6 Responses to Data about the Metadata MOOC, Part 1: Student Activity

  1. Henry Mensch says:

    One of the blessings of a MOOC is that you can do it at your own pace … if you choose to do this then you don’t benefit from the cohort that’s pressing ahead at a quicker pace, but you benefit from what they’ve left behind (discussions, etc.). I don’t see a reason not to offer both options: select one on your way in, understand the implications of the option you’ve chosen, and then get started. Until MOOCs start awarding real credentials (college credit?) I’m not sure that the pace matters much.

    I didn’t think the discussions were all that great, but I think that has more to do with the really diverse crowd which was attracted to the course.

  2. I find the deadlines for the homework useful as reminders. During the week I was not able to follow the course in parallel with my work, so I followed the course and did the homework in the weekends. Without the deadlines I would probably not have completed the course. I found the homework (too) easy. I was always able to get a 100% score after 2-3 iterations. You have 10 in total … A colleague of mine accomplished the homework each time without actually having seen the videos which is a real shame and not the aim of the MOOC …

    • Henry Mensch says:

      I did exactly as you did … well, I also did something else: I ran through the homework once at first (and I only did this near the end) to determine what I already knew and what I needed to watch for … then I watched the videos and did the embedded quizzes (which mostly worked for me–occasionally there’d be a question which I couldn’t sort out) … then I did the homework “for real.”

  3. Pingback: Data about the Metadata MOOC, Part 2: Video Viewership | Jeffrey Pomerantz

  4. Pingback: Data about the Metadata MOOC, Part 4: Completion | Jeffrey Pomerantz

  5. Pingback: An Answer to the Quetion of MOOC Attrition Rates - Degree of Freedom

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