Highly praised children are more inclined to cheat

The title of this Alphr article is a little misleading because the point the article rightly makes is that it all depends on the type of praise given. It reports on research from the University of Toronto that confirms (yet again) what should be obvious: praising learners for who they are (‘you’re so smart’) is a really bad idea, while praising what they do (‘you did that well’) is not normally a bad idea. The issue, though, is essentially one of intrinsic vs extrinsic motivation. By praising the person for being a particular way you are positioning that as the purpose, rather than a side-effect, of the activity, and positioning yourself as the arbiter, so disempowering the learner. By praising the behaviour, you are offering useful feedback on performance that empowers the recipient to choose whether and how to do such things again, as well as supporting needs for relatedness (it shows you care) and competence (it helps them improve). Both forms of praise contribute to feelings of self-esteem, but only one supports intrinsic motivation. 

The nice twist in these particular studies (here and here) is that the researchers were looking at effects on morality. They found that ability praise (teling them they are smart) is very strongly correlated with a propensity to cheat. Exactly as theory would predict, kids who have been told that they are smart are significantly more likely to respond to the extrinsic motivation (the need to live up to expectations when given ability praise) by cheating, when given the opportunity. Interestingly, praising the behaviour (performance praise) has little or no effect on likelihood of cheating when compared with those given no praise at all: it is only when an expectation is set that the children are perceived as smart that cheating behaviour increases. It is also interesting, if tangential, that boys appeared to be way more likely to cheat than girls under all the conditions though, once primed by ability praise, girls were more likely to cheat than boys that had received no praise or performance praise.

The lesson is nothing like as simple as remembering to just praise the action, not the person. Praising behaviours can, when used badly, be just as disempowering as praising the person. For instance, while in some senses it might be possible to view grades as a kind of abbreviated praise (or punishment, which amounts to much the same thing) for a behaviour, there’s a critical difference: the fact that it will be graded is known in advance by the learner. This is compounded by the fact that the grade matters to them, often more than the performance of the activity itself. Thus, achieving the grade becomes the goal, not the consequence of the behaviour, and it reinforces the power of the grader to determine the behaviour of the learner, with a consequent loss of learner autonomy. That shift from intrinsic to extrinsic motivation is the big issue here, not the praise itself. There are lots of ways to give both performance praise and ability praise that are not coercive. They are only harmful when used to manipulate behaviour.

Address of the bookmark: http://www.alphr.com/science/1007043/highly-praised-children-are-more-inclined-to-cheat

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E-Learn 2017, Vancouver, 17-20 October – last day of cheaper registration rates

Today is the final day to get the discount rate if you are planning on coming to E-Learn in Vancouver this year (US$455 today vs US$495 from tomorrow onwards).

It promises to be quite a big event this year, with an estimated 900+ concurrent sessions, 100+ posters, and three lunchtime SIGs (including a new one on sustainable learning technologies), not to mention some fine keynotes and networking events.  Annoyingly, it clashes with ICDE in Toronto this year but, IMHO, E-Learn is a better conference for those working and researching in online education, and it’s a much better location. I may be a little biased, being both a resident of Vancouver and local co-chair of the conference, but there are some very good reasons I chose to be both those things!

I have attended almost all E-Learn (and its predecessor, WebNet) conferences for nearly 20 years now because it tends to attract some great people, provides an excellently diverse and blended mix of technical and pedagogical perspectives, gives plentiful chances to engage with both early-career researchers and those at the top of the field, usually picks great locations, is well-organized, and focuses solely on adult online learning (mainly higher education but also some from industry, healthcare, government, etc). The acceptance rate (1-in-3 to 1-in-4) is high enough to attract diverse papers that can be off the wall and interesting (especially from younger researchers who don’t know what’s impossible yet so sometimes achieve it), but low enough to exclude utter rubbish. If that kind of thing interests you, this is the conference for you!

I hope to see you there.

Address of the bookmark: https://www.aace.org/conf/elearn/registration/

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Not true: coding bootcamps you can take online are an "oxymoron" no one has yet solved

A Quartz article that claims (accurately) that p-learning bootcamps dominate for those learning programming and other technical skills and (inaccurately) that the reason for that is that e-learning is much less engaging. In fact, there’s a sneaky and almost unnoticeable sleight of hand here, because what is actually claimed is that online learning can be less engaging and, based on that indubitable fact, extrapolates from the particular to the general, asserting that all online learning suffers the same way.


