreditation and tuition that are changing higher education. The MOOC movement initiated many of these projects - but they are NOT MOOCs. Keep that in mind.

And What of the MOOC in 2018?

MOOCDo Massive Open Online Courses (MOOC) seem like old news now? It has been more than six years since they hit learning and the early excitement and fears have certainly quieted. But the MOOC is still alive and active, though changed from its 2012 heyday.

I still see lots of headlines in my feed, but what is a MOOC is 2018? 

A report at the start of this year looked back at MOOCs in 2017 (authored by Class Central founder Dhawal Shah) that had some unsurprising and surprising findings. 

Unsurprisingly, the number of MOOCs continues to grow and more are available for enrollment throughout the year. There is more diversity in the subjects offered. The courses offered often should not be called MOOCs because they are not open in content or open in being free. Paid content has continued to increase and it seems that the number of free MOOCs is reduced.

Perhaps unexpectedly, the number of new learners decreased in 2017. There were 20 million learners taking their first MOOC in 2017. That sounds like a lot, but the number in 2016 was 23 million.

The report's analysis says that this should not be viewed so much as a drop in popularity, but as an indication that MOOC providers have "found their audience." 

The early MOOCs which very much championed "casual learning" and expected low completion rates and no profits, seem to have given a lot of ground away to re/training and professionals who are interested in certificates and are willing to pay for them.  

More than 800 universities are offering MOOCs and get about 78 million students into their online classes. Some learners pay. Most do not. Some get credit. Most do not. All the schools get exposure for their brand, and all the learners benefit.

Are All Schools Prep Schools?

What do you think of when you hear the term "prep school?" Do you think of elite, private schools that look and act like little Ivy League colleges?

A university-preparatory school or college-preparatory school (shortened to preparatory school, prep school, or college prep) is a type of secondary school, but the term can refer to public, private independent or parochial schools primarily designed to prepare students for higher education.

But aren't all high schools preparation for college? That answer has varied over the centuries. While secondary schools were once only for middle and upper class kids who might go on to higher education, schools also went through a period of being "comprehensive" and trying to provide preparation for those going on to college, and for for those going on to a job. 

In the early 20th century, there were efforts to imitate German-style industrial education in the United States. Employers wanted wokers who were "trained" more than "educated." Teachers of high school academic subjects and some colleges thought the preparation for college was being watered down. So, vocational education emerged as a way to prepare people not planning on college to work in various jobs, such as a trade, a craft, or as a technician.

Historically, the German Gymnasium also included in its overall accelerated curriculum post secondary education at college level and the degree awarded substituted for the bachelor's degree (Baccalaureat)[1] previously awarded by a college or university so that universities in Germany became exclusively graduate schools.

Préparatoires aux grandes écoles (Higher School Preparatory Classes), commonly called classes prépas or prépas, are part of the French post-secondary education system. These two very intensive years (extendable to three or four years) act as a preparatory course with the main goal of training undergraduate students for enrollment in one of the grandes écoles. The workload is very demanding - between 35 and 45 contact hours a week, plus usually between 4 and 6 hours of written exams, plus between 2 and 4 hours of oral exams a week and homework filling all the remaining free time.

 

Making University Websites Global-Ready

globalIn one survey, 94 percent of students Yes to the statement: Prior to considering a school, I examine its website. That is not surprising and we know that an attractive, clear website does a lot to sell the school and promote its brand.

Mix that into globalization and internationalization and you have to consider where your website stands with an international audience.

The emergence of the "knowledge society," online programs and the use of English as the lingua franca for scientific communication are all connected to globalization. Universities often have international interests. Those include everything from study abroad for its American students, international student recruitment and enrollment, research and scholarly collaboration, and programs that have international and intercultural dimension.

Clearly, there is more here than just the look of a website because with an international interest you need to provide and attract prospective and current students, prospective and current faculty, researchers, parents, alumni, and employers while accurately reflecting the institution's style, activities, and reputation.

