The future of MOOCs

MOOCs get a bad rap. Dismissed as prescriptive, or teacher-centric, or unsocial, or something else, it’s like a badge of honour to espouse why you dislike MOOCs.

Despite their pedagogical flaws, however, MOOCs provide unprecedented access to quality content for millions of learners.

It’s all very well for Apple-owning, organic-buying professionals to cast aspersions, but consider the girl in Pakistan who’s too scared to set foot in a classroom. Consider the teenager in central Australia whose school has only one teacher. Consider the young woman in Indonesia who can’t afford college. Consider the boy in San Francisco whose maths teacher simply doesn’t teach very well.

Don’t all these people deserve a better education? And isn’t content sourced from some of the world’s best providers a giant leap in that direction?

Sure, the pedagogy may not be perfect, but the alternative is much worse.

MOOC proponent George Siemens distinguishes between two types of MOOC: the xMOOC and the cMOOC.

The former is the subject of such disdain. Involving little more than knowledge transmission and perhaps a quiz at the end, the xMOOC is widely seen as replicating old-fashioned lectures and exams.

In contrast, the latter leverages the connectedness of the participants. Seeded with content, the cMOOC empowers – read “expects” – the learner to discuss, debate, discover, share and co-create new knowledge with his or her fellow learners.

The cMOOC’s participant is active whereas the xMOOC’s participant is passive. As Siemens puts it, cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication.

Despite Siemens’ evangelism though, I don’t think the cMOOC is necessarily better than the xMOOC. (I’ll explain later.)

Love them or loathe them, xMOOC or cMOOC, the fact remains: MOOCs have arrived, and they are here to stay.

Moreover, I submit they are yet to wreak their full vengeance on the education industry. When I look into my crystal ball, I foresee that MOOCs will rock our world, and they will do so in 15 ways…

1. Universities will finally accept they are service providers.

As the latest edition of Educause Review indicates, universities are fee-for-service businesses. That means they are subjected to market forces such as competition.

MOOCs beg the question: If I can study at Stanford University for free, why would I pay tens of thousands of dollars to study at your dinky university and subject myself to your arcane rules?

2. The vast majority of students will be overseas.

Countries that currently attract foreign students to their shores will need to brace for the impact on their local economies, as an ever-increasing proportion of students choose to gain an international education without leaving their home country.

3. The pecking order will be reshuffled.

While the world’s most prestigious institutions will enjoy a windfall of new students, those that rely more on age than ability will ultimately fail as the target audience realises how pedestrian they are.

Conversely, some of the smaller, younger institutions will emerge from the shadows as the world sees how good they really are.

4. Research will become a competitive advantage.

There’s nowhere to hide on the global stage, and cutting-edge expertise will be one of the few aspects that a university will have to distinguish itself from the others.

No more lazy professors, no more specious journal articles. Faculty who don’t generate a flow of new knowledge for their students will have their tenure terminated.

5. Universities will flip their classrooms.

Bricks’n'mortar establishments will become expensive relics unless their owners redeploy them. One way to do that is to leverage MOOCs for content delivery and provide value-added instruction (discussion, Q&A, worked examples, role plays etc) to local students – who of course will pay a premium for the privilege.

Studying on campus will become a status symbol.

6. The role of the teacher will evolve.

There’s no point rehashing the same lectures when the world’s best authorities have already recorded them and offered them to the world as OERs. It’s how the teacher uses that content to support learning that will make the difference.

7. The pedagogy of MOOCs will be enriched.

While MOOCs typically comprise video clips and perhaps a quiz, they will inevitably include more instructional devices to assist distance learning (and remain competitive).

Over time, content providers will supplement their core offerings with live webinars, interactive exercises, discussion forums, wikis, social networks etc. Some may even organise real-life meetups at selected sites around the world.

8. Content providers will charge for assessment.

A certificate of completion is good; an official grade is better.

Assessment is one of the ways universities will monetise their MOOCs, and edX is already going one step further by offering proctored exams.

9. Universities will offer credits for MOOCs.

Again, this is already being considered by the American Council on Education.

Of course, a certificate of completion won’t suffice. Ka ching!

10. Online cheating will mushroom.

An ever-present thorn in the side of online education, cheating will be almost impossible to prevent in the MOOC space. But surely we can do better than onsite exams?

11. Academic inflation will skyrocket.

Every man and his dog will have a ream of courses listed on his CV. Employers will consider certificates of completion meaningless, while maintaining a reserved suspicion over assessment scores.

Outcomes-based activities that demonstrate the applicant’s knowledge and skills will become a component of best-practice recruitment.

12. Offshoring will become the rule, not the exception.

Deloitte’s global CLO, Nick van Dam, told me that American firms are using MOOCs to upskill accountants based in India on US accounting practices.

Dental, anyone?

13. MOOCs will target the corporate sector.

Current MOOCs are heavily geared towards school and college audiences. Over time, an increasing number of narrow, specific topics that link to corporate competencies will emerge.

Content providers will wag the long tail.

14. The corporate sector will embrace xMOOCs.

Learners in the workplace are time poor. They don’t have the luxury to explore, discover, and “make sense of the chaos”. They need the knowledge now and they are happy for the expert to transmit it to them.

15. An xcMOOC hybrid will emerge as the third variant.

Sooner or later, the powers that be will remember that an instructivist approach suits novices, while an increasingly constructivist and connectivist approach suits learners as they develop their expertise.

Hence, the MOOC of the future may resemble an xMOOC in its early stages, and morph into a cMOOC in its later stages.

Everyone is an SME

One of the recurring themes on my blog is a call for Subject Matter Experts (SMEs) to share their knowledge with the wider organisation.

