A doctor from University Hospitals Birmingham NHS Foundation Trust has become the 300,000th National Patient Safety Suite learner.
As the most prominent initiative in the open education movement, the Massive Open Online Course (MOOC) is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of initiatives in this field, fails to engage with a theory of the subject. As such, uncritical and problematic forms of humanism tend to be assumed in the promotion and delivery of these courses: the expectation of rational and self-directing individuals, with a universal desire for education. This fundamental orthodoxy limits both the understanding of technology and the possibilities for a concept of ‘openness’ in education. Given the global scale of the MOOC, and its high-profile associations with elite universities, the need for critical alternatives is pressing. In this paper I draw on critical posthumanism—an umbrella term for a range of philosophical and theoretical positions—for two purposes. Firstly and principally as a perspective through which to critique the educational reliance on humanism that is maintained in the project of the MOOC, and secondly to suggest alternative frameworks for thinking about the intermingling of humans and technologies in education. Space and time are considered as the two principal sites with which technological change is realised, and the promotion of the MOOC is shown to mask spatial and temporal conditions through adherence to an underlying humanist framework.
http://ift.tt/1WTO5zt In 2014 I was part of a massive open online course organised by the European Journalism Centre (EJC) called ‘Doing Journalism with Data’. If you missed it first time round (or never finished), the EJC has just relaunched that data journalism course as one of the courses on offer on their new dedicated video…
From Yahoo Finance: Emerging data from a study conducted by e-learning resource website MoocLab.club show a dramatic drop in the number of new MOOCs provided by UK based universities in 2014 compared to 2013, that UK MOOCs represent just a tiny fraction of the global MOOC market, and that smaller enrolment numbers and shorter courses lead to higher completion rates. The findings of this UK MOOC Report are presented today by Carolyn McIntyre, CEO at MoocLab.club. The study analysed data collected from 30 UK-based universities and institutions which provided at least one scheduled MOOC between February 2012 and November 2015.