As a six-year update to my Three Kinds of MOOCs, I present this idea.
While it is possible to combine these pedagogies, they are in fact already combined. It is possibly to start with one kind, then expand into the others, if one goes down the list — it is more difficult if one goes upward. The adjectives are ideals rather than realities, models rather than prescriptions, environments rather than methods.
Controlled
The Controlled Online Class features pedagogy created by the instructor or another entity, designed to make sure students complete tasks in a particular way to a particular standard.
This need not, however, be instructor-centered pedagogy. It is entirely possible to embed choice into each task, assign low and high-stakes items, or have differentiated grading.
For students, the experience emphasizes familiarity and predictability. However, it can still allow for surprise and independence within the assignments themselves, or within an alternate grading system.
This environment is often preferred for large classes, where the instructor would rather spend time in conversation with students, or individually advising, than in managing options. It is also good for workplaces where accountability is needed.
Curated
The Curated Online Class features selected resources, technologies, or methods designed to embed student choice, while the instructor takes the role of expert or guide.
This need not, however, reject standards nor prevent inventiveness. The application of curated resources may be creative or standardized, and include open debate as well as formal presentation.
For students, the experience balances choice with expert resource selection. If it allows for student-centered application with a variety of expressions, it can also look like a Chaotic course.
This environment is often preferred when choice is desired, but students may not be prepared for the work, or where there are too many exciting resources from which to choose.
Chaotic
The Chaotic Online Class features the appearance of freedom in pedagogy, with so much choice that the result can be beyond instructor influence.
This need not, however, mean there is no control at all. The very existence of any kind of “course” distinguishes this from an unfettered “community”. If there is a timeline, a start and an end, that can provide containment, as can scaffolding of assignments or creative expressions.
For students, the experience can be creative, exciting, and dynamic. It can also be frightening, or give rise to criticism regarding autodidacticism.
This environment may be preferred by instructors who want to break the mould of what they perceive as students’ previous educational experience, or where creativity is a larger goal than accountability or learner comfort.
In all cases, the “setting” for the class need not be particular. A Controlled course, for example, may seem more suitable for an LMS or software package, but in fact may be accomplished in an open course or through various web tools. A Curated class, while easier to conduct using tools that allow instructors and students to collect resources, can also be offered in any platform. A Chaotic class may be the most difficult to create inside an LMS, but it can be done by engendering student control over the platform elements (discussion board, resources, externally-linked web tools) wherever possible.
The concerns about all these models revolve around misapplication rather than design choice. A Controlled class, done poorly, allows students no independence of thought or development of mental processes, and becomes merely an exercise in memorization or task completion. A Curated class, done poorly, limits the selection in a way designed to push a particular agenda, or creates convoluted pathways for learning, or offers so much choice that there are no options for students who come in without previous ideas. A Chaotic class, done poorly, provides no guidance or standards at all, abandons students who need help, or awards intellectually inferior work and thus defeats any sense of accomplishment.
