Hi Paul, it has been a long time. I understand your argument for fully open and transparent education, but personal experience with adult learners from around the world tells me that it would not be welcomed. I say that because it is difficult to get most online learners to communicate their ideas and experiences to their cohort even when no one else is watching or listening. I also note that different cultures have difficulty communicating in public and a truly open forum would certainly inhibit them from responding in an honest manner.
In an open system I would suspect that most learners would not express their true feelings if they knew anyone could read them. Even in cohort learning, where individuals move through together, it takes a lot of time to build the trust necessary to communicate ones ideas or to openly challenge someone else's postings.
I can enviage a boss looking in on one of his employee's to see how he/she is responding in the course. Forgive me for the "big brother" fear, but I believe learners will be less inclined to exchange ideas, challenge others. It will stifle learning, not enhance learning.
Hi everyone - I'm pretty bummed that I'm just now getting into the discussion - we did a major Moodle upgrade at Royal Roads (I'm from the Centre for Teaching and Ed Techs there) in mid January that went pretty awry and took up most of my time and energy - trying now to get back on track while the bit marks fade.
Re the issue of making courses completely open, I agree with you Roger that learners would have concerns - but/and I think so would faculty. A few months back I was at a BC Campus session Scott facilitated in which a faculty member said she was hesitant to make her course materials open because of the scrutiny she would face from her peers. Having not just course materials but also a course facilitator's interactions with learners open to anyone could be pretty scary. I'm about to try to convince faculty at Royal Roads that sharing is a good thing, but I think I'll come across others with that same fear. One of the ways we're hoping to share more than just content is to provide the pedagogy behind the course's development when we share a course. It's not the same as seeing course activity, but at least it would give other course developers an idea of what was behind the decisions to use particular activities or ed techs.