Massive Open Online Adventure: Teaching a MOOC is not for the faint-hearted (or the untenured)

Abstract

When I was first approached about teaching a MOOC, my initial response was no. I wondered how anyone could possibly teach writing in a massive open online course—a question that many of my colleagues are still asking. But I decided to accept the challenge, because when so many people are hyping this new pedagogical technology, I didn’t want anyone who was already an eager proponent to misrepresent what is really involved in designing and teaching a MOOC. There is no way to ignore MOOCs, so becoming part of the conversation by also becoming part of the process is the only way to find out what is, or is not, possible.

It has been a steep learning curve, as I have reported in periodic postings on The Chronicle’s Wired Campus blog. Among the lessons I have learned so far: The time demands, logistics, and politics of developing a MOOC will bury you -- particularly if you do not have tenure. There are also important questions about evaluation. And there are new safety and privacy issues associated with teaching a MOOC, issues that no one seems to be discussing.

Department(s)

English and Technical Communication

Document Type

Article - Journal

Document Version

Citation

File Type

text

Language(s)

English

Rights

© 2013 The Chronicle of Higher Education, All rights reserved.

Publication Date

29 Apr 2013

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