- How can we measure engagement?
- What are our goals? To improve our practice, explore learning tools, what else?
- Can we use this wiki, the blog, and the discussion groups to create a report/mandate for the University?
- How could cura personalis translate in a MOOC?
- Why do people chose online learning? Who, and how as well.
- How effective are assessments in MOOCs?
- What happy outcomes are we expecting?
- How can we continue the conversation after the MOOC and discussion groups are over?
- How can we be agents of change in the movement to change the current educational paradigm?
- How do participants in MOOCs access courses? By smartphone, tablet, computer?
- What digital literacy skills do we want our students to know by graduation?
- How does the Fordham Jesuit Tradition, Ignatian Pedagogy, and the university mission impact the Manifesto of our learning community? Are we different? Are there things that we must consider that other learning communities might not consider?
- What content and practices do we keep and what do we give up when translating a traditional course into an online one?
- How do we anticipate and respond to student pushback for new ways of teaching?
- As Davidson can attest, creating a MOOC soaks up hundreds of hours. She claims she spent “40 hours a week from May 2013 through Janaury 2014 working on the MOOC–and that’s even before the course begins.” Coursera is paying her $10,000, which she is using to pay her assistants. She writes, “For a junior scholar, trying work one’s way toward tenure, committing this much time to an online course that counts neither as a publication nor as a university course would require serious consideration. Is this how a junior scholar wants to commit her time?” For quality online courses to occur, time and money must be spent by the university. Davidson does not believe that only senior teachers should be teaching high profile courses. Who should develop and teach these courses? Should they count for people trying to achieve tenure?
Key Questions (posted on the HASTAC website)
How can we rethink inherited structures of formal education in ways that enhance free, creative expression for the world we live in now?
Are there new ways of opening access and fostering diversity that make the “commons” stronger?
How can we change models of assessment so that we can count what we value–and value what we count?
How can we simultaneously ensure a more financially stable academic workforce (professors), lower cost to students, and engage in a transformative educational redesign that integrates all modes of learning and research (general education and specialized training) to support students in a lifelong quest for a fulfilling, productive future?