Designing a ‘successful’ MOOC is one thing. Making a MOOC ‘successful’ is something completely different.
Much has been written by far better and more eloquent people than me (here and here and here and here and here) on what makes a successful MOOC – all about interactions, journeys, optimum length, appropriate materials, platform, etc.. But what about making a MOOC successful? To me, there is a difference.
This isn’t about making / building / designing a MOOC, it’s about making / encouraging / promoting / informing people about the MOOC.
The argument about MOOC success, learner retention, completion numbers, registrations, etc., is one that will rage on and on, everyone has an opinion, everyone looking at something different, all very valid, and all very important questions. There isn’t a definitive answer – each MOOC is different, for a different audience, for a different demographic (maybe), and designed in a way that different learner ‘profiles’ can get something different out at the end. If indeed they reach the end, which of course they don’t have.
No, making a successful MOOC requires more than a lead academic(s) subject knowledge, learning technology, instructional/education design, assessments, an appropriate learning goal/journey, working platform, etc. You need all the other stuff as well.
The other stuff you need? Well, try: Continue reading