Presentation for Museum Computer Network 2013 conference regarding the phenomenon of Massive Open Online Courses and the potential for the model to be used and remixed in a museum setting, including what would make a MOOCseum unique from other MOOCs

1. MOOCSEUM
The confluence
of informal
learning,
modern
technology and
learning theor y

2. MOOC = MASSIVE OPEN ONLINE COURSE
 Massive – Available to many; potentially limitless # of
learners
 Open – The structured learning experience (course &
supplemental materials) is free of charge
 Online – The hub of the course is based on the Internet via a
host institution; interaction happens throughout the Web.
 Course – A time-defined period of study including registration,
af filiation and commencement.

3. A (VERY) BRIEF HISTORY OF MOOCS
2008 – The first MOOC, #CCK08, is taught by learning theorist George Siemens
as a test-drive of his learning theory Connectivism. The acronym MOOC is coined
by fellow EdTech scholars.
 2011 – Four Stanford Computer Science professor s of fer three cour ses
online at no charge to students not enrolled at the univer sity. Hundreds of
thousands of students register.
 201 2 – Three of those professor s star t up two distinct MOOC development
organizations – Udacity and Cour sera. MIT and Har vard create their own
non-profit organization, edX.
 2013 – There are over 5,000,000 registered user s from over 200 countries
across the Big 3 platforms, with likely millions more on smaller platforms
or in institution -based MOOCs. MOOCs enjoy millions of dollar s of
financing and venture capital. Politicians seek to ease accreditation
restrictions to allow these EdTech ventures into the education marketplace.
2013 – Udacity founder Sebastian Thrun, in part due to struggles faced when rolling out
courses to underrepresented university students, announces a company pivot away from
Global access to education and a focus on corporate-based education

4. OBSTACLES IN THE MOOC PHENOMENON
 Th e re i s n ot a n a g re e d - upon
s c h olarly de fi n it ion o f t h e M OOC.
 E ve r y l et te r i n t h e M OOC a c ro ny m i s
c o n te n t ious.
 H e a ds o f t h e B i g 3 M OOC pl a t fo rms
l a c k ex pe r t i s e i n h um a n e duc a t i o n
t h e o r y.
 E duc a t i o n t h e o rist s a n d
pra c t i t i one r s l a c k ex pe r t i s e i n
AI/ M a c hine Le a rn i ng t h e o r y.
 Po l ic y de c i sions a re be i n g m a de o n
M OOCs be fo re a ny s o r t o f t ri a l run s
o r te s t i ng.
 Po pul a r de ba te a s s umes M OOCs
a re s y n o ny mous w i t h di s t a n ce o r
o n l ine l e a rning.
 Po pul a r de ba te pi n e s fo r M OOCs to
be a d i s ru p ti ve te c h n ol ogy t h a t c a n
s ave e d u c ati on t h ro ug h .
 If M OOCs a re o n l y a bo ut c o n te n t ,
M OOCs a l low a s i g nific ant de c re a se
i n a c a de mic/ pro fessorial l a bo r.

5. WHY IS THE MOOC PHENOMENON
AWESOME?
 Mainstream discussi ons about
distance education, online
education and educational
technology.
 Professor s teaching MOOCs
challenged to address their
pedagogical practice.
 Mainstream discussions about
what Open means (open access,
open content, open education
resources).
 More societal super structu res re engaging education provides
more unique voices in how we as
a society shape the future of
education policy and education
institutions.

6. LEARNING VS. EDUCATION
“Education is about audit relationships, where a hierarchy
expects a product that demonstrates learning. They are not
interested in the process of the learning practice.”
- Etienne Wenger

7. INTERACTION (OR INTRA -ACTION?)

8. MOOC – A (POTENTIAL) HUMAN-DRIVEN
LEARNING MACHINE
MOOCs
cMOOCs
 Structure – Housed in LMS
(learning management system)
requiring login credential
 Objective – A master y of the
subject matter; formal
education
 Content – Lecture via shor t
videos providing established
path to master y
 Assessment – Interactive
exercises, quizzes, tests graded
by computer or peer s
 Communication – Via discussion
boards; social media happens
outside the scope of course
 Structure – Housed in LMS or
via open hub
 Objective – An authentic
engagement with subject
matter; non -formal learning.
 Content – An amalgam of
lecture, primar y source and
discussion prompt providing
various means to engage topic
 Assessment – Creation of
digital learning ar tifacts; peer
collaboration in lieu of grades
 Communication – Social media
is the crux of the course (blogs,
Twitter/FB, Google Docs,
Google+ hangouts, etc.)

9. MOOCS & MUSEUMS – A GOOD FIT
 MOOCs are an oppor tunity for
authentic par ticipation (and
two-way communication)
between the institution and
the patrons.
 The MOOC can re -establish the
museum in the local (and
beyond) community.
 The MOOC can re -establish the
museum as a socially -viewed
space of exper tise.
 MOOCs can highlight special
collections, traveling
exhibitions, topical issues,
etc.
 The star t and end of a MOOC
creates an event unique to
space and time. It is a cohor t
of learner s with the ability to
become a community.

10. WHY IS THE MOOCSEUM UNIQUE?
1. The MOOCseum is a traditional
MOOC.
2. The MOOCseum is a tangible space
(possibly with tangible events).
3. The MOOCseum is an augment of
the digital and the real.
4. The MOOCseum is a supplement;
it is evidence of desired learning.
Cupcakes (2010) by Megan Fizell. Icing-on-flour/sugar

11. OVERCOMING LOGISTICS
Obstacles
 IT
 Co s t
 Ti m e/Work loads
 In s t i t ut ional P us h ba c k
( Re l uc t an ce/Z eal)
 Audi e n c e
Potential Solutions
 A M OOC c a n run v i a LM S ( o pe n s o urc e o pt i o n s s uc h a s M o o dl e o r
Ca nvas) o r v i a s po ke - and - w he el o n
fre e s e r ver ( Wo rdP re ss, Ty pe Pa d ).
 H a rdwa re c a n be fre e . P ri m a r y
c o s t w i l l be e m ployee -base d.
 If e n g aging t h e co n te n t a ro un d
ex i s t ing a r t i fa c t s, h um a n re s o urc e s
c a n fo c us o n de s ig nin g l e a rn ing
s pa c e , pro m pt s , s o c ial m e di a,
i n te ra c tio n…
 E duc a t i o n s h o uld n ot be a h a m mer
i n s e a rc h o f a n a il. Set c l e a r g o a ls
a n d o bj e c t ives fro m t h e s t a r t fo r
t h e e n t i re te a m .
 Po s t m odernism s ay s we a re n ot
j us t s t ude n t s but we a re k n ow l edge
c o n s umer s. If yo u bui l d i t , t h ey w i l l
come.

12. EXAMPLE MOOCS
 Coursera
MoMA MOOC - https://www.coursera.org/course/ artinquiry
E-Learning & Digital Cultures – https://www.coursera.org/
course/edc
Modern & Contemporary American Poetry - https://
www.coursera.org/course/modernpoetry
 edX
(Resource on MOOC research) - https://www.edx.org/researchpedagogy
 cMOOC
Educational Technology & Media - http://etmooc.org
Wide World of Education - http://wideworlded.org/onlineinstruction-for-open-educators/
MOOCMOOC - http://www.moocmooc.com

13. THANK YOU
Rolin Moe
Ed.D Candidate, Learning Technologies
Pepperdine University
Dissertation – The Evolution & Impact
of Massive Open Online Courses
Capstone - MOOCseum
Twitter - @RMoeJo
Me – http://rolinmoe.org
Me & MOOCs – http://allmoocs.wordpress.com