“MOOCs may have not lived up to the “disruptive” hype of 2012 but they are proving to be useful tasters for university level courses, expanding brand awareness and showing overall potential of online classrooms. But another platform that hasn’t had the dazzle or catchy nomenclature is truly making waves in education delivery and is only set to grow: mobile.”
“If developing countries allow themselves to be locked in to a certain MOOC platform, they may have to adhere to the foreign values put forth by the platform owners.”
On Five myths about Moocs, Diana Laurillard explains why a model based on unsupervised learning is not the answer and the MOOCs five myths:
Diana Laurillard criticizes MOOCs because this format oriented course with a large number of students based on mutual support and peer assessment is not a university education.
University education needs guidance and personalized guidance, which is not possible to scale massively.
Although I think the MOOCs can be an important complement to offer open courses charging for activities that require intensive involvement of teachers and tutors such as support and tutorial guide, personalized assessment and issuance of certificates.
In the case of developing and emerging countries, MOOCs are an instrument of universities social commitment decided to extend education to students with limited financial resources and who face situations of exclusion.
The traditional roles of consultants and advisers have changed a lot and for the better in recent years.
One of the most important differences relates to that the consultant don’t do their work for them, he doesn’t-t sell them or tell them to do or use, whether a particular method, product or system.
It is an interesting reflection of Jane Hart on The (new) role of the Workplace Learning Advisor
She describe more in detail how to help organizations and teams: