CFHE12 Current and Future/State of Higher Education

CFHE12 MOOC is using Desire2Learn. Since UMUC recently announced that they are going with Desire2Learn, I'm glad to get an opportunity to experience this LMS as a student. I tried to log on right after getting the first newsletter. No luck! The log on procedure needed some tweaking. While that was annoying, I understand that these things happen. Online courses: You are going to put up with at least a little bit of technology pain. (Contrast this with driving to campus which is problem-free, right? No! They forgot to give us adjuncts the new faculty parking lot code at the beginning of the semester. Parking nightmare!) I had my own confusions getting used to D2L. Barry Dahl explained how to see many posts at once in the discussion forums by changing to "reading style". That helped! Initially I wasn't sure who Mark Read was - but I'm slowly getting the hang of it. Did I look for help screens? No! I behaved just like most of my students.
One of the nice things about the discussion forums in D2L: I did a search for "librarian" in the Introductions forum and found all the librarians I had listed as I read through the introductions. Perhaps we should all be trained to use keywords and tags in our discussion postings as a matter of course. "Imagine that someone is trying to find material on the topic of your post. Will they find yours?"

Whether it's a MOOC or not, my little, fleeting problems with D2L made me think about some micro-level aspects of online vs face-to-face courses:

Online courses: Course syllabi and instructions for assignments can be confusing. One course I teach asks students to list "discipline." Some students are asking for clarification. Perhaps we should just ask them to list "your major"? (It's a grad course.) (P.S. I ask students to list the last book they read for fun. Many students in my last two courses listed Fifty Shades of Grey. Maybe they are thinking of a different kind of discipline.
Face to face courses: Course syllabi and instructions for assignments can be just as confusing, but it may be easier to ask questions about the instructions in a face-to-face class.

Students may have trouble navigating all the components of an online course. (I do not believe that navigation and use problems are restricted to use of an LMS.)
Most of us have been sitting in classes since the first grade. We know how face-to-face courses work.

Watching a professor deliver a video lecture online can be boring.
Listening to a professor deliver a lecture in class can be boring.

Wading through online threaded discussion forums can be tedious.
Listening to that one student who always hogs airspace in class can be tedious.

Contacting your instructor and/or other students via email, chat, phone, etc. can be a snap in online courses (though the response might not be instantaneous)
Students may be able to avail themselves of faculty office hours and/or stay after class to ask questions.

Students taking online courses may plagiarize and cheat on exams.
Students taking f2f courses may plagiarize and cheat on exams.

Students may complete an online course and yet not have a true, deep understanding of the content.
Students may complete an online course and yet not have a true, deep understanding of the content.

Thinking about MOOCs

I'm collecting up too much information about MOOCs getting ready for a CIP talk about MOOCs and intellectual property. In my travels I found "The Summer of MOOCs" - Digital Campus - Episode 90 - George Mason U podcast http://digitalcampus.tv/2012/09/10/episode-90-back-to-school-special/ The participants critique MOOCs with the usual: MOOCs may be able to supply training, but not real learning - not the kind of deep learning that you get on a campus where you also learn before and after class. What that sounds like to me is criticism from educators who have not participated in constructing or conducting a quality online course! We ought to be comparing MOOCs that are being offered to other online courses. Get back to the No Significant Difference web site and check on numerous articles comparing online and hybrid courses to face-to-face courses - and often researchers find that there is no significant difference. http://www.nosignificantdifference.org/ Is an on-campus education the very best education where deep learning always takes place and students lives are change forever? We've all been there and probably most of us have found value in being on campus and all that interstital learning that goes on before and after a scheduled class - but is that the only way to learn?? That can't be true! Study online has proven to be successful for many. Plenty of people have done their learning in less than ideal conditions with little participation in the traditional four-year on-campus college experience. I was reminded of Shai Reshef's remarks at a Harvard University Berkman Luncheon discussion from 2010. See Part 5 5:31 - 8:18 A student asks about the physical place and extra curricular activities. He wonders if anything can be done to encourage socializing outside of courses. What about a university World of Warcraft team? Shai Reshef asks if students miss something by only studying online? He points out that for University of the People students it's either study online with UoPeople or not study at all. http://www.youtube.com/watch?v=on4pN-DOSsQ&feature=relmfu .

