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Third Learning Spaces in Open Online Courses: Findings from an Interpretive Case StudySuzan Koseoglu
MOOCs, DOCCs, or POOCs? The Current and Future State of Open Online CoursesSuzan Koseoglu – TaLIC @ Goldsmiths, University of London
“I like to call [2012] the year of disruption,” says Anant Agarwal, president
of edX, “and the year is not over yet.”
The year of MOOC, NY Times
Why MOOCs?
• increase the visibility of the institution • drive student recruitment• experiment with innovative pedagogy• provide more flexible learning opportunities (
Allen & Seaman, 2014)
What is a MOOC?
Mathieu Plourde (Mathplourde on Flickr)
Mathieu Plourde (Mathplourde on Flickr)
Powell Olivier, 2014
Borsheim, 2014
A classroom at Northwest Vista College (US)…
A classroom at Harvard Business School (US)…
Image source
“Each course is like an interactive textbook, featuring pre-recorded videos, quizzes and projects.”
Image source
An outdoor sport event
Third Learning Spaces in Open Online Courses: Findings from an Interpretive Case StudySuzan Koseoglu
The course structure of UNIV 200: Inquiry and the Craft of Argument
Bozkurt, 2015
A great feature of truly OPEN courses is that anyone at all can benefit, even those who only stumble across individual posts. And you can make the course whatever you want it to be, limited only by the interests shared between yourself and other participants. (dave70, 2014)
If MOOCs can mean many things…If participation patterns can differ significantly..If participant motives to join a MOOC can differ significantly…
How can we discuss and research MOOCs in a sensible and ethical way?
How can we ground our conversations in the broader literature, in the history of online and distance
learning?
How can we shape the future of open online learning?
We have a responsibility to care for our students in open online spaces.
Open literacies: Skills and attitudes needed for successfully navigating and participating in open online spaces.
Open literacy may include knowledge of copyright, an awareness of one’s imagined and authentic audiences, being able to make informed decisions as to when and how to become public or anonymous and the ethics of using and repurposing the traces of publicly available data, including the traces of open scholarship.
Thank you!
@suzankoseoglus.koseoglu@gold.ac.uk
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