Yes, there is a lot of rubbish online learning and, in fairness, even a well-evolved establishment like Athabasca University has some of it, at least for some people some of the time. But that’s not at all surprising because every university (online or not) presents the same problem and, if you are trying to make a single learning design work for everyone, you are sure to make it too complex for some and too boring for others (personalization technologies and intelligent personal learning designs notwithstanding). Athabasca has a lot less of it thanks to its extremely rigorous quality assurance processes, but it would be crazy to imagine that everything it does is perfect for every learner at every time, as much as it would be crazy to imagine that everyone at a bricks and mortar institution gets a wonderful learning experience every time. Crazier, in fact.

The thing is, it ain’t what you do, it’s the way that you do it, that’s what gets results. It’s not that online learning is less effective (countless studies prove otherwise), it’s simply that it tends to be done in a way that gives control and flexibility to learners. The immersion of physical bootcamps does have one major and very distinctive benefit: that it pulls people out of everything else and forces them to engage for a lot of hours in the day. The ‘bootcamp’ part of it ensures that they are well and truly immersed, with no way to back out apart from backing out completely  It’s not that the learning experience is any better – very far from it in most cases. Most bootcamps I have seen use inane pedagogies that would not pass muster even in a conventional university, let alone somewhere like Athabasca University that actually pays attention to such things. It’s just that people are there and they have to do stuff (a lot of social pressure is involved, as well as loss-aversion) so they wind up learning a lot simply because they put in the hours, and that happens simply because they are enrolled on a bootcamp and cannot get away.Not dissimilar to the ways traditional universities work, as it happens, just a lot more intense.

Online learning gives people more choice and greater control so, if they are not innately fascinated or they have not very single-mindedly put aside enough time then, of course, they wind up learning less quickly because they put in less time over a longer period. Duh. It’s not rocket science. This is not about teaching effectiveness or smart learning designs, it is simply about stopping people from being distracted and doing other things. The solution, if a solution is needed, is for online learners to block out the time and drop the distractions. I can imagine plenty of learning designs for online learning that would make that happen – simply making it real-time and using smart tools for desktop sharing, real-time interaction, and monitoring of progress would achieve much the same results, as long as the ground rules are fully understood by all concerned. I was at a conference the other day that did pretty much that. Such an approach doesn’t happen much, of course, for all the reasons people go for online learning in the first place, inasmuch as such methods take away the control and flexibility that make it so appealing. On the other hand, perhaps there is a place for such techniques. It seems there is a market and, as long as expectations are carefully managed (you don’t distract yourself with reading emails and engaging in social media, you pledge to be available, you block out your calendar) it might work pretty well. But why bother? Seems to me that online learning is better precisely because of the control it gives people. If they need extrinsic motivation to force them to learn then that’s the problem that should be solved before enrolling on any courses, and it will do them a world of good in many other situations too.


Address of the bookmark: https://qz.com/1064814/the-awkward-irony-of-not-being-able-to-take-a-good-coding-bootcamp-online/

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Making the community the curriculum | Dave Cormier

The always wonderful Dave Cormier is writing a book (open, of course) about rhizomatic learning and, as you might expect given Dave’s eclectic and rich range of skills (from uber-tech-guru to uber-learning-guru) not to mention his cutting edge knowledge (this is someone so far ahead of trends that he actually invented the term ‘MOOC’) it’s brilliant stuff. Though it is a work in progress and still a bit raw in places, there are clues that this is not your common or garden e-book right from the opening chapter, Why we work together – cheating as learning which introduces the radical idea that people are pretty good at helping other people to learn while, in the process, learning themselves. Other chapters are equally charmingly named: Learning in a Time of Abundance, Five tips for slackers for keeping track of digital stuff and One person’s guide to evaluating educational technologies. What comes through most strongly in this is a vision of where we are going – where we must be going – in a world of increasing connection and increasingly connective technologies. In all, it provides an extremely practical, achievable, and pragmatic way of going about that without breaking everything in sight, very well grounded in theory, and very entertainingly (and very clearly) presented.

