tag:blogger.com,1999:blog-2458336046495190249.post9196708216985285013..comments2023-11-03T06:26:06.523-07:00Comments on Envisioning Student Learning: MOOCs: Less image management, more design principles, pleaseLouise Yarnallhttp://www.blogger.com/profile/04148133944495311861noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2458336046495190249.post-35849283339215211642013-11-20T16:18:08.843-08:002013-11-20T16:18:08.843-08:00It's great to see you (someone!) trying to und...It's great to see you (someone!) trying to understand what the MOOC data really means. Peter Norvig suggested that people might be coming into these courses with very different intentions than is typical with traditional classes, e.g. by sampling based on interests and not even trying to complete the whole thing. Like your post, that seemed at least plausible and thoughtful. By contrast, I just read a terrible Slate rant on the topic that focused on bashing Sebastian Thrun for arrogance in thinking this could work -- not an insight to be found in the piece. Anonymoushttps://www.blogger.com/profile/05969979931545598387noreply@blogger.comtag:blogger.com,1999:blog-2458336046495190249.post-25567203700959125872013-11-20T07:56:42.954-08:002013-11-20T07:56:42.954-08:00First, a quick note on the data from the experimen...First, a quick note on the data from the experiment: the populations in the in person vs online versions of the math course were very different. Comparing pass rates directly is dangerous. <br /><br />Second: I had a chance to interact with some of the students who took the Mooc and failed. In many of the cases, their experience was good. They would say things like "this is the first time I'm getting math." These students failed, even though they were learning because the schedule of the course moved too fast for them. I believe that unyielding schedules are an artifact of traditional higher ed, and we will start to see solutions to this problem soon.learnerhttps://www.blogger.com/profile/05452489975302975456noreply@blogger.com