After reading the articles for this week, the divide between MOOCs and higher education seemed to have grown wider. To some faculty, developing MOOCs mean an increased workload with one professor spending hundreds of hours preparing material and developing course content. This same professor calls it a full-time job. (Kolowich, 2013). If preparing a MOOC is a full-time job, how would institutions account this into faculty existing workload given most professors have to conduct research, publish, teach, advise, serve on committees, etc. Some professors hoped developing MOOCs increase their visibility amongst their discipline, media, and the public (Kolowich, 2013). My concern is what type of visibility are they trying to get and for what reasons? Are they trying to become the next superprofessor since the ability to become a rock star professor wasn’t achieved? Being the top professor on campus can encompass so many things till it makes it challenging to identify the characteristics of a rock star professor (Rees, 2013).
Nonetheless, some professors are jumping on the latest educating trend to be recognized at any rate possible, which they believe and hope will boost their visibility within their department, institution, and constituents around the world. With this approach and as Rees’s (2013) article title indicate, it will be disastrous for the professors who truly care about the students and their education and for the ones who don’t seek fame or notoriety (i.e. the non-aspiring rock stars or superprofessors). It will also cause tremendous problems for the people that matters the most – the students.
With this in mind, every professor can’t be the superprofessor or develop MOOCs. Before developing a MOOC, it will be essential for each professor to consider why develop a MOOC. As with any project, it will be helpful to identify the goals and why this is necessary.
It was enlightening to read that some professors stated the reason for developing a MOOC was to increase access to higher education worldwide (Kolowich, 2013). If that is indeed the reason, it appears some professors do want to contribute to our society and are striving to make it a better place. While I embrace this notion, I still struggle with the idea of developing MOOCs for increased visibility. To me, there is no concern about the students, just another line for the curriculum vitae.
No matter the case, MOOCs are being developed and some people are benefiting from them. While this means an increase workload for the superprofessor, it also causes problems for the lesser known professors as they wonder about their future and how MOOCs will impact their jobs (Kolowich, 2013). The future is unknown, but it is important to recognize the overall impact (workload, employee lives, education world, etc.) this has on the professors, families, current students (both undergraduate and graduate) and a quality education.
Lastly, below is my video discussing the MOOC I will be developing for this course.
Sources:
Kolowich, S. (2013). As MOOC debate simmers at San Jose State, American U. calls a halt. The Chronicle of Higher Education.
Kolowich, S. (2013). The professors who make the MOOCs. The Chronicle of Higher Education.
Rees, J. (2013). The MOOC racket: Widespread online-only higher ed will be disastrous for students and most professors. Future Tense.
Nice points Tasha. We picked up on some of the same ideas with rock star professor. The MOOC professor may end up being a different line of employment, but just not sure since each college may use it differently and not use a resident faculty at all. I do take time to reach out to my students and try to comment on their assignment products, which does make for a large portion of time as I manually grade all assignments except the few quiz items. I would not be able to have this personal touch in a MOOC class. I am reminded of your comment earlier that we need research on why people are taking MOOCs. It could be they do not expect personal contact or individual feedback. It all circles back to how MOOCs will fit in an institution and if it will be purchased or developed and managed in-house.
ReplyDeleteHi Tasha,
ReplyDeleteThanks for an interesting post! I enjoyed reading your thoughts about professors and moocs. I agree that the issue of workload is critical. How will this count for faculty? Will promotion and tenure committees give it any consideration? If not, it may not be a good plan. On the other hand, being a rock star may have certain advantages!
I enjoyed your video and look forward to seeing your mooc on student engagement. If you can get that (very difficult) challenge solved, you may well get rock star status yourself!