A new pedagogy for a new MOOCy world

Let’s say that David Wiley is right (and why shouldn’t he be, as king of the open course?). He writes:

Our traditional pedagogies scale poorly beyond 30 or so people because they were developed in the context of teaching 30 or so people. I think it’s safe to assume that, in the same way that our pedagogies-for-30-people degrade as the number of students goes up, pedagogies-for-1000s-of-people degrade as the number of students goes down. Pedagogies for 1000s of people probably function so poorly in the context of 30 people that we’ve never even really tried them before. In other words, we’ve never taught 100,000 people at a time before, and consequently we’ve never developed pedagogies for teaching this many people at once – the last few years just show us trying to shoe-horn pedagogies-for-30 into MOOCs and then publishing articles about the astonishing drop rates.

And I commented there:

Well, some would say that connectivist learning theory is the approach indigenous to the online environment, and it often tends to be attacked in the same breath with MOOCs. But I like the idea that something very new is needed. People keep talking about “scaling up” old pedagogies. Maybe it isn’t about scaling anything up after all, but rather creating something entirely new (maybe not even based on connectivism). Maybe the new model could be something between the one-teacher model and the peer-grading model.

So let’s give it a try. Hmmmm…in between the one-teacher model and the peer-grading model.

I’ve got it!

Start with a team of teachers or professors. They approach the MOOC like writing a textbook – each controls a section that is in their area of expertise. They write the curriculum, assignments, select all materials for that section, record a video if that’s their preferred mode (and only if that’s their preferred mode). And then they moderate the whole class with all the other profs, assessing and providing feedback to students, dividing the workload. We could “scale” based on the number of students – at 30 students per prof, that’s about 33 instructors for a class of 1,000 students.

It’s kind of what we do in our open online class-formerly-known-as-a-SMOOC (or Shhhhmooc, since we like to keep it quiet), the POT Certificate Class, where a different expert moderates discussion each week, based on readings and on their own video introduction to the material. Only this would be bigger.

Think of the employment possibilities, which take care of Jonathan Rees‘  concerns (and mine) about doing away with qualified professors when our society needs them the most. More professors employed!

Think of the quality – no work assessed by uneducated peers, but rather by real professors. No “teams” where the professors are relegated to the role of “content experts” while IDs and ed techs take the lead – they would operate in a clearly supportive role.

Think of the academic freedom – each professor controlling their own content and approach for their section of the class. There would be variety, too, of method, readings, focus.

Think of the connectivism – possible in this environment, but within a more traditionally-organized “course” that can be transferrable and assessable, and thus count for credit at real universities. Instructivist, constructivist and connectivist approaches could all be used in the same class.

It’s certainly one possibility.

2 comments to A new pedagogy for a new MOOCy world

  • Perfectly feasible. Not so very unlike what the UK open University has always done (and latterly mostly online). However this could offer more freedom to individual academics (or Associate Lecturers in OU parlance), which would be a good thing. Of course, while this may resolve the ‘massification’ issue, it still leaves a hole in the business model, assuming that your academics will want paying….

    • True! But there’s been so much attention paid already to the business model (mostly to compensate for society being less willing to properly fund public education as a public good) the I thought an educational focus was somewhat overdue. :-)