In my view, this isn’t just an expectation: it’s an obligation. Organisations whose people embrace collaboration will prosper, while those who don’t will be left behind.

While the stereotype of an SME is a Sheldon-like character with superhuman intellect, the convenient truth is that we’re regular folk.

Of course the level of expertise in a particular domain will vary across a population, and the label of “expert” will naturally be assigned to those who have the most. However, it would be a folly to assume that the eggheads are the only ones who have anything to contribute.

You see, everyone is an expert in something. When humans work in a domain day in, day out, they familiarise themselves with it; they grow to understand its subtleties; they think up ideas to improve it; and they recognise the difference between business reality and academic fallacy when other people talk about it.

So while they might not be experts in the entire domain, they will be experts in parts thereof.

Take Sam for example. He’s an administrator in the back office of a financial services organisation.

He’s no expert in superannuation, but he sure knows how to process a unit switch – even complicated ones. He processes dozens of them every day.

So when you need someone to record a unit switching tutorial, who you gonna call? It sure as hell won’t be Carl the CFP, or Mary the MBA, or anyone else with an acronym after their name. It will be Sam, the unit switching expert.

When we view the concept of subject matter expertise through this lens, we realise our roles as learning professionals need to change:

• We need to stop deifying the few. This creates an “us & them” mentality which – even if affectionate – discourages the participation of the mortals.
   
• We need to empower the many to share their expertise. In the modern workplace, this will involve social technology.
   
• We need to cultivate a participatory culture. The best technology in the world is useless in an organisation with inhibitive policies and attitudes. Tools are meant to be used.

So unless they are doe-eyed novices, all the employees in your organisation have knowledge and skills to share. And if they don’t or won’t, let them find alternative employment with your competitors.

Informal first

It is well documented that the vast majority of learning in the workplace is informal.

According to extensive research undertaken by the Center for Creative Leadership:

   • 70% of learning occurs “on the job”
   • 20% of learning occurs through feedback from others
   • 10% of learning occurs “off the job” (eg attending classes, reading)

This 70:20:10 breakdown has since been supported by subsequent research, though sometimes the ratio is represented as 80:20 to reflect informal learning and formal training respectively.

Yet despite knowing these statistics – and sprouting them at opportune moments – many L&D professionals spend their time, energy and dollars in inverse proportion:

   • 80% on formal training
   • 20% on informal learning

Jane Hart and Jay Cross visualise this scenario in terms of the workscape evolution: the earlier an organisation is on its learning journey, the more formal and pushed is its training. As its philosophy matures, the process of learning becomes increasingly informal, self-directed and collaborative.

While the evolution of today’s workscape is currently underway, I contend that more must be done by L&D professionals to accelerate its progress.

And one way of doing that is by committing to “informal first”.

What is informal first?

Informal first is a mindset that prioritises informal learning over formal training in practice.

Whenever a development intervention is being considered, the primary objective of the L&D professional should be to provide all the necessary learning resources to the target audience in an open, structured format.

These resources will no doubt include text, but should also include images, audio, video, interactive scenarios, a discussion forum, downloadable job aids… you name it. Whatever is required to make the learning experience authentic and effective.

This pedagogical foundation facilitates pull learning at the convenience and discretion of the learner.

Moreover, it may stand alone to meet the organisation’s development need. In other words, there might be no reason for an employee to ever set foot in a classroom again!

Having said that, in some cases more instructional support will be required.

While “not liking this form of learning” is not a valid excuse in the modern workplace, other drivers might include: the subject matter being complex and thus requiring hand-holding by an SME; or the development need being time sensitive and thus requiring an SME to expedite the upskill; not to mention the fact that some training is just better done instructor-led, for whatever reason.

So, after informal learning has been addressed, sure – supplementary formal training can be considered.

Vive la revolution!

The “informal first” principle revolutionises the corporate learning model.

No longer is formal training the central offering with informal learning relegated to a support role. On the contrary, when we adopt the informal first mindset, informal learning becomes the central offering.

Formal training becomes value add.

What exactly does an E-Learning Manager do?

I read somewhere once that the best employees don’t take any notice of their job descriptions. In other words, they work out what needs to be done and they get on and do it.

This notion resonated with me when a fellow learning professional asked me what I do in my capacity as an E-Learning Manager.

The thing is, the role of “E-Learning Manager” (ELM) is a grey one. Like “Product Manager” or “Business Analyst”, the nuts & bolts of what you do can vary widely from organisation to organisation – from the code monkey who really should be a software engineer, to the strategic consultant who really should be a politician, to everything and anything in between.

Even within the one role at the one workplace, the breadth of what an ELM might do can be staggering. For example, these are some of the activities that I might do on any given day:

• Client consulting
• Training needs analysis
• Content curation
• Content mapping
• Content sourcing
• Content development
• Content editing
• Instructional design
• Graphic design
• Multimedia production
• Courseware development
• Courseware testing
• LMS administration
• Webinar administration
• Discussion moderation
• Community management
• IT helpdesk
• Training and coaching
• Vendor management
• Sales liaison
• Reporting
• Data analysis
• Evaluation
• Internal marketing
• Intranet publishing
• External research
• Expert advice
• Strategic planning
• Irrelevant stuff that is other people’s jobs.

And I’m sure there’s plenty I’ve missed!

Of course, I don’t do all of this all the time. Ideally I will prioritise; but the reality of business is that the prevailing circumstances will dictate my priorities for me.

How does this stack up with what other e-learning pro’s do?

Are there any budding ELM’s out there who have different expectations of the role?

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