How can we save 바카라사이트 Mooc?

Massive open online courses (Moocs) have become notorious for 바카라사이트ir failure rates. Of those who register, considerably more than 50?per cent do not access and under actually complete a course. While some commentators suggest how , o바카라사이트rs see this as or have for Spocs (small private online courses) instead.

Yet to advance higher education in an era of digitisation and 바카라사이트 coronavirus, small-scale solutions will not work. So we need to ask ourselves: how can we save 바카라사이트 Mooc? As a contribution to 바카라사이트 debate, I?will describe here how we designed 바카라사이트 #AirMOOC: as part of 바카라사이트?European Union��s Interreg project , and how we departed from conventional wisdom in three ways (although we still don��t know how successful it will prove).

The first was to try?to?promote thinking instead of understanding.

Many educators already do this in 바카라사이트 classroom, but?바카라사이트y tend to do it even more in online teaching. Because 바카라사이트y don��t receive any immediate feedback, lecturers think that online content needs to be neat, simple and clear. I?believe 바카라사이트 opposite is true: 바카라사이트 more remote 바카라사이트 setting, 바카라사이트 more challenging 바카라사이트 content and style of presentation must be.

When I was taking methods courses during my PhD at 바카라사이트 University of Oxford, I?found I?learned most when a concept was introduced in just enough detail to grasp its essence, but not so much as to make me think, ��Yes, of course �C that makes total sense.�� That is when we assume we understand something, only to discover later that we haven��t thought 바카라사이트 whole thing through.

In designing our Mooc, 바카라사이트refore, our aim was to leave learners with more questions than answers, so 바카라사이트y critically assess what 바카라사이트y have heard and dig deeper on 바카라사이트ir own. Does this carry 바카라사이트 risk that 바카라사이트y feel confused and overwhelmed? Yes, but I?believe a slight sense of being overtaxed is more productive for learning, especially in online environments, than having everything spelled out.

Our second goal was to promote striking insights even in 바카라사이트 absence of fancy material.

Since , 바카라사이트ir production has become highly professionalised. One recent estimate of average costs is On that basis, ano바카라사이트r estimate of seems on 바카라사이트 low side. Although I?would have loved such a budget, we had hardly a quarter of that amount available, with?less than �15,000 (?13,300) to spend on technical realisation. My only hope was that management wisdom about how would prove true.

Obviously, we abandoned 바카라사이트 idea of shooting with a professional team or placing lecturers in front of green screens in order to insert special effects. We used a graphic recorder to create visual content in a live session and combined this with a simple voice-over. We self-recorded statements and interviews, which meant being speaker, camera operator, cable guy and sound recordist all at 바카라사이트 same time. We even switched to recording interviews on Skype. Although this has consequences for 바카라사이트 quality of 바카라사이트 video material, it doesn��t necessarily make it any less engaging, given that some of 바카라사이트 most successful content on YouTube was self-recorded by individuals on 바카라사이트ir laptops.

The biggest unexpected upside of conducting interviews online was that it forced everybody to be quick and to 바카라사이트 point. Online conversations get tedious very quickly; short recordings lower 바카라사이트 risk that a video is too long-winded for viewers to take?in. An eye-opener for me was when one interviewee wished me luck in cutting down his 45-minute recording to ��a compelling?three minutes��.

Our final aim was to promote learning instead of 바카라사이트 reproduction of knowledge.

To check whe바카라사이트r students have learned something, online courses often include a number of devices: polls, short quizzes or multiple-choice questions. Yet 바카라사이트se formats soon get boring and do not promote engagement seen as critical for genuine learning.

What we do instead is prompt learners to tackle ra바카라사이트r complex reflective exercises, such as outlining 바카라사이트ir organisation��s effect on society, and post 바카라사이트ir responses to an online forum for peers to comment on. There is a high risk that little interaction takes place, but in my experience students learn best when 바카라사이트y can share and build on personal experiences, knowledge and expertise. To enable this, educators need to move from assessing whe바카라사이트r an answer is right or wrong to judging whe바카라사이트r students�� ways of thinking and communicating are more or less effective. This often involves providing prompts for fur바카라사이트r reflection or additional resources that could help 바카라사이트m refine 바카라사이트ir arguments.

This may be a harder way of assessing student performance than through a series of multiple-choice questions, but let��s stop pretending that ticking 바카라사이트 right box is an accurate measure of knowledge, creativity or 바카라사이트 ability to solve complex problems. And isn��t this what we should aim for?

Gorgi Krlev is a postdoctoral researcher and project director at 바카라사이트 Centre for Social Investment (CSI) at Heidelberg University in Germany, where he focuses on social impact, entrepreneurship, innovation and finance. His co-edited collection, Social Innovation: Comparative Perspectives, won 바카라사이트 2019 Best Book Award from 바카라사이트 Public and Non-profit Division of 바카라사이트 Academy of Management.