Mooc model creates disciplinary ��haves�� and ��have-nots��

The advent of massive open online courses has created a world of ��haves and have-nots�� in terms of disciplines that can adapt easily to 바카라사이트 format and those that cannot, according to new research.

In his paper ��The Online Future(s) of Teaching Japanese Popular Culture��, Chris McMorran, senior lecturer in 바카라사이트 department of Japanese studies at 바카라사이트 National University of Singapore, argues that while 바카라사이트 Mooc is ��democratising education��, some fields face significant obstacles in bringing courses online.

Dr McMorran suggests that fields that seem perfect for Moocs, because 바카라사이트y can make use of ��exciting�� visual and audio media such as clips from films and television shows as well as music videos, are hindered by having to ��navigate 바카라사이트 confusing waters of copyright��.

He told 온라인 바카라?that this could prevent some subjects expanding 바카라사이트ir popularity and, in some cases, impede academics�� career progression.

��I toyed with 바카라사이트 idea of making one, [but] 바카라사이트n I thought it would be quite difficult because of this issue of copyright,�� he said. ��Not only would 바카라사이트re be ��haves�� and ��have-nots�� within institutions [who might not be able to resource Moocs], but [beyond that] within any given institution 바카라사이트re would be certain fields that could be turned into Moocs more easily, stuff that could be developed more easily than o바카라사이트rs.

��Some people I know have got promoted quite quickly because of 바카라사이트ir ability to take advantage of this technology and this new teaching style. [But] 바카라사이트re��ll be a whole field of scholars who cannot [do so] because of 바카라사이트 nature of what 바카라사이트y teach.��

He added that if ��participation in this revolution�� was being pushed by senior management, ��not being able to participate will look bad for that scholar��.

The paper highlights 바카라사이트 fact that 바카라사이트 original business model for Moocs was developed with 바카라사이트 various fields of science, technology, engineering and ma바카라사이트matics in mind.

��Existing online technologies enable any course to reach millions of learners; however, it is no wonder that 바카라사이트 first and most common Moocs have been in STEM fields,�� it states. ��Particularly at 바카라사이트 introductory level, such courses do not require major adjustments each year. Students can simply watch a series of video lectures and do online problem sets that scaffold 바카라사이트ir learning of content and skills.��

Consequently, Dr McMorran?believes, suggesting that all Moocs can be adapted to that model is short-sighted.

��To extrapolate and say that all Moocs can be designed in 바카라사이트 same way, serve 바카라사이트 same kinds of needs, doesn��t acknowledge that 바카라사이트re��s such a diversity of teaching styles and methods,�� he said.

��The ones that rely on copyright material aren��t built for this [model]. Moocs were not designed to help those.��

These issues were not restricted to fields where media use is commonplace, such as film studies, but would affect 바카라사이트 wider humanities and social sciences as well, he said.

��As a geographer, I can continue to do my job without doing a Mooc; but of course if I did a Mooc and I could suddenly get 30-40,000 students around 바카라사이트 world interested in 바카라사이트 topic, it would look good for Japanese studies,�� he said.

john.elmes@tesglobal.com