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Bali_Maha
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I agree completely, Martin. It is very hypocritical of a researcher or journal to publish about open education but have the resulting publication NOT open. It's kind of like a "share-alike" creative commons agreement, isn't it? Only it is not stated that way. I've actually even gone and thought about what the "share-alike" means when citing sources - if I write an academic article that cites mostly open access journal articles, wouldn't it be fair to have the resulting article open access as well? (I know that's not what "share alike" means, but one could interpret it that way).
Toggle Commented Apr 14, 2014 on You don't get openness for nothing at The Ed Techie
hi Martin - thanks for sharing Katy's work and yours (not sure which parts belong to whom) and it's very valuable and adds insight that is much needed. Your last question is of course very important "does completion even matter?" and I think Jenny Mackness gave a pretty good response to that. Since MOOCs are not formal courses leading to certification, individual learner goals are more important than completion (I have an opposite experience to Jenny in that I got a certificate for completing a MOOC in which I did NOTHING but take the final exam; I was just trying it out and then was surprised to get a certificate) As someone who comes from a much more interpretive paradigm, though, I wonder why we are not asking the more detailed questions of: what aspects of a MOOC's pedagogical design enhance learner engagement (not completion rates), and what kind of learner characteristics/motivation/experience results in more sustained engagement with which type of MOOC? (even within xMOOCs,each MOOC is different for many reasons). I realize all of these questions are not within the scope of your study or any large-scale quantitative study... but it sort of seems like something that would have been worth studying? for example, reflecting on my own experience, I discovered I finish MOOCs better when they're within my field of interest (not something I'm tangentially interested in) - which actually makes sense because then the MOOC is a kind of free professional development. On another note, the questions of 2-week MOOCs being like OERs... I don't consider them that way, even the recent NWOER week - you're the OER expert, but for me an OER is not time-bound or interactive in the way a MOOC is... what remains is maybe an OER out of it, but the week or two of interaction in it is not OER-like but more MOOC-like, if that makes sense?
Toggle Commented Apr 4, 2014 on Completion data for MOOCs at The Ed Techie
hi and thanks for posting that. I think the idea of making all content available from day one, as you suggest, is a good one. I had this in a recent MOOC, and in that case, I think a better measure would be not if learners complete assessments, or which week they drop out, but how much of the content they engage with (e.g. links followed, videos watched or downloaded, degree of posting on social media and discussions). I have also registered for a MOOC where the free e-book is made available even before the MOOC starts. Right there, they have engaged new learners at the point of registration when they are interested, because many of us register for a MOOC, then weeks or months later when it starts, are too busy with other things. But having that book means, if I start reading it, I might get hooked and be more likely to participate in the MOOC itself to take the ideas further (or that's my expectation for why they did it, anyway). If nothing else, the course designers have disseminated an e-book they co-authored, even if folks never get into the MOOC itself. And of course there are the MOOCs where the excitement builds on Twitter and/or facebook before the MOOC ever starts...
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