Thank goodness for Christmas. A nice fortnight’s break, punctuated only by hearty walks and bouts of over-consumption, provided the ideal opportunity for catching up on my MOOC. It’s only a six week course, with an estimated study time of two hours a week. But it’s surprising how quickly you get behind.
Or perhaps it isn’t surprising. Finding two hours in an already crowded schedule was always going to be a challenge, mainly because the two hours are not timetabled. The very flexibility that makes a MOOC such an attractive proposition is what also makes it easy for learners to fall by the wayside. You can engage with the course materials at any time, any where (as long as it has Wifi).
But like old friends, you can also easily forget it for days at a time, and plan to catch up ‘later’. And my MOOC has started to feel like a friend, but a very distant one. There is space for sociability among the various learning activities, with a very lively forum for chatting. But MOOCs are massive, and there are too many names for any individual to stand out, or to get any sense of the people behind the names. On the other hand, you do form an attachment to the course director, who appears regularly on audio recordings.
I’ve found it especially easy to forget my MOOC during the working week. This is partly due to an underlying feeling that it ‘isn’t really work’, because I chose to study a topic that interested me, rather than something related to my job. And an academic’s job has fuzzy borders, spreading over into all sorts of ‘spare time’. While this is not nearly so exceptional as some of my colleagues seem to think, it does mean that I have explicitly to remind myself that, actually, taking a MOOC is a form of professional updating.
I’ve learned to negotiate a splendid app on a medieval abbey in Norfolk, and have reflected on the bundle of learning activities that the course designers have used. I’ve wondered how the academics have got on with the learning technology people, and whether they’ve encountered challenges and difference of opinion along the way. And I’ve contrasted and compared the ‘student experience’ of a MOOC with that of teaching an evening course.
Of course, it isn’t a formal training programme, and I think it unlikely that any of my senior managers will know or care that I’m taking a MOOC. Like many in higher education, they will worry about MOOCs as and when MOOCs have an impact on their own institution. And that is why it matters that people like me, who claim to be specialists in learning, should be open-minded and curious about MOOCs, rather than either yodelling about the ‘next big thing’ or dismissing them as a technologically-driven fad.