August 1, 2013 § 7 Comments
In almost 8 months, I worked on my thesis entitled Effects of new media technologies in high education: An analysis of pedagogies and learning experiences in MOOCs. Must say it was not easy to research MOOCs. Much of my work was empirical and my main research question was: to what extent are new media technologies creating learning practices online and impacting the traditional model of higher education?
To answer this question, I mainly analyzed and compared four different courses:
4- UvA’s ‘Introduction to Communication Science’, which was the first MOOC from the University of Amsterdam. This blog was a huge help for me to gather and analyze material and comments for this course.
By applying characteristics of new media in online courses, I also asked the following questions concerning teaching, learning, and applications of the theory of connectivism in MOOCs: what kind of interface do open online courses have? Which new media features are being used on MOOCs to transmit knowledge and create assignments? What is the role of students and professors in a MOOC? To what extent are courses applying the theory of connectivism on their strategies? Could connectivism improve new practices of e-learning?
It was a hard work for me, but also really fun. It was an amazing experience to study so many different platforms and be in touch with many innovative pedagogies. This work also gave me the opportunity to meet great people, online and offline. I hope MOOCs can also inspire future researches, because I believe there are potentials of social, economic, technological and educational matters that can be explored further. In my conclusion, I could verify that it might be unclear how technology will modify higher education, but it will be affected not only by new media, but also pedagogic, economic and social aspects. MOOCs might not threaten higher education degrees but offer students the possibility to be in touch with academic content in many different areas and levels for free. In addition, courses give them mobility and flexibility to choose their own curriculum.
It’s quite a long work, but if if you’re somehow interested in MOOCs it might offer you some insights and answers. You can download the thesis here.
May 28, 2013 § Leave a comment
Those familiar with the pictorial, mobile social network Instagram might notice that users have several preferences for uploading their pictures: beaches, fashion, cities, food, flowers, clothes, nails… Yes, it can be shallow and Internet culture is already mocking the network with memes and parodies. But what about education? Did the MOOC wave also reach students’ fancy mobile cameras? The answer is: yes!
April 26, 2013 § Leave a comment
After six weeks of lectures about Communication Science and one week to complete the UvA MOOC exam, students posted many discussions and opinions about the course in the forum and also social networks. Did they enjoy it? Did the course meet expectations? And why did they decide to do the MOOC in the first place? Of course, as this MOOC had more than five thousands enrollments, this is not very easy to evaluate. However, a qualitative approach may introduce some thoughts on the subject, and interesting stories as well.
March 8, 2013 § 8 Comments
Social media and digital learning environments are now combined. As part of the MOOC experience, students are requested to join debates and course’s topics on social networks, such as Facebook, Twitter or Google +. The idea is to go beyond the regular e-learning platform, or the virtual class – instructors want to encourage students to learn and share ideas where they feel most comfortable at. I believe this is a great thing about MOOCs. Not only we can learn everywhere, but it is also easier to be in touch professionals/students with similar interests. Have you ever, for example, joined a Facebook Group of a MOOC class? It is amazing what people can share out there.