MOOC review

This week in my EDUC Distance Learning course at Walden, my assignment was to review a MOOC and analyze how it measured up to using fundamental online teaching strategies.    I selected Yale University’s free course on Atmosphere, Oceans and Environmental Change.   One module titled El Nino (video 23 of a 36 video series) caught my attention and I joined the online recorded lecture.  I have never attended an open course before, so I am not sure why my expectations were that I would see something different, but I did not expect to see a straight 45 minute lecture.   In many ways it was as though a face to face course was just dumped on the web and not at all indicative of fundamental online design principles.  “Shovel the course onto the Web and say you are teaching online, but don’t think about it much.” (Simonson, Smaldino Albright, & Zvacek 2012 p. 134.)   I guess I have become accustomed to thinking of online learning as an interactive course where assignments, discussions and exploring are a substantive part of each course.   “Learning activities are organized around demonstrable learning outcomes embedded in course components, including course delivery mode.” Simonson, Smaldino Albright, & Zvacek 2012 p. 174.) 

There were a few aspects that showed some attention and planning was given to designing the course for distance learners.  The instructor made excellent use of visuals and the visuals were large enough to read and see.   In fact, the camera panned in and out and the content was very in focus for the entire lecture.   I could see what was being written on the whiteboard,   I could hear the instructor.   However could not hear a student who asked a question about 30 minutes in to the presentation.  The instructor could have repeated the question which would have resolved that issue. The instructor did advise the students to feel free to ask questions at the beginning of the course.    He also used a logical flow starting with definitions and concepts at the beginning and progressively drilling down into more detail.   However, there is so much more that needs to be considered for online delivery like integrating the power of the web, and providing for interactivity for students to engage in dialogue even if it is a discussion thread that occurs after the lecture.  

Given that it was designed as a face to face lecture, there were no course activities that maximized active learning for the students.   In fact, there was not really any attention given to making the organization and requirements clear to students.   I joined the very first module which I was hoping would have some introductory material, but in it, the instructor only mentioned that a lab and attendance at the course were required (from the f2f participants and would be graded separately.  There was no information even eluded to that the course would be broadcast online and no mention of anything related to the online audience.   Since I witnessed no type of assessment, I’m inclined to think that recalling facts presented for the lecture portion was the objective.   “Student assessment must be designed to reflect the specific behaviors identified in the course outcomes.”  Thinking about course outcomes is the first step in truly transforming a course to an online course.  (Simonson, Smaldino, Albright & Zvacek 2012 p135).  I highly doubt that the course outcomes were considered for the online learners participating for free.      In watching the last segment Review and Overview, I was really hoping I might see some discussion, or Q & A or student interaction, however I did not.  It was a lecture recap!

References:

Open Yale Courses: A free open website offering a number of introductory courses taught by Yale University professors.
http://oyc.yale.edu/

Atmosphere, Ocean and Environmental Change - Segment 26 El Nino retrieved from

https://www.youtube.com/watch?v=bK-n0CeFWtk&index=23&list=PL902AF247F4163F61