Comments about the podcast: Dominik Lukeš make some GREAT points! http://researchity.net/2012/09/15/the-great-mooc-slander-realities-and-narratives-of-education-and-learning/
Summary of the podcast here: http://allmoocs.wordpress.com/2012/09/19/the-summer-of-moocs-podcast-at-digitalcampus/ ;

K-Pop - Gangnam Style South Korea Diplomacy

Al Jazeera: K-Pop Diplomacy: South Korea's Soft Power Goes Gangman Style. http://stream.aljazeera.com/story/k-pop-diplomacy-0022328 Psy - Gangnam Style http://www.youtube.com/watch?v=9bZkp7q19f0 Gangnam style - http://www.eatyourkimchi.com/kpop-psy-gangnamstyle/ The Psy - Gangnam style video itself is on this web site Read this one http://www.eatyourkimchi.com/eatyourkimchi-al-jazeera-and-k-pop/ More info about Psy Gangnam Style Explained: Breaking Down Psy's Viral Hit http://news.linktv.org/videos/gangnam-style-explained-breaking-down-psys-viral-hit And maybe this one 7 Bizarre K-Pop Songs You Need to Watch Now http://www.youtube.com/watch?v=JaCtIiC41ws&feature=relmfu

University of the People is not free - mostly free

This recent article "A Free Online University Tests the Waters" http://www.nytimes.com/2012/09/03/us/03iht-educlede03.html prompted a couple of people on the Open Educational Resources discussion forum (oer-forum@lists.esn.org.za)) to point out that "free" is a misnonmer. Students are now asked to pay a small fee to take the final exam in each course. That reminded me to make a small donation to the general scholarship fund. (Link available from the home page at http://www.uopeople.org ) Donating time is a help, but so is donating some money.

Random thoughts about MOOCs

I’ve been thinking about some assumptions about MOOC that I’m reading in articles in the news. MOOCs are compared to face-to-face college courses.

MOOCs could be useful as a replacement for large lecture courses offered face to face. MOOCS will allow us to outsource those large lecture courses. MOOCs on more specialized topics are ignored in that conversation.

Students are plagiarizing. Students might not be who they say they are. Perhaps plagiarism and “are you who you say you are” only matter if you want to certified participation in the course. Otherwise, why drag all that baggage into a MOOC setting?

Students might repeat courses until they can get a good grade. That can’t be good, right? You should only get one chance to master a course. Obviously if you don’t get a high score the first time you encounter the material, you must not be very bright. If you flunk, that’s it for you! Yes, students might be gaming the system (whatever the system is). Or they might be learning the material. It seems to me that this matters if the main purpose of MOOCs is to identify gifted students (which seems to have become Udacity’s goal.) It only matters if you want to certify that a student is an A+ student.

Some MOOCs rely on peer assessment. This method can’t possibly provide useful feedback for students because a MOOC is not really a community of peers. Anyone can join a MOOC. Your work might be reviewed by someone unsophisticated! They might not even speak English as their first language! Could you learn anything from a reader who is not well-versed in academic writing? This concern is based on the assumption that our only readers should only come from the traditional academic community and the only form of writing should be traditional academic writing. It also only matters if participants are concerned about their grade in the MOOC. Course-like MOOCs such as those offered by Udacity and Coursera are just like courses – and students worry about their grade.

Some MOOCs rely on quizzes. Quizzes can’t provide evidence of Real Learning. Is Real Learning measurable and quantifiable quizzes or by any other means? This is an assessment issue for face-to-face courses as well of course. It’s thrown into relief by these courses being online.

We librarians want to be engaged in MOOCs. We can’t stand to see a bunch of learners trying to forge ahead without our guidance. We could just sign up for courses on a voluntary basis and audit the course and help out informally in the discussion forums, but I sense that some librarians would rather be invited and identified as assistants by course developers. Why institutionalize our participation asking librarians to work for free? Why not just do it? If librarians jumped in, what about writing coaches? I’m involved in discussions with the TLT-Group about what higher education faculty do after they retire. Could MOOCs provide an outlet for doing good works?

