One reason for the refocus of energies is EDDE 804. We are focusing on leadership in education, and I am finding myself spending a lot more time pondering the topic. I was going to be "ruthlessly pragmatic" and just focus on the assessments, but the cohort members provide for some really interesting discussion and points to ponder. Another thought that crossed my mind was this: am I over MOOCs? There was a time when I used to check out coursera, edx, futurelearn, and the other not-so-usual suspects for new courses, however these days going to those sites seems more like a chore than anything else. I've downloaded a whole bunch of videos from previous courses that I signed up for, and they are on my iPad, but I haven't made a (serious) dent in them yet. I am looking forward to Rhizo16, which is coming later this year in May. Perhaps I am looking forward to it, more so than any xMOOC offering, because it will be when the semester ends and I have some brainpower to spare.
I've also been thinking that the xMOOC has really evolved into something that I, at the moment, find completely boring: a self-paced course. The visual queues and user experience that you get from the new and improved coursera reminds me a lot of how self-paced courses are laid out. Sure, there is a 'discussions' area, however that - the social presence aspect - seems a little adjunct to the straight up content. I really liked when I used to be able to just download the content (so much for 'open') and view it on a device of my own choosing, whenever I chose, however the new setup has broken the coursera downloaders that have existed thus far. This, to me, shows how much UX matters.
That said, I've also been pondering the question of who comes into MOOCs. I know, I know! Lots of analytics and published research from the xMOOC providers and their partners seem to indicate that people who join MOOCs are, generally speaking, educated individuals with at least a BA, but I've been thinking of potential visualizations for this data. Ever since I took part in DALMOOC and played a bit with Tableau, I've been thinking that one of the first hurdles to analyzing MOOCs is to see (1) who is coming and (2) who is engaged. Especially if we want to consider the potential of MOOCs for employment purposes. On the way to work today I was scribbling down a way to visualize MOOC participants based on work experience, whether or not they were actively looking for new work, and their educational background. The visualization that I came up was as follows:
The y-axis on the positive side goes from unemployed (but looking) to 12+ years of work. This comes mostly from HR job descriptions and how desired work experience is generally put on job descriptions. On the y-axis, "negative", you have unemployed but not looking, all the way to people who are retired.
I generally go to MOOCs because I am curious about the topic and want to learn more. More often than not it has nothing to do with my dayjob. It's just me being a lifelong learner. However, if we are to look at MOOCs for employment purposes we really need to look skills. Both skills people bring to the table, which helps somewhat with the instructional design process, and skills that people are looking to attain. While this is a pretty crude picture of who is a learner in MOOCs, I think that it is an important dimension to examine from our past 7-8 years of MOOCs. I wonder if people have been keeping data.