The Maturing of the MOOC

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The Maturing of the MOOC In-course assessments by quizzing, multiple choice and other automated methods Peer assessment for more complex courses. Validation is probably a more pressing consideration than assessment, for which proven and applicable models exist. The MOOC learner is remote, unverifiable, and identified merely by an email. Technology based solutions such as Coursera’s Signature Track automated remote keystroke recognition engine may, according to UniversitiesUK, offer solutions to verify that the learner completing an assessment is who they say they are. Sub-conclusion: Accreditation Accreditation is discussed in the literature mostly to the extent that it offers a route to revenue for US MOOC platforms and possibly for colleges. This debate has not been seriously applied to the UK yet – but there is every reason to expect it will come. For the time being, the models for assessing learning, that would be essential to credentialed outcomes, are not highly developed. However, some new potential methods, specific to MOOC technology, are starting to emerge. 80
The Maturing of the MOOC Specific issues Specific Issues – Education theory and practice, the ODL heritage and MOOCs In this section The extent to which MOOCs are a genuine innovation, or a mere repackaging of prior heritage in open learning, is a significant theme in the academic literature. Overall, we see that a wide range of views obtain on this topic, with many competing theories and models advanced to account for different pedagogical models. The literature on the topic of Education theory and the MOOC role in ODL which we have assessed for this review is: Larry Cuban: MOOCs and Pedagogy: Teacher-Centered, Student-Centered, and Hybrids (Part 1) 2012 69 Etienne Wenger: Knowledgeability in landscapes of practice: from curriculum to identity (2011) 70 Terry Anderson and Jon Dron: Three Generations of Distance Education Pedagogy (2011) 71 Leo Pollack: Escaping from the MOOC Slipstream (2013) 72 Messaggi Kaya: Context Scenarios (2012) 73 Mike Sharples: Learning As Conversation: Transforming Education in the Mobile Age (2005) 74 George Siemens: Moving beyond self-directed learning: Network-directed learning (2011) 75 DeWaard et al: Using mLearning and MOOCs to Understand Chaos, Emergence, and Complexity in Education (2011) 76 69 http://larrycuban.wordpress.com/2012/12/05/moocs-and-pedagogy-teacher-centered-student-centeredand-hybrids/ 70 http://www.lancs.ac.uk/celt/celtweb/ewenger 71 http://www.irrodl.org/index.php/irrodl/article/view/890/1826 72 http://www.ippr.org/juncture/171/10670/escaping-from-the-mooc-slipstream 73 http://www.learningfrontiers.eu/?q=co ntent/context-scenarios-task-7-2 74 http://www.eee.bham.ac.uk/sharplem/Papers/Theory%20of%20learning%20Budapest.pdf 75 http://www.connectivism.ca/?p=307 81
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