Coursera's Fantasy and Science Fiction Course

I've been sitting in on Dr. Rabkin's Fantasy and Science Fiction course offered via Coursera. There's a good article in the Chronicle of Higher Education today (August 16) about incidents of plagiarism. One thing that frustrated students doing the assessing - the course developers hadn't anticipated allowing for a zero grade for suspected plagiarism. Some students accused of plagiarism complained that they had NOT plagiarized. With no one in the instructor role, who mediates?

Laura Gibbs (faculty member at U of Oklahoma) who's quoted in the article has been blogging about the course http://courserafantasy.blogspot.com/ and has plenty to say various problems that have arisen in these weeks of the course. (The course started July 23). I agree with a lot of her comments.

Example of one thing that's bugged me: When the course started, there was no course calendar with all the dates written out. If the essay on Alice's Adventures in Wonderland is due on a certain date, list that. Don't just say that the essays are "due Tuesdays."

Another issue: Availability of the books for the course. Most of the books for the course are available via Project Gutenberg and other open access sites. There are only two books that are not available for free. Some students overseas were having some problems getting their hands on those two books (though perhaps by now those students have been able to order copies.) The two books not available for free: Ursula LeGuinn's The Left Hand of Darkness and Ray Bradbury's The Martian Chronicles. If you wanted to run an open course that concentrated on modern science fiction where fewer books are available open access... that would be a barrier for a world-wide audience - and students who might not be able to afford the books.

The units each week close with short videos where Dr.Rabkin discusses that week's book. Yes, you know what I'm talking about - those often maligned talking head videos. (But you know what? Dr. Rabkin has something to say! I'm happily watching the videos.) One of the glitches: The early videos have had subtitles in English and Spanish. This week's videos now have English subtitles. It seems that they are catching up with providing captions and transcripts. I presume that next time the course is offered, the videos would be re-used and all of that would be in place at the start of the course.

Another concern: The discussion forums. Originally there were no discussion forums for each unit. The course developers added those after we got started. If the developers took a careful look at how the discussions have developed, they could start out the course with more distinct forums.

Student support: Could Coursera provide a set of links to information on writing? Students in the course (including Dr. Gibbs) provided links and made suggestions about improving writing skills. Students also provided each other with resources about the readings. Should those be gathered up for next time? What about including an information literacy piece on Coursera? Perhaps they could offer some information on how to search for additional resources - or at least point to some information literacy materials. (That brings us to the "where are the librarians" question. Do librarians have a role to play in MOOCs?)

Note: We've got a few self-identified teens in the course. According to the terms of service, that's a no-no - but I hope that they didn't kick enterprising teens out of the class. I would have loved an opportunity to participate in a course like this when I was that age.

The Fantasy and Science Fiction course is just like a course. Dr.Rabkin pointed out in an announcement this week, this is the same course and schedule for readings that he uses in his face-to-face course at University of Michigan. Should the course be less traditional and more 21st century? Perhaps students could have been encouraged to start those Facebook groups and circle up on Google+. Perhaps students should have been encouraged to create videos or other projects like writing their own fairy tales instead of those short essays, but some students have thought of that on their own. Perhaps the traditional course is as good a place to start as any.

So...there are some issues - but there are plenty of messages in the discussion forums with thanks to Dr.Rabkin for offering the course.

Breaking up with ebooks???

Sarah Houghton Librarian in Black wants to break up with ebooks. http://librarianinblack.net/librarianinblack/2012/08/ebookssuckitude.html I hope it's a momentary fit of exasperation. Librarians need to persist in working with content suppliers and make ebooks work. Here's one reason: kids like digital books. See this article from the Tampa Bay Times: Hillsborough "myON" users read more than 1-million books http://www.tampabay.com/blogs/gradebook/content/hillsborough-myon-users-read-more-1-million-books in just six months. I'm the first to admit that ebooks can have their problems - BUT I would be reading a lot less without them.