Re: mooc for credit?

Posted by cody dooderson on Mar 28, 2013; 5:01pm
URL: http://friam.383.s1.nabble.com/mooc-for-credit-tp7582328p7582341.html

I think the MOOC's are very good thing, but still in their infancy. I took two MOOC classes. Both classes had very good lectures, in fact better than most of my previous UNM classes. However the homework was kind of lame and the online forums were not as good as a real study group. I expect that eventually the homework will get better. It does seem difficult to make a general tool to grade thousands of students in a variety of different courses.

At the very least MOOC's are a great supplement to an education, because the lectures are so good. 

On Thu, Mar 28, 2013 at 10:20 AM, Owen Densmore <[hidden email]> wrote:

Clearly stated, and as reasonable as the Waldorf School or other similar approaches to education.

However, I'm not clear on your approach to "degrees" and "credits".  Do you agree with:

Clay Shirky @cshirky

36m

Jailbreak the College Degree: "“The degree, like government, holds only the power we give it." http://goo.gl/8MiaZ 

   -- Owen

On Wed, Mar 27, 2013 at 6:35 PM, Prof David West <[hidden email]> wrote:

<snip>

The model I am currently pursuing:
  - define a set of "competencies," things people should be able to do
  using their acquired knowledge
  - each competency is assessed at seven different levels; concepts and
  vocabulary, do under supervision, do independently, do in novel
  context, mentor others, teach others, make an original contribution
  - each competency is supported by 3-to-n (n usually less than ten)
  "learning modules," the scope of which is roughly equivalent to the
  material covered in a chapter or two of a typical textbook
  - the set of modules associated with a specific competency are almost
  always, multidisciplinary
  - all learning modules are on-line, can be entirely self paced and
  directed or involve both synchronous and asynchronous interaction with
  instructors and peers.
  - completion of all learning modules associated with a particular
  competency results in level one assessment for that competency.
  - the knowledge space is flat - meaning you can engage any learning
  module at any time
  - engagement with a learning module(s) is driven by actual work - a
  real world project - on a "just-in-time" basis, i.e. you encounter a
  problem and need some knowledge to solve that problem, so you engage
  the appropriate learning module.

A last point - in my model, students spend 40 hours a week in a physical
studio - doing things, working with both peers and mentors
(professionals with lots of tacit knowledge to pass along) as well as
"faculty."  "School" is totally virtual.

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