MOOC 2.0

MOOC 2.0/ MOOC Second Generation
The term MOOC 2.0 or MOOC second generation was coined by Yoonil Auh in 2013, a professor of Instructional Technology at Kyung Hee Cyber University and Global Collaborative Program at KyungHee University in Seoul, Korea. It is an education platform model in responses to the paradigm shift in tertiary education from the explorations in the context of sustainability and development. Massive Open Online ‘Collaboration’ or MOOC 2.0 proposes further increase access to tertiary education by designing the educational delivery model from cross cultural perspectives. The newly designed platform moves away from current MOOC model, that is, one directional instructional delivery from one side of the world to the rest. Instead, it proposes on teaching and learning platform model that takes place in reciprocated, communal, and in local context or glocalized education. In short, MOOC 2.0 is about development education in action. To pursue such, two delivery tracks of MOOCs have been developed under the framework of MOOC 2.0: hMOOC (Human MOOC) and OCMOOC (One Culture MOOC).
Founding Idea
The founding idea of MOOC 2.0 stems from the education vision of KyungHee University to universalize access to tertiary education to promote humanitarian values that education should be as a source to advance human potential; as to preserve culture; and as to preserve civilization at large. From this, MOOC 2.0 is a part of response as redefining social responsibilities that emphasize education as a new form of sustainability for development.
The MOOC 2.0 model proposes that collaborations of both developed and developing countries and the integration of social concerns should be integrated into all education development processes in respect to communities and their culture.
The New Frontier in Social Inclusion Through Education Technology
The goal of MOOC 2.0 is to support the belief that educated person should be able to see the world from multiple perspectives to solve problems we currently struggling with. Therefore, the launch of MOOC 2.0 platform is to provide a space where education institutions from all schools of thoughts to contribute diversified curriculum from their location that reflects their cultural interpretation of the means to education at local level but tied to global activity - Glocal Education Alliance that includes not only education institutions but NGOs and vocational education at the region. That is, in addition to the curriculum offered in the Western academic institutions, MOOC 2.0 plans to promote schools of thoughts from all parts of culture. This is critical for the twenty-first century learners when the world today is ever more interconnected and interrelated that we will need to learn and view the world from all perspectives. Such effort can be accomplished through collaboration within the MOOC 2.0 platform; and this is the new frontier in social inclusion through education technology.
Although the idea behind MOOC 2.0 may be laudable, the project may or may not fall apart. We have seen some earlier Internet ventures of elite universities that started with fanfare but were wound up shamefacedly only few years later. However, based on the scale of involvement, we believe something will survive on the way. It will be a process of learning to work together from different perspectives at a global scale. It will be a process of learning to work together not only with the academic institutions of your calibers but working to unite diversity of academic communities at all levels. Most importantly, we hope to impact the modern academic community in two ways: (1) designing teaching and learning space for the twenty-first century for all by viewing higher education delivery from the explorations in the context of sustainability; and (2) encouraging institutions worldwide to develop distinctive mission that promotes on contributing and shaping the goal and working together on sustainable development through education. We believe collaboration and collective action is the key element for advancing learning and preparing for the changes that is occurring today. Therefore, based on the proposed project, we believe it will be a process of learning to work together from different perspectives from academic institutions.
Is It a New Technology?
MOOC 2.0 is neither new or on technology alone. It is about collaborative education movement to make positive social transformation that hopes to lead a new form of cultural development through newly developed education platform. Some of the education problems and challenges we face today, we can assume technical solution may alleviate but it requires a fundamental extension of principles we believe about the education itself. It is not about technology advancement alone, rather an education movement that is being supported by the use of technology that was not possible in the past. Therefore, the project evolved in response to designing a new education outreach in a changing world where it seeks innovative solution to learning opportunities in the twenty-first century. This education model hopes to thrive on critical pedagogical research throughout this coming decade by providing access to education platform and education that promotes communal learning experiences worldwide.
Challenges of Assumed Access
Based on the advocates of MOOC movement, extending the education opportunities through internet may sound commendable; however, by far the biggest criticism of these promised MOOC courses for rest, especially in the developing nations, is the accessibility of these courses. There are needs for access to tertiary education to be attended in vast number of geographical areas. And, this is where MOOC 2.0 hopes to focus on delivering education where it is yet to be reached through hybrid learning models with the collaboration of regional colleges and NGOs with education activity as their primary mission. This is one of the main reasons to develop MOOC 2.0 model where we understand the limitation of relying on technology only and that the education should be available and extend to the population that is yet to be served. To provide the education reach to all, under the umbrella of MOOC 2.0, two tracks of MOOC uses were proposed: hMOOC (Human MOOC) and oc MOOC (One Culture MOOC). The hybrid model of relaying the content material and places the teaching and learning in reciprocated, communal, and in local context or glocalized education model was tested through SINEM project in 2011 where Yoonil Auh was leading the faculty workshop from United States and South Korea to local music teachers in Costa Rica.
hMOOC (Human/Hybrid MOOC)
The development of hMOOC or Human MOOC/Hybrid MOOC was to be included as a part of MOOC 2.0. As the term in itself, it is a mixture of online content delivery and instruction coupled with human intervention at a local level. This is called “event learning in its own cultural setting for its needs” or “Glocalized Education (GE). GE is an act of creatively and innovatively infusing the modularized content goods to meet the needs of locals as well as establishing its local and nation’s image that reflects its culture and cultural practice. The outcome from this is that the teaching and learning at the local level supports the needs of community in its respect to their cultural values. However, the process does not end here. Once received content has been tailored by the locals to their needs, the recipients will have an option to participate in content contribution by uploading their production back to the main repository for others to use and learn from. Therefore, the contents may be used as far as a place in other side of the world or as close as from a town across. The contents in the main repository may be pre-assembled but the locals will have an option to deconstruct and reorganize it according to their needs with the assistance of participating institutions at its location. The strength of this type of instructional delivery is that the teaching and learning takes place within local context and reciprocated or communal, not as one directional instructional delivery from one side of the world to another.
ocMOOC (ONE CULTURE MOOC)
MOOC courses that are currently offered are targeting to reach all learners and hope to conduct research on how people learn. Unlike current MOOC, the development of ocMOOC concept is to observe and study how people of one culture exchange, collaborate, and share information among their own community but geographically dispersed to understand and observe distributed creativity. Such study is yet to be observed and we now have the viable technology and learning platform to conduct and acquire desirable data.

ocMOOC courses are to be developed in its native language such as Korean, Japanese, or language that are strictly limited uses within its culture other than the people who may be related to activities of its selected country. The goal of ocMOOC is to observe the learning behavior and how people who share the same culture background interact, access, support, collaborate, and share information among each other. Such observational study will have potential for generating novel insights into learning and critical educational practices of targeted culture and cultural studies in general. This type of study cannot be done in commonly spoken language or global working language such as English in order to observe the true pattern of information exchange among the people with the same cultural background. Therefore, ocMOOC model was proposed to study cultural and cross-cultural learning in the forthcoming years.

Main Menu

See Also

Main Menu