MOOC´s (massive open online course)

Hace unos días cayó en nuestras manos un artículo en el Herald Tribune, con un artículo bastante interesante,si bien se infla un poco la situación a nuestro entender, pero deja verdades que en el medio largo plazo, pueden ocurrir , … pero en el artículo hay dos datos, que nos dejan bastante satisfechos por su significado …. actualmente hoy en día todo está en Google, y a la larga, no te van a valorar, por lo que un diploma, un folio con un buen sello de una institución certifique que los conocimientos que ese folio describen son ciertos o no …, sino que el conocimiento se tendrá que renovar, aumentar, en un constante aprendizaje, y que en definitiva, te valorarán sobre lo que puedas hacer con tu conocimiento “real”. La revolución MOOC´s, (massive open online course) de la que se ha hablado, y se habla en desde hace meses, es como argumenta Thomas L. Friedman una realidad, sin embargo, no creemos que todo sea color de rosas. No consiste tal vez en que podamos hacer todos los cursos que queramos o deseemos, ( o tal vez, si ), pero dentro de este mundo fragmentalizado, en el que vivimos, nos lleva a elegir, y una vez elegido, acabar, es ahí, donde está el merito de MOOC´s, ¿por que cuantos cursos se pueden empezar, pero cuantos acabar …?

Sin duda, también es un toque de atención para el profesorado, ¿Por que cuantos profesores no se han actualizado en años, y siguen con su reputación en instituciones, transmitiendo un conocimiento obsoleto, respaldados por planes de estudios y reformas estudiantiles, obsoletas desde el principio de su andadura?

Tal vez esté ahí, el triunfo de MOOC´s, como patada de rabia, de miles de personas fustradas, por la suerte o desgracia de profesores caducos, que les han tocado en sus estudios y carreras, y tal vez este en MOOC´s, el aspirar a conocimientos que en “in situ”, no pudieron adquirir, ….

just my imagination

El artículo nos recordó mucho a Lynda Gratton, en su libro “The Sift”, “El problema al que hoy se enfrentan los generalistas es que el contrato tradicional, que les aseguraba la permanencia en su puesto de trabajo, ha caducado -dejándolos a su suerte en un mercado laboral que no valora especialmente sus conocimientos generales y su trayectoria profesional dentro de una sola compañia. “, “ Podemos concluir entonces que para tener éxito en el futuro, necesitaremos profundizar en nuestros conocimientos y habilidades. Sin embargo, para ello tendremos que decidir qué habilidades y conocimientos serán más valorados en el futuro y asegurarnos de desarrollar más de uno de ellos en profundizad o lo que sería lo mismo, adquirir varias habilidades”. Tal vez ahí es donde radique la riqueza de MOOC´s.

Adjunto os dejamos el link 



The Professors’ Big Stage
Published: March 5, 2013

I just spent the last two days at a great conference convened by M.I.T. and Harvard on “Online Learning and the Future of Residential Education” — a k a “How can colleges charge $50,000 a year if my kid can learn it all free from massive open online courses?”

You may think this MOOCs revolution is hyped, but my driver in Boston disagrees. You see, I was picked up at Logan Airport by my old friend Michael Sandel, who teaches the famous Socratic, 1,000-student “Justice” course at Harvard, which is launching March 12 as the first humanities offering on the M.I.T.-Harvard edX online learning platform. When he met me at the airport I saw he was wearing some very colorful sneakers.
“Where did you get those?” I asked. Well, Sandel explained, he had recently been in South Korea, where his Justice course has been translated into Korean and shown on national television. It has made him such a popular figure there that the Koreans asked him to throw out the ceremonial first pitch at a professional baseball game — and gave him the colored shoes to boot! Yes, a Harvard philosopher was asked to throw out the first pitch in Korea because so many fans enjoy the way he helps them think through big moral dilemmas.
Sandel had just lectured in Seoul in an outdoor amphitheater to 14,000 people, with audience participation. His online Justice lectures, with Chinese subtitles, have already had more than 20 million views on Chinese Web sites, which prompted The China Daily to note that “Sandel has the kind of popularity in China usually reserved for Hollywood movie stars and N.B.A. players.”
O.K., not every professor will develop a global following, but the MOOCs revolution, which will go through many growing pains, is here and is real. These were my key take-aways from the conference:
Institutions of higher learning must move, as the historian Walter Russell Mead puts it, from a model of “time served” to a model of “stuff learned.” Because increasingly the world does not care what you know. Everything is on Google. The world only cares, and will only pay for, what you can do with what you know. And therefore it will not pay for a C+ in chemistry, just because your state college considers that a passing grade and was willing to give you a diploma that says so. We’re moving to a more competency-based world where there will be less interest in how you acquired the competency — in an online course, at a four-year-college or in a company-administered class — and more demand to prove that you mastered the competency.
Therefore, we have to get beyond the current system of information and delivery — the professorial “sage on the stage” and students taking notes, followed by a superficial assessment, to one in which students are asked and empowered to master more basic material online at their own pace, and the classroom becomes a place where the application of that knowledge can be honed through lab experiments and discussions with the professor. There seemed to be a strong consensus that this “blended model” combining online lectures with a teacher-led classroom experience was the ideal. Last fall, San Jose State used the online lectures and interactive exercises of M.I.T.’s introductory online Circuits and Electronics course. Students would watch the M.I.T. lectures and do the exercises at home, and then come to class, where the first 15 minutes were reserved for questions and answers with the San Jose State professor, and the last 45 were devoted to problem solving and discussion. Preliminary numbers indicate that those passing the class went from nearly 60 percent to about 90 percent. And since this course was the first step to a degree in science and technology, it meant that many more students potentially moved on toward a degree and career in that field.
We demand that plumbers and kindergarten teachers be certified to do what they do, but there is no requirement that college professors know how to teach. No more. The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor.
Bottom line: There is still huge value in the residential college experience and the teacher-student and student-student interactions it facilitates. But to thrive, universities will have to nurture even more of those unique experiences while blending in technology to improve education outcomes in measurable ways at lower costs. We still need more research on what works, but standing still is not an option.
Clayton Christensen, the Harvard Business School professor and expert on disruptive innovation, gave a compelling talk about how much today’s traditional university has in common with General Motors of the 1960s, just before Toyota used a technology breakthrough to come from nowhere and topple G.M. Christensen noted that Harvard Business School doesn’t teach entry-level accounting anymore, because there is a professor out at Brigham Young University whose online accounting course “is just so good” that Harvard students use that instead. When outstanding becomes so easily available, average is over.



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