Confronting the democratising rhetoric of MOOCs

Critically examine the role cultural heritage Massive Open Online Courses (MOOCs) in the cultural heritage space, including inclusive design and funding models. This work is ongoing but would benefit from a widespread discussion with the cultural heritage community and more widely.

Why the contribution is important

Massive Open Online Courses (MOOCs) are increasingly recognised as a disruptive influence on further and higher education, skills, lifelong learning, and public engagement with research activities. However, despite recent developments, research demonstrates persistent cultural, social, linguistic and accessibility biases, including the ability to develop social capital and make use of non-linear learning models. The cultural sector is uniquely placed to confront these issues, including a critique of their funding models and biases. For example, what role can digital cultural heritage play in recolonising open education and critiquing the assumed benefit of "open"? What are the interface design implications and the potential for alternative cultural heritage certification models such as open badges?

by Graeme on July 06, 2017 at 12:22AM

Current Rating

1.0
Average score : 1.0
Based on : 1 vote

Comments

  • Posted by willpsaunders July 07, 2017 at 10:18

    Thanks so much for your feedback. If you want to elaborate on what you feel we could learn from MOOC's and what you feel the opportunities are for the Cultural Sector that would be helpful. And we are operating within a framework where we are keen to explore how digital technologies and platforms could broaden out the cultural experience for audiences who we might not already be reaching.
Log in or register to add comments and rate ideas