I am very pleased to be invited back to present as a Featured Speaker at the International Academic Forum this week. The new Asian Conference on Society Education and Technology will be held jointly with the Asian Conference on Education in Osaka starting this Wednesday.
You can see the full program at their site, but here are my slides and abstract as a preview to give you an idea of what I will present. UPDATE: The slightly less wieldy slides with full notes follow.
Getting to the Point: The Least Educators Need to Know About Massively Open Online Courses Now
Massive Open Online Courses (MOOCs) started in 2008 as a connectivist experiment in education. Extremely large MOOCs were convened in 2011, and the term took off in the popular media in 2012. This year, the backlash is well underway. However, these experiments should still be of interest to teachers and have the potential to benefit many learners.
MOOCs have been hailed as revolutionary and disruptive to the status quo in higher education. They have also been put forward as a fix for rising university costs, perceived declines in quality, and problems of access all-in-one. However, few of the ideas behind MOOCs are new. Moreover, as for-profit corporations have co-opted and fragmented the initial practice, there is no longer even a clear consensus on a coherent description of MOOCs.
This presentation will bring educators up-to-date on the current state of MOOCs–including a critical view of their potential. This will help in evaluating MOOCs and making informed choices about selecting courses, using them to augment their own teaching, participating in them directly, or even starting one. Participants will gain a critical understanding of MOOCs and see how this trend may change education in their contexts.