I’m thinking about why universities want to run MOOCS?

Image: DelftX: OG10x Open Government  Delft University of Technology  CC BY-NC-SA 4.0

Hosting a MOOC is a great way to get people interested a subject to view it from your point of view and to get them to read your research in this area – if you are being cynical could it be considered a tool for promoting a particular set of ideas (even indoctrination?). This course on Open Government has a political agenda as it is encouraging ‘open government’ through ‘open data’ with a more democratic process as a goal. In Janssen, M. Charalabidis, Y. & Zuiderwijk A. (2012) (the second mandatory reading) they say:

“Instead of reinforcing current processes, open data should result in open government in which the government acts as an open system and interacts with its environment”

Two of the authors of this paper teach on the MOOC –  so  it’s also promoting the research of the staff who are teaching on it and research projects they have been involved in (e.g. http://www.engagedata.eu/). It will be raising awareness of the projects and getting more people to read the work and in time may lead to more citations. It may enhance their reputation beyond their own institution. It may raise the profile of the institution that hosts the MOOC perhaps bringing them to the awareness of a new audience. 

ed/DelftTU are also getting interesting data from the participants which also be used to create a large data set of ‘citizen sourced’ data – for example in the week 2 activity where you submit your case study into a collection via a survey form.

de Freitas, Morgan & Gibson. (2015) link MOOCs to the global economic downturn and the related need lifelong learning. They also talk about the timely convergence of technologies that has led to MOOCs  “…online learning opening up ready access to digital media rich content and more recently mobile learning allowing us to change where we learn – anytime and anywhere”.

Salmon et al (2015) suggest the potential of MOOCs for staff development:

“…that MOOC’s provide an easily scalable and effective means of exposing university academics and professional staff to the experience of learning online, to research, collaborate and potentially to change practice on a wide scale”

They suggest that this may be where MOOCs prove a ‘game changer’ in education.

Ng’ambi, D. & Bozalek, V. (2015) say that while higher education institutions are facing global austerity measures and meanwhile being encouraged to increase intake, improve retention and widen participation and that they may:

“…see MOOC’s as one way of addressing these challenges: however the relationships between MOOC’s increasing and widening intake, and improvement of of throughput and graduation rates remains fuzzy”

During her Keynote presentation at the OER16 Open Culture conference, Highton, M. (2016) quotes University of Edinburgh Principle, Professor Sir Tim O’Shea’s response to the question of why does the University of Edinburgh do MOOC:

“for reputation, for fun, to try new ways of teaching, not for money”

So I am starting to see that different institutions may have a variety of reasons for starting to offer MOOCs.

de Freitas, S., Morgan, J. and Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology. 46(3): pp. 455-471

Highton, M. (2016) Keynote – Open with care. OER16 Open Culture April 20th 2016

Janssen, M. Charalabidis, Y. & Zuiderwijk A. (2012). Benefits, Adoption Barriers and Myths of Open Data and Open Government. Information Systems Management (ISM),29(4): pp 258-268

Ng’ambi, D. and Bozalek, V. (2015). Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education. British Journal of Educational Technology, 46(3): pp. 451-454

Salmon, G., Gregory, J. Lokuge Dona, K. and Ross B. (2015). Experiential online development for educators: The example of the Carpe Diem Mopc. British Journal of Educational Technology. 46 (3): pp. 542-556