Transparency Matters (#OpenEdMOOC)

As I reflect back on #OpenEdMOOC, an introduction course on open education, I am reminded how essential transparency is to my own learning experiences. This week I am attending the 44th International MEXTESOL Conference in León, Mexico, and crave for the kind of sharing and communication that typically goes on at these kinds of events in my own day-to-day practice with colleagues I see face to face. #OpenEdMOOC, as MOOCs usually do, also exemplifies how individuals take it upon themselves to reach out and share knowledge and experiences so that others become aware. I find that the same moral obligation that drives me to share with my learners, is the same that drives me to share with colleagues.

As is often the case with MOOCs, the interactions with participants and the input sessions from Wiley and Siemens collectively helped form my own learnings for the course. However, because the course was an introduction, it avoided certain controversial ideas around commercial vs. non-commercial CC licenses, for example, that often make a course like this more interesting.

For me, edX was a distraction (a necessary evil), clumsy in design, and awkward to navigate (at time impossible on mobile devices). I much prefer the simplicity of referring to a public page to review content and the ease of using social media (Twitter) to converse about the content with others. Also, I often felt uncertain not knowing for sure whether or not I was meeting course objectives according to how I was supposed to upload information to edX. I never relied on any feedback in edX (if I ever received any), since I stopped checking after about the third week.

But I remain appreciative to those involved in offering #OpenEdMOOC and recommend it to anyone interested in the beginning stages of thinking about open education and how it might relate to one’s own profession practice and learning.