Fernando Rubio checks back in with us after finishing his first year teaching a Spanish MOOC.
I ended my previous post inviting you to think about the role of MOOCs and the intersection between teaching and certification.
The conversation that has been going on since my last post has been just as polarized as it was before. MOOCs have recently been called a new form of colonialism because they are an attempt to address the demand for higher education by some of the top universities in the U.S. They have also been touted as a disruptive game changer if MOOC providers can create the right recipe that combines free access and credit. Let’s take a look at some offerings from MOOC providers.
MOOC2Degree is a result of a number of universities teaming up with online course developers Academic Partnerships. Students receive the first course in an online degree program as a free MOOC in hopes that they will then pay tuition to complete the degree through regular online coursework. This is simply a version of the freemium model that we all know and love.
Outside the U.S., as part of the UK’s Open University, Futurelearn has thrown its hat in the ring by promising a for-credit MOOC-like experience without the drop-out rates and plagiarism problems of a MOOC. As they say, “it would be a shame to deliver that on a platform and infrastructure that was powered on another continent.” (Did anyone mention neocolonialism?)
I am writing this blog post as I read the New York Times’ front page story on how San Jose State has “outsourced” to Udacity some of the mentoring for its basic math courses. The article includes this interesting quote from a higher education officer at the Gates Foundation: “2013 is about blending MOOCs into college courses where there is additional support, and students get credit.” This quote gives me the perfect segue into the point that I want to make today.
My main concern is still the same it was when I started teaching my MOOC — What can MOOCs teach us about learning and how can they create a more effective learning environment? And perhaps blending MOOCs into regular for credit (either online or face-to-face) courses is the way to take advantage of what the two formats can offer. My next challenge, for Fall ’13, is a blended course on Spanish Applied Linguistics that will combine 50% face-to-face instruction and 50% MOOC. For-credit students will participate in both formats and will hopefully benefit form the opportunity to interact with a large number of students who will be following the free and open MOOC component of the course. I will keep you posted!
In the meantime, please send your thoughts on developments in the world of MOOC language learning.
Fernando Rubio is Co-director of the University of Utah’s Second Language Teaching and Research Center (L2TReC) and Associate Professor of Spanish Linguistics. His research focuses on the acquisition of Spanish as a second language and on the intersection of language learning and technology.