Note: I will use this space over the next month to share excerpts from my dissertation The Evolution & Impact of the Massive Open Online Course. The research was a Delphi study bringing together 20 MOOC experts to discuss the MOOC in educational, political, and sociocultural terms (slides from the oral presentation can be seen here). Upon library clearance, the entire document will be available through a Creative Commons license. The following is from Chapter 1, the argument for significance. This excerpt looks at the hype-based MOOC arguments seen in news media, as well as criticisms on the MOOC and its hype.
Disagreement on definitions of education terms. The expert Delphi panel encountered a number of difficulties in finding agreed-upon definitions for education and research terms. Within the three rounds of discussion, terms such as data, open, student, pedagogy, personalization, sufficient and online education were used in divergent ways to describe similar variables or phenomena. Some have argued that such disagreement stems historically from education as a moving profession basing itself within the sociocultural milieu of the time (Harvey, 2005), so definitions outside of an educator’s primary discipline would be more negotiated than those within a field of study. However, in the Delphi study experts had no problems finding agreed-upon definitions for the business and technological terms utilized in the study such as disruptive technology and learning analytics, terms also secondary to primary discipline.
Finding spaces of agreement or disagreement is predicated upon establishing the rules and parameters for a conversation. The Delphi study was designed to create a space for various experts associated with the MOOC phenomenon to freely discuss the social, historical, political and educational impact and future of the MOOC and higher education. This is the traditional method for a Delphi study: experts of a subject have a space to discuss a rising phenomenon amongst other experts, and the panelist design mitigates the levels of expertise so that conversation can begin at a high level (Linstone & Turoff, 2002). The experts chosen for this Delphi study are all influential scholars and practitioners tied to MOOCs, but the varying definitions provided by experts in wrestling with prompts and topics created a space where conversation was dedicated to shoring up vocabulary misconceptions, space that could have been used for further debating the topics. It is possible that the problems with terminology were in fact explorations and negotiations of dominant readings; however, a negotiated view of education as an academic discipline understands the discipline is a field where expertise is often questioned, as evidenced by the prompt #expertise. Experts debated each other’s interpretations of vocabulary rather than a conception of dominant vocabulary usage.
The success of quasi-educational concepts such as disruptive technology is predicated in part on the widespread understanding and adoption of the term in popular and critical media. The fathers of disruptive technology, Clayton Christensen and Michael Horn, have published numerous books, research articles, blogs, conference proceedings, and media articles on the topic and its impact on a number of societal sectors, most recently education. The result is an economic phenomenon gaining understanding and acceptance within a number of other institutions and societal structures, such as higher education, a space where it is difficult to extrapolate discussion of how the MOOC changes higher education without discussing disruptive technology (Horn & Christensen, 2013). Such baseline definitions of the debate shift the discussion of the future of education from an education-centric perspective to the perspective of agreed-upon terminology, such as the economics of disruptive technology, or the monetization of MOOCs, or the technology of automated learning, terminology favoring a commercial or consumable lens from which to frame higher education. For education to remain a viable lens from which to engage the MOOC debate, the field must agree upon terms as basic as data, open, and student, as well as complex topics such as pedagogy and personalization.
Harvey, D. (2005). A brief history of neoliberalism. New York: Oxford.
Linstone, H. & Turoff, M. (2002). The Delphi Method: Techniques and applications. Reading, MA: Addison-Wesley.
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