I’m running a MOOC on edX in fall on Data Analytics & Learning (registration will be open soon). As part of this process, we organized a designjam recently bringing together 20 or so folks to think through the design process. I’ll post separately on this event. For now, I just want to highlight one aspect of the meeting: the difference between xMOOCs & cMOOCs and possible ways to blend them.
The interest in making xMOOCs more like cMOOCs (a few silly folks have called it MOOC 2.0 – haha) seems to be growing. In particular, MOOC providers are adding “social” in the same way that vitamins are added to food, “Now, with beta-carotene”! After much discussion at our designjam, I’ve concluded that cMOOCs and xMOOCs are incompatible. They cannot be blended. Pedagogically and philosophically, they are too different. It’s like trying to make a cat a dog. Entertaining, perhaps, but a fruitless venture.
Where I think xMOOCs and cMOOCs can work together is as parallel tracks where learners can navigate from one approach to another. During the designjam, I described this as needed pathways based on learner needs at different time in their learning. For example, when I engage with a new content area, I enjoy some structure and guidance. At other moments, I have random urges to create things. Learners should have freedom to bounce between structure and unstructured pathways based on personal interest.
Matt Crosslin captures these concepts in his blog post (and image below):