Sunday, May 27, 2012
Online, Bigger Classes May Be Better Classes
Experimenters say diversity means richness
Wendy K. Drexler, a postdoctoral associate at the U. of Florida who says huge open classes have provided her with valuable learning experiences, is planning to help teach one on technology and learning.
Marc Parry / August 29, 2010
In his work as a professor, Stephen Downes used to feel that he was helping those who least needed it. His students at places like the University of Alberta already had a leg up in life and could afford the tuition.
So when a colleague suggested they co-teach an online class in learning theory at the University of Manitoba, in 2008, Mr. Downes welcomed the chance to expand that privileged club. The idea: Why not invite the rest of world ... .
Over 2,300 people showed up.
They didn't get credit, but they didn't get a bill, either. In an experiment that could point to a more open future for e-learning, Mr. Downes and George Siemens attracted about 1,200 noncredit participants last year. They expect another big turnout the next class, in January.
The Downes-Siemens course has become a landmark in the small but growing push toward "open teaching." Universities such as the Massachusetts Institute of Technology have offered free educational materials online for years, but the new breed of open teachers—at the University of Florida, Brigham Young University, and the University of Regina, among other places—is now giving away the learning experience, too.
Openness proponents contend that distance education often isolates students behind password-protected gates. By unlatching those barriers, professors ... are inventing a way of learning online that feels less like a digital copy of face-to-face classes and more like the open, social, connected Web of blogs, wikis, and Twitter. It can expose students to a far broader network than they would encounter discussing their lessons with a small group of graduate students.
Still, the concept is spreading. The classes have even spawned a new name: Massive Open Online Course, or MOOC. In February, Wendy K. Drexler, a postdoctoral associate at the University of Florida who studied with Mr. Siemens and Mr. Downes, will help lead a new would-be MOOC about technology and learning. [snip].
Openness vs. Control
But the difficult questions remain.
Start with privacy. How do professors protect students who feel uncomfortable—or unsafe—communicating in a classroom on the open Web? How do they deal with learning content that isn't licensed for open use? What about informal students who want course credit?
In the class taught by Mr. Downes, a research officer at National Research Council Canada, and Mr. Siemens, a researcher and strategist with the Technology Enhanced Knowledge Research Institute at Athabasca University, one woman joined simply to attack the concept of the course, Mr. Downes recalls. [snip]
The Students' View
But she learned to love it. It's a feeling shared by some other open-course alumni, both students and professors, whose glowing descriptions can make these happenings sound like digital Woodstocks for the educational-technology set.
Not that everything was revolutionary. As a for-credit student, Ms. Drexler jumped through some of the usual hoops: papers, final project, weekly readings (though those were posted openly on a wiki). What was different was the radically decentralized, ... .
Instead of restricting posts to a closed discussion forum in a system like Blackboard, the class left students free to debate anywhere. Some used Moodle, an open-source course-management system. Others preferred blogs, Twitter, or Ning. In the virtual world Second Life, students built two Spanish-language sites. Some even got together face-to-face to discuss the material.
"This is a very different way to learn," Ms. Drexler says. "I as a learner had to take responsibility. I had to take control of that learning process way more than I've had to do in any traditional type of course, whether it's face-to-face or online."
Instructors, for their part, curated rather than dictated the discussion. Each day they e-mailed a newsletter highlighting key points. While 2,300 people got the newsletter, a far smaller group, perhaps 150, actively participated in the course. Only those taking the course for credit had their work evaluated, ... .
Much like the founders of Napster shredded the notion of an album, allowing users to remix songs however they pleased, Mr. Siemens is hacking the format of a class.
Future of Open Teaching
The question is whether open teaching has a future beyond early adapters. Distance educators who haven't taken the plunge yet are interested, but also cautious.
On privacy, some open teachers are already adjusting their courses to address student needs. Mr. Couros, at Regina, has begun more explicitly emphasizing a "safe space" for enrolled students, who are typically hesitant at first and crave a private forum for certain questions. He sets up protected areas for them with tools like Google Groups and Moodle. [snip].
Mr. Downes, who writes a well-known education technology blog called OLDaily, permits students to create private groups if they like. But that isn't the default position. [snip].
Beyond privacy, distance educators also question how well the open-teaching model, which has been limited mostly to educational-technology courses, would apply to more-traditional subjects that may require more guidance for students.
But the biggest obstacle might be technology. At the end of the day, the popularity of open classes will depend on whether learning-management software companies like Blackboard make it easy to publish open versions of online courses, ... .
Even Manitoba, the university hosting the Downes-Siemens class, has so far limited its model to a pilot project in an emerging-technologies certificate program. Open teaching is up against academe's history of private classrooms and intellectual-property ownership, says Lori Wallace, dean of extended education. For it to spread more broadly in distance education, she says, would involve "some very significant changes to the culture."
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