MOOC is an acroynm for Massive Open Online Course. It’s a trendy name for packing up a course’s content (video lectures, problem sets, exams, a mechanism for peer interactions, etc.) and making it available to a large number of students over the internet without requiring significant live instructor input. It’s that last part that allows the system to scale and separates the idea from simple distance learning or a traditional online course.
When most people think of labs, they imagine scientists in white coats staring into microscopes, carrying around beakers of bubbling chemicals, and holding test tubes over Bunsen burners. In social science, the reality is much more mundane. It’s usually just a room full of computers with software that may or may not be useful and may or may not be up to date. Even less compelling are the labs associated with statistical methods classes. The last couple years my own classes have been the worst case scenario–I just get up and lecture about how my students should use some particular piece of software to apply the methods we’ve been learning in the “lecture” part of the class. It doesn’t have to be this way.
It turns out there is a lot of confusion out there about what exactly professors do over spring break. My neighbors think I’m on my way to the beach and my students don’t know what to think. So let’s put this mystery to rest with a top 10 list:
The beginning of the semester has me thinking about this 30 minute video I saw about a year ago on teaching and schools by Dr. Tae. It’s provocative and if you care about teaching, especially at the university level, I encourage you to watch it. I agree with most of what he’s saying and try to incorporate a lot of his ideas in my own classes. But he’s just wrong about a few things.