The document discusses MOOCs and open online learning. It notes that MOOCs are a symptom of larger issues in education, and that there is no single narrative to describe learners' experiences in open learning environments. While some research has found benefits, learners also face obstacles. The realities of open online learning differ from initial hopes, with learners questioning commitment and design and praising responsive instructors. MOOCs vary significantly in design and participation, so institutions should consider goals and building on research when developing courses.

1. The messy realities of MOOCs
Dr. George Veletsianos
Canada Research Chair in Innovative Learning & Technology
Associate Professor
School of Education and Technology
Royal Roads University
American Library Association
January 26, 2014

2. MOOCs are a phenomenon
• The MOOC phenomenon is a symptom.
– Economic pressures
– Political pressures
– Privatization pressures
– Educators’ failures to create their own solutions
for educational problems
– Belief that technology provides the solutions
needed
– Lack of impact of “educational technology”
scholarship

3. What happens “on the ground” with
open learning/participation?
• No single narrative can describe what happens in
open learning environments

4. What happens “on the ground” with
open learning/participation?
• Learners report benefiting from open course
participation (Hilton, Graham, Rich, & Wiley, 2010)
• Learners face a number of obstacles (Mackness
et al, 2011)
• Learners motivations vary (e.g., exploring topics
 earning credential)
• We lack an evidence-based understanding of
experiences with all open forms of learning/
scholarship

5. What is it like to participate in open online learning?
Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Retrieved on Sept
29, 2013 from http://learnerexperiences.hybridpedagogy.com.

6. Results
• Learners
– questioned institutional/instructor commitment,
– identified a need for improved instructional design,
– praised responsive MOOC instructors,
– criticized instructors who were not visible,
– valued course flexibility and denounced course rigidity,
– appreciated the opportunities for open learning.
• The realities of open online learning are different
from the hopes of open online learning.

7. Some key considerations
• MOOCs vary considerably
– In length
– In learning design
– In learner participation/roles, learner support
– In innovative practices
• Key questions to ask
– Why offer a MOOC?
– How is our offering building on existing
research/theory/understanding?
– What do we want the learner experience to
look like?

8. Thank you!
www.veletsianos.com
www.veletsianos.com/publications
@veletsianos on Twitter
veletsianos@gmail.com