My First MOOC

social-media-550767_640Last fall I took my first Massive Open Online Course (MOOC). I originally registered for The Age of Globalization (see The Inquisitive Learner Walks the Talk), but due to scheduling conflicts I had to cancel. Instead, I took U.Lab: Transforming Business, Society, and Self. This is the same course profiled in a Huffington Post article that the author refers to as, “…what well may be the most interesting project of my life.”

I wouldn’t go quite that far, but it was certainly a fascinating experience. How many times can you involved in something that is truly global? Literally people representing every continent were present, some 25,000+ strong.

Here’s a quick review of the logistics and the three course components:

  1. Live webcasts, all at 9 a.m. ET, broadcast from a tech-enabled classroom at MIT. The show went on even when snowstorms shut down Boston. The president of MIT, who was out of the country, had to give permission to allow the class to be held even though the university was closed. Each session had a main presenter and frequently a few other people to mix things up. One of my favorite things was a note taker who drew a summary of the content as the presenter was speaking. The concurrent visual representation helped add another dimension to the learning.
  2. Hubs were self-forming local groups of people who you could participate with jointly. There was a Madison hub, Shanghai hub, London hub, and so on. Hub hosts provided the gathering venues.
  3. Coaching circles facilitated discussion, listening and dialogue. A guide was provided to lead the way.  Between the live presentations, these small groups met either virtually or in-person to bring content to life.

You’d think it would be difficult to have an interactive component during the live sessions with so many people involved. It was actually made easy by using existing technology: the Twitter platform. Easy, that is, assuming you are of a generation that considers Twitter a native language. Participants were encouraged to provide input and comments, pictures and doodles, via Twitter (#ulab), generating hashtag clouds for the key items of interest for the presenters to address. Sometimes a presenter would pose a question and request answers via a specific hashtag.

As with most things, there are pros and cons that merit consideration in deciding if a MOOC is for you.

  • The organizers and presenters were real professionals. It’s great to have access to world-class content that fits into your schedule without travel.
  • It was easy to consume information in small chunks, and the hybrid format with coaching circles and hubs helped reinforce the content.
  • This is just one approach to independent learning. Those of us who have access to alternatives could read a book or talk to an expert, just to name a few options. If you don’t have access to anything else, a MOOC could be transformative.
  • You need to be able to commit the time for the live session and invest in the reading and preparation. The standard methods of accountability that are inherent with in-person educational experiences are not in place with MOOCs.
  • It’s not a perfect substitute for live education. There is something to be said for blocking out your schedule to attend a school or conference. You have dedicated space and time for learning and increased connections to others.
  • The economics of MOOCs sparked my curiosity. Is the model economically sound, or does an organization like MIT justify doing it just for the greater good? How are providers going to get past the free versus paid barrier? I’ve seen some classes that you can attend for free, but then have to pay a fee to get awarded continuing professional education credit.

After weighing all the factors, it’s on my docket to take another MOOC when I’m less busy. The bigger challenge may be settling on a topic, as there is probably a MOOC-based approach to just about anything. Social psychology? Psychology anthropology? Economics? We’ve all heard comments like, “There’s more information published in one Sunday edition of the New York Times than people consumed in their lifetime in the 1600s” or “It would take you 200,000 years to read everything that’s on the internet.” There is so much great stuff to consume, so little time. At least now there is a very rich mechanism to distribute it globally.

Additional resources:


Journaling

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Photo by Mark Baker

I’ve always journaled in one form or another. Here is an early version of what I recorded in my daily planner, circa 1978.

Perhaps I am a product of my environment. I remember my Dad always wrote things down. My grandfather was a farmer and he usually had a notebook with a pen or pencil (from a seed corn company or farm equipment company) handy. These were practical things – but learning tools nonetheless.

I process a lot of thoughts on important things either by talking through it with others (sorry for those who have to hear my spewing) or drawing or writing it down (frequently in outline form). This blog is another form of journaling.

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Photo by Mark Baker

Recently I went through a continuing education program that had a structured journaling exercise. I had not done anything like it. The theme was “journaling is simple” – pen, paper and start. Don’t try to over think it, make it into a letter or beautiful memoir that will be published in 50 years. Just write. But there was also a structured set of questions in a later section. It was powerful in that it was introspective and got to the core essence of the writing, but also captured feelings, fears and dreams that perhaps had been difficult to articulate.

See the Presencing Institute U Journaling Practice and give it a try it—you’ll like it!


The Inquisitive Learner Walks the Talk

globe fertigFor some time, I’ve wanted to enroll in a course from one of the large online education providers, and now I’m finally doing it. Starting September 1, I’m taking a University of Texas at Austin course titled Age of Globalization by Professor John Hoberman.

I’m not totally sure of the commitment, but the course comes highly recommended and it’s FREE! For 15 weeks, participants will learn about the historical and cultural systems driving globalization and changing societies around the world. Anybody want to join me?

For more information about available online courses, visit:


Cultural Bias, Translation and Learning

One lesson learned on my recent business trip to India: idioms don’t always translate. Case in point, in a meeting with several colleagues, I said, “This process is like explaining water to fish.” It didn’t take. The conversation quickly devolved as the Americans tried to explain the meaning to our Indian counterparts (What were we…mammals?  Did the mammals eat the fish? Or drink the water?). I felt like Abbott and Costello doing “Who’s On First?” Needless to say, we all had a good chuckle trying to unravel this one.

Photo by Mark Baker

Photo by Mark Baker

The key takeaway is that we don’t always appreciate our culture, or ways of working, or knowledge until we see it from the viewpoint of others who have a different cultural background. Note that I said “different,” not better or worse, just different. Are we open to new perspectives? Do we relish the opportunity to be uncomfortable and truly learn? Can we take advantage of others’ experiences without judgment? I’d like to think so.

This was shared by my India counterparts, and was met with many chuckles, even within their culture: Indian Headshakes.

 For my Indian friends (and young friends) to appreciate Abbot and Costello: Who’s On First.


An Inquisitive Learner

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Photo by Mark Baker

This past Saturday, I had the luxury of some free time to catch up on my reading (almost all on my iPad these days). Even with a voracious daily reading habit*, it’s still easy to accumulate a backlog of articles, blogs, etc. that have captured my interest.  On this occasion, I was able to leisurely explore links to other sources, revisit past MBA School learnings, and, of course, purchase a few books. It was a rich, engrossing and rewarding journey that reinforced my long-term enjoyment of being an inquisitive learner.

I don’t deal well with “canned” learning.  I’m always asking myself “why” and “really?” For that reason, many times in the past I’ve felt that teachers, librarians and parents have restricted my access to information. The internet represents a rich new frontier for an inquisitive learner, with unlimited possibilities for accessing media and thoughts of all kinds. That is, as long as you don’t allow its gatekeepers to plan and control your travel routes. This is how Google is killing the web is an interesting counterpoint to those who think Google is the Holy Grail. Does this ring true for you?  Are you an inquisitive learner?  How does this article strike you?

*Daily consumption includes: