By Jim Shimabukuro
The Malaysian government is taking steps to “make 30 per cent of higher education courses available as massive open online courses (or MOOCs) by 2020” (Financial Review, 2 Oct. 2016). The MOOCs are free, but there’s a fee for assessments that grant credit for courses taken at other universities. From 64 courses in 2015, the number has grown to 300 this year.
The down side, as I see it, is that they’re relying on a single MOOC management system (MMS) — in this case, OpenLearning, which is based in Sydney. This shoehorning of course design and development into a proprietary box is a clear sign that the Malaysian administrators don’t have a clue about MOOCs.
This problem of overreliance on an MMS is endemic in the vast majority of universities that are tiptoeing into MOOCs. It’s the same mindset that tosses all online courses into a single LMS. If this one-size-fits-all approach were applied to F2F courses, professors would be outraged by this brazen violation of academic freedom.
The web is an infinite frontier with limitless resources for creating a wide range of MOOCs. In contrast, boxed platforms being hawked by non- and for-profits such as Coursera, edX, and OpenLearning don’t even begin to scratch the surface of possibilities. Jumping whole hog into one of them is to automatically accept an MMS’s limited views of what a MOOC can be. Continue reading