In a recent post on the Wall Street Journal, Gianpiero Petriglieri (associate professor of organizational behavior at INSEAD, and director of their Management Acceleration Programme for emerging leaders) discusses some of the potential perils and downfalls of the MOOC movement.
His key point:
"As extensions of and enticements towards education MOOCs may be very useful. As alternatives, or more precisely as surrogates, they are utterly inadequate."
Duke University has been awarded funding from Gates to sponsor 2 studies about MOOCs, or Massive Open Online Courses. Each grant is for $25,000. One will examine how large employers are using these massive new courses, known as MOOCs, to identify potential workers and aid in professional development. The other will analyze peer-to-peer interactions in introductory writing and chemistry MOOC classes.
"Two recent interventions in the ongoing conversation about massive open online courses (MOOCs) strike me as provocative, in very different ways – and also as curiously neglected, given the interest of what the authors have to say. Perhaps it is a sign of fatigue with the subject? Maybe, but the two articles in question, published a little over a month ago, take up the MOOC question in ways that haven’t previously come to the fore.
We're trying to find out:What are independent learners and innovative teachers doing now that deserves support, recognition, and scaling up?
Udacity and Georgia Tech cross the Rubicon, by Michael B. Horn and Gunnar Counselman on the blog for the Clayton Christensen Institute for Disruptive Innovation.
“There are a few moments in my life I will never forget. Like the moment I proposed to my wife, Petra. … Today is one of those moments.”
The LA Review of Books has published MOOCs and the Future of the Humanities: A Roundtable (Part 1) by Ian Bogost, Cathy Davidson, Al Filreis and Ray Schroeder. The Introduction is featured below; click the link at the bottom to read the full discussion and contribute via the comments.