Would you not be better off to scale the Landing so that variations in enrollment do not impact the traditional student body? The inclusion of sync collaboration tools gives supports both sync and async collaboration modes.
The Landing also supports emergent groups within any MOOC can happen rather than requiring admin support which should result in useful clustering why not increasing the admin workload. The experience provides the opportunity to move participants into traditional AU programs or cross-marketing to other MOOC's while supporting the distinct brands of MOOC/traditioanl programs. From the perspective of revenue streams this could support both the "ask" model for donations as well as the evolution of a PLAR fee for service for participants interested in recognition.
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I appreciate both the detailed comparisons the authors make between Facebook and a conventional LMS as well as their description of a “case study” in delivering a graduate instructional technology course using Facebook instead of a traditional LMS.
Differences between a Facebook Group and a Conventional LMS (Meishar-Tal, Kurtz & Pieterse, 2012)
Difference | LMS | Facebook (FB) |
1. Ownership | educational institution |
free of charge, no maintenance required, yet content backup and privacy issues; who owns the knowledge? (learners and educators) |
2. Login | username and password | FB profile, requirement to have a FB account |
3. Creating/sharing content | range of powerful tools |
added the capability of adding files directly in 2012 (after this 2011 course) |
4. Content management | educator creates the content to be consumed by the students (instructivist paradigm) | educators and students share permissions |
5. Organizing content | instructor |
organization of FB pushes new material to the top making access to older material challenging while contributing to the dynamism |
6. Relationship between content & interaction | separate |
interaction built into the content (FB is not designed to be solely a repository) |
7. Synchronous interaction | limited | primary |
8. Assessment tools | sophisticated |
absent (work-around is using the search bar to capture user activity—limited to status updates and comments)—could be extended by adding Google Docs |
The Research
The authors used qualitative methodology to capture student reflections of their experience at the end of the course (which ran in 2011). Analysis led to the identification of four primary themes: interaction with colleagues, interaction with the instructor, personal learning, and intensity. Students expressed appreciation of their collaboration experiences with one another and with the instructor, identified both proactive (e.g. initiating messages) and more passive (i.e. pressing the “like” button) methods of personalizing their learning, and the immediacy and responsive nature of the experience.
A third of the class indicated that they had no difficulties at all with the Facebook course. The remainder of the students identified difficulties in locating specific information (resolved while the course was running by storing information in the sidebar), workload issues related to the intensity and feeling the need to keep up every day (not dissimilar to my experience in this MDDE610 course!), blurring of the boundary between social life and school (although the course was maintained as a closed group, some students prefer a distinct separation between personal and academic “lives”), and reluctance to make written contributions. Overall, 86% of students recommended delivering other academic courses on Facebook and rated the Facebook contribution to their learning as 4.1 on a scale of 1 to 5.
The authors note that there are two sides of the coin in using Facebook as a LMS—its very dynamism both ramps up the intensity and collaboration of the learning experience while simultaneously burdening some students with its never-ending call for engagement.
Real-time Interaction and the Landing
I note your comments on the synchronous/real-time features of FB enjoyed by the students described in this case study, and how you point out that these kinds of features have not been enabled on the Landing. It seems to me that you are wondering about whether real-time chat and notifications might be perceived as over-exposure by some users. Personally, I would appreciate more synchronous interaction possibilities in order to capture the impressions of others and to provide more spontaneous contributions and reactions. I think that such synchrony might promote engagement and an even more personalized experience. I, for one, think that I would enjoy even more immediacy and intensity on the Landing.
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