Much more on this, along with "Best Practices in Institutional Websites for International Visibility" by Dr. Gabriela Geron, EDUCAUSE

 

How On-Demand Culture Affects Learning

tv viewerI wrote recently on another site about "cord-cutting" and about the rise of the group I call "The Disconnected" My Millennial son has cut the cord to his cable provider. He did it not only to save money, but because he simply doesn't have time to watch everything that is out there. Like many people, he mostly watches things on demand, either via a DVR or sites that allow on-demand viewing. He hasn't cut all his viewing bills to $0. He purchased Sling services which currently starts at $20 a month and offers streaming options. He still has his Netflix streaming account and can get movies and shows using his Amazon Prime account. He thinks I am a dinosaur for still getting Netflix DVDs in the mail. Netflix probably feels the same way and I am sure mailing DVDs will disappear entirely in the near future. I'm getting all kinds of offers (see bottom of post) to alternatives to my cable subscription.

I picked up a book in the library recently called On-Demand Culture that focuses on how this is changing the movie industry. Media is not my focus on this site, but it is a good example of on-demand culture.

It is not just about people watching films at home, but how the movie industry is changing because of digital technologies. Most people don't think about that film distributors now send films to theaters electronically. But consumers not only purchase or rent movies instantly online, but they are streaming them to high-definition televisions, their laptops and often to small mobile devices. When TV made its entrance bigtime in the 1950s, the movies reacted by going big with wide screens and color that TV couldn't compete with in quality. TV has caught up in many ways with that quality issue. (You can download parts of that book at https://muse.jhu.edu/book/24204)

Amazon is offering me an Amazon Channels Free Trial and suggests using Prime to watch thousands of movies and TV shows on demand. They even asked me to try an HBO Free Trial, which I would think is almost their competition these days.

With all these deals, why wouldn't everyone cut the cord? One reason people hang on is because many of these other services don't offer your local channels and some "basic" cable channels like CNN or sports channels.

modern HDTV antenna

A friend of mine was in that situation and started to investigate the HDTV antennas that are available. This seems like a throwback to the 1950s and 60s when every home had an antenna on the roof or a "rabbit ears" antenna on top of the TV.

The current generation of antennas allow you to pull in HDTV network programming for free - just like in the old days - with no monthly fee or subscription. It sounds ideal, but you are not going to get all that cable content, though you should get your local CBS, NBC and ABC affiliates and some other channels.

Adjusting your TV antenna 60 years ago had become a kind of art. You learned which way to turn it for channel 2 as opposed to how to get channel 7. People hooked up additional wires, tin foil and other things to them to increase the pickup. The new 360º multi-directional designs eliminate constant adjustments and they support up to 1080i HDTV broadcasts. But they have limits.

Many products say they can pull channels from towers that are within 40 miles of your TV. I live well within that range of New York City, so I probably could get all the local channels. Most of these products also have disclaimers that reception quality and channels received will depend on not only your distance from towers, but broadcast power, terrain and other factors like buildings and power lines. 

modern, old-style, outdoor antenna

I found that you can still buy rooftop TV antennas that look a lot like the ones from 50 years ago, though they are much more sophisticated and include amplifiers and other devices.

All of this media movement is part of the "on-demand" movement that started with VCRs that allowed us to "time shift" our viewing habits and terrified the TV industry. We still have some live event TV that is rarely watched at a later date. The upcoming Oscars and certainly the Super Bowl are perfect examples of "event TV" that is viewed live and that advertisers and channels love because they can easily measure the audience share.

I still like to go to a movie theater, but I go far less than I did in the past. Going to a theater has also become a kind of event. I go to films that I don't want to wait to see in a few weeks or month when they make it to my TV.

An “on-demand culture,” is shifting not only our viewing habits but many of our other expectations. When do people want to shop, or fill in an application? Any time at all is the answer. On demand. Even education, which has been my life's work, has gone on-demand with online content and online courses that allow student to time shift their education and pick and choose what content they want to view and when they want to view it. Most college professors have had to become proficient at creating digital content even if they still teach face-to-face in a classroom. Am I ready to cut the cord?  I'm watching the examples of my friend and my son. Maybe this dinosaur sees an asteroid headed his way.