Jeremy Knox
Video -> from filmed lectures to open-domain films as starting-point for discussions
Blog aggregation
Teacher as “fellow node” – the power aspect of learning in groups
Broadcast pedagogy – Industrialised countries transferring education to developing countries
Not online version of existing courses
Teacher role not reduced to facilitation
Note the issue with enrollment and completion rates
“Mooc space” – marketed with traditional symbols of prestige universities vs the human element in the mooc (video as symbol for human)
Note the criticism of the “broadcast prestige institution” image of Moocs (popular w politicians)
Definition of “human interaction” – human/technology
Wilfred Rubens
Factors influencing completion rates
Note discussion about activities outside the Mooc, but also workload and structure of student work (group work/assignments) Remember we are talking moocs here – size of “classes”/groups
Justin Beck
Hidden (technological) benefits of Moocs
Adaptive learning focus -> personalized learning toolkits – no clear leader
Collaborative technologies – small group collaboration
Big data about learning processes (open courses more attractive for experiments?)
Definition of success rates of moocs – comparison with campus-based programmes/courses, moocs as content marketing This is less relevant to people in public higher education where we are paid per graduation
Take-home: The discussions about the teacher role and human interaction. Lecturer/facilitator/feedback. Students’ expectation of feedback/interaction
Jacob Christensen 