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Dickens & open scholarship
You know when you're doing two completely unrelated things and your brain forces connections that aren't really there? You think it's genius, everyone else thinks it's painfully laboured? This is one of those posts. So, I've been away for a week in the middle of Bodmin moor writing some chapters for my Battle for Open book. I came away with just my dog and a week's supply of beer. It's amazing what you get done when there is nothing else to distract you. I have written three chapters this week on MOOCs, the silicon valley narrative and open scholarship. I'm not saying they're good, but they are written. Anyhow, when…
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The dangerous appeal of the Silicon Valley narrative
For my book I've been writing about why it was that MOOCs came to such prominence in the popular press in a way that OERs didn't. One key aspect is that they fit the Silicon Valley narrative. The model of Silicon Valley provides such a powerful narrative that it has come to dominate thinking far beyond that of computing. For instance Staton declares that the degree is doomed because Silicon Valley avoids hiring people with computer science degrees, and prefers those with good community presence on software developer sites. From this he concludes this model is applicable across all domains and vocations. It hardly needs adding that Staton is the…
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The morality of scale
<broadcast tower http://www.flickr.com/photos/7715592@N03/2177026879/> When I was an undergraduate a friend and I had one of those (no doubt drink fuelled) discussions that we felt were very important. It was based around the idea of what would it be like if everyone lived to be 1000 years old? We decided that it would be unlikely that anyone would stay with the same partner for that length of time. Not because you didn't love them, but because in order to stay sane you would need to change yourself. Otherwise you'd just go mad being the same person all the time – the 670 year old you is likely to be different from the…
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Year of epic fail & minor win (running)
<Even puppy power wasn't enough to salvage my year> For the past few years (2009, 2010, 2011, 2012), I end them with a post reviewing my running over the previous 12 months, and make some tenuous connection to education. No-one cares, but hey, it's my blog, and I like to plan this post when I'm out running, as it gives me something to fix on. So here goes. This year started out with big plans. I signed up for a marathon in January, a 10K February, half marathons in March and April, just a 5k in May, and marathons in June and July. That was the plan. It started badly and got worse, in…
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Redefining MOOC completion rates
A few posts back I posted Katy Jordan's data on completion rates for MOOCs. It's set me thinking that we're probably being harsh in terms of how we define enrollment on MOOCs, which in turn makes completion rates look worse than they actually are. In formal education there are different ways of defining who has enrolled on a course. I'm pretty sure there is a cooling off period, so if a student drops out within the first week or so, they don't count as having enrolled in the first place (can anyone confirm this from their uni?). So, taking MOOC enrollment figures to be the number who signed up for…
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The year of no s**t Sherlock
With apologies for the potty mouth title. If you want a really good review of the year from an ed tech perspective then I suggest reading Audrey Watters' series of posts. One thing that I found myself doing repeatedly this year was staring open-mouthed at my screen as I read yet another 'discovery' or 'innovation' from US based silicon valley start-ups relating to education. It seems that if you want to be noticed then having no shame in pretending you have invented something is a real advantage. And journalists really do love a 'new and shiny' story. Here are some of my faves: The SPOC – don't want your MOOC to…
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The best edtech book you’ve never read was published last week
And indeed is published every week. I'm referring to Stephen Downes' OLWeekly, where he gives a round up of all the material he's commented on that week. Like many of you I subscribe to the email, and when it came through on Friday, I was struck by how much great stuff there was in there this week. I thought "this could be an edited book". So I decided to see just what it would be like as a book. To be clear, I'm not suggesting it should be a book, in many ways the book is an inferior format since you lose the comments and the media. But it's an interesting comparison.…
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Find time for courage
At the MOOC research conference last week Amy Collier gave an impassioned call for courage in relation to MOOCs, and in the way I interpreted it, openness in general. As she put it "some things are too important not to have courage". This quote came back to me last week, when I was in discussions about open access publishing at the OU. The responses from others in different departments were sensible and cautious, a wait and see strategy. I couldn't disagree with them, but part of me felt, 'remember when we used to take risks and do stuff because we thought it was right?' This isn't a moan about that…
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Design responses to MOOC completion rates
Well, my previous post on data for MOOC completion rates caused a bit of a kerfuffle on Twitter. It was interpreted by some as saying "ONLY completion rates matter". And also of not taking into account other factors such as what learners who don't complete get from a MOOC. That seems rather like criticising Alien for not being a rom-com to my mind – they're doing different things. This research was showing one aspect with the quantitative data available. It is part of a bigger picture which ethnographic studies, surveys and more data analysis will complete. It wasn't attempting to be the full stop on MOOC research. Anyway, here is…
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Completion data for MOOCs
As I mentioned in the previous post, I am doing some Gates funded research on MOOCs. My part was learning design analysis, while Katy Jordan has been looking at factors influencing completion rates. All this work is Katy's, I take no credit for it. She would blog it, but is about to have her first baby any day now, and strangely that has taken priority over blogging about MOOCs, so she said I could blog it on her behalf. There will be a paper that details the full results and methodology, so I'm just giving some highlights here. Katy collected completion data from 221 different MOOCs. The range was limited…
