Great insight in David Touve’s Inside Higher Ed article looking at the contradictions of the MOOC world, namely in the difference between taking coursework from a MOOC-affiliated institution and receiving a degree from such a place (while Touve’s examples come from what we would call xMOOCs, cMOOCs are not transient for credit at other institutions). Touve looks at it like a syllogism: If MOOCs such as edX stress the rigor of their courses is on par with those offered by affiliated institutions, but if edX only offers a certificate and offers no credit toward a degree, then the most important variable in receiving a degree is getting into the school, or what you do prior to engaging in the coursework. Continue reading
Read an interesting article today (from 2006) on the demise of AllLearn, an online learning initiative designed by Oxford, Yale and Stanford back during the dot com boom. The article focuses on AllLearn, though it looks at the end of other similar initiatives during the same time period, seeing AllLearn as a marked failure of non-degreed online learning at that time period.
I wonder how many people on the MOOC bandwagon had not heard of AllLearn. In the 50+ readings I have encountered (just during my dissertation lit review), only one has made mention of AllLearn, or any similar higher ed online ventures. With none of the research lit or pop lit on MOOCs discussing the failures of prior attempts by higher education, this seems like a place needing some dissection and research. Until then, a few initial thoughts: Continue reading