This ‘Need-to-Know’ blog post series features noteworthy stories that speak of need-to-know developments within higher education and K-12 that have the potential to influence, challenge and/or transform traditional education as we know it.
1) EdX’s Free T-Shirt Campaign
As a student of edX I frequently receive edX newsletters via email announcing upcoming courses, recently added courses, new university partners, etc. Yet there’s been a subtle shift in tone lately; the last few have emphasized courses with a price tag attached: verified certificate courses* ($), two or more courses within a subject area—xSeries courses ($$), and professional education courses ($$$) . With edX’s most recent newsletter (screenshot below) there is a not-so-subtle promotional angle:
Insight: Offering free (branded) t-shirt is a marketing tactic companies typically use to encourage sales, increase brand awareness, customer loyalty, etc. Which makes one wonder—what’s going on over at edX that free t-shirt tactics are deemed necessary? Note: Despite the offer of a t-shirt in the newsletter, determining how to get the t-shirt is impossible—there’s no mention of a the t-shirt when clicking on the newsletter, registering for a course, or on edX’s site.
- The Marketing Power of a T-shirt, AMEX Open Forum
- How Giving Away t-Shirts Made me over $500K in Revenue, Sujan Patel
2) MOOCs Identity Crisis
I thought the media’s preoccupation with MOOCs was over. If using the number of articles in the media about MOOCs as an indicator—it’s not. Over the past few weeks there’s been several articles in mainstream media about MOOCs—in The New York Times, the Wall Street Journal and The New Yorker. The title of the New Yorker’s piece is amusing “Will MOOCs be Flukes” but the article demonstrates how the term MOOC now includes courses that aren’t necessarily free, or open or even massive.
“MOOCs are flexible and they can (emphasis added) be free” (Konnikova, 2014)
Which is consistent with what’s happening in the MOOC marketplace. xMOOCs on platforms such as edX, Coursera, etc. look quite different today than they did in 2012.
Insight: According to a recent article in EDUCAUSE Review, MOOCs are here to stay—the MOOC “experiment is not over; in fact, it has just begun” (Mazoue, 2014). Fair enough. MOOCs have been a catalyst for challenging the traditional view of education. But it’s time for institutions to change terminology and describe courses appropriately. And as Tony Bates describes in a recent blog post, institutions need adjust strategies and approaches to online and open learning in general.
Chauhan describes the increasing variation of instructional methods now associated with the generic term ‘MOOC’, to the point where one has to ask whether the term has any consistent meaning. It’s difficult to see how a SPOC for instance differs from a typical online credit course…The only common factor in these variations is that the course is being offered to some non-registered students, but then if they have to pay a $500 fee, surely that’s a registered student? If a course is neither massive, nor open, nor free, how can it be a MOOC? Tony Bates, A review of MOOCs and their assessment tools
- Demystifying the MOOC, NYT, Jeffrey Selingo
- Will MOOCs be Flukes, The New Yorker, Maria Konnikova
- Are Online Courses Democratizing Education or Killing Colleges, WSJ, Shira Ovide
- MOOCs a New Tool for High School Teachers, US News, Alexandria Pannoni
- Beyond the MOOC Model: Changing Educational Paradigms, James Mazoue