I’d not noticed this work in progress till now and am very glad that I found it. Highly recommended reading for anyone in education, edtech, or who is simply interested in learning or how technology changes us, and how to manage that change. I really look forward to seeing the finished or, at least, the published product. My sense is that this will always be an evolving book because that’s pretty much the nature of the beast, and so it will continue to be relevant for a long time to come.

Address of the bookmark: https://davecormier.pressbooks.com/

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SpyStudent: hidden wireless video live transmission camera

Who does not know the problems with the driving test or studies testing? You have not time to learn and have more important things to do! And suddenly, the date for the exam or test in a few days.If your exam is important to you and you do not know what you should do otherwise, then you are right with us! Do not despair, we have something for you that can help you!  “

This fabulous offer from dron.si (who knew that my surname was a thing in Slovenia?)  allows you, for a mere €374.17, to be the proud owner of the SpyStudent kit, a camera, mic, earpiece, and wireless transmission system made for “those who do not like to learn for the test”.

You can easily and undetectably shove the various bits of transmitter down your underpants, assuming you weigh more than 300 kilos, you wear exceptionally baggy clothing, and you have no fear of numerous forms of radiation in your nether regions. You might be a little challenged to find a way to shove the ‘wireless spy earpiece’ that, from the picture, seems to be made for elephants, down into your ear canal, let alone ever hope to get it out again (I hope it holds its charge!) but that’s part of the fun.  Anyway, I am sure you can put up with a little inconvenience for a device that enables you (with the aid of your BMW-owning accomplice outside the building who you really hope knows the answers) to cheat on any exam or test with impunity.

Obviously, exam invigilators have never seen microphones before so you’re fine on that count, and they never bother to look for people muttering into their shirts, holding up exam papers to their chests, or tilting their heads as though listening to large black objects shoved into their ears. And exams are normally taken in open fields, so the range won’t be a problem

The man in the illustration is taking a break from his more usual activities of molesting small children/terrorism/voting for Trump, to enjoy cheating on his driving test. Sadly, he also cheated on the ‘holding your pen’ test, so it’s not going to end well:

child molester/exam cheat/international terrorist


Don’t forget this crucial advice, though…

You go into the examination room and you try to keep quiet as if nothing had.

I hope nothing had.

Address of the bookmark: http://www.dron.si/en/brezzicne-ip-kamere/i_424_hidden-wireless-video-live-transmission-camera-spystudent-button-camera-power-pack

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Strategies for successful learning at AU

Earlier today I responded to a prospective student who was, amongst other things, seeking advice on strategies for success on a couple of our self-paced programming courses. My response was just a stream of consciousness off the top of my head but I think it might be useful to others. Here, then, with some very light editing to remove references to specific courses, are a few fairly random thoughts on how to succeed on a self-paced online programming course (and, for the most part, other courses) at Athabasca University. In no particular order:

  • Try to make sure that people close to you know what you are doing and, ideally, are supportive. Other people can really help, not just for the mechanical stuff but for the emotional support. Online learning, especially the self-paced form we use, can feel a bit isolating at times, but there are lots of ways to close the gap and they aren’t all found in the course materials and processes. Find support wherever you can.
  • Make a schedule and try to keep to it, but don’t blame yourself if your deadlines slip a bit here and there – just adjust the plan. The really important thing is that you should feel in control of the process. Having such control is one of the huge benefits of our way of teaching, but you need to take ownership of the process yourself in order to experience the benefits.
  • If the course provides forums or other social engagement try to proactively engage in them. Again, other people really help.
  • You will have way more freedom than those in traditional classrooms, who have to follow a teacher simply because of the nature of physics. However, that freedom is a two-edged sword as you can sometimes be swamped with choices and not know which way to go. If you are unsure, don’t be afraid to ask for help. But do take advantage of the freedom. Set your own goals. Look for the things that excite you and explore further. Take breaks if you are getting tired. Play. Take control of the learning process and enjoy the ride.
  • Enjoy the challenges. Sometimes it will be hard, and you should expect that, especially in programming courses like these. Programming can be very frustrating at times – after 35 years of programming I can still spend days on a problem that turns out to involve a misplaced semi-colon! Accept that, and accept that even the most intractable problems will eventually be solved (and it is a wonderful feeling when you do finally get it to work). Make time to sleep on it. If you’re stuck, ask for help.
  • Get your work/life/learning balance right. Be realistic in your aspirations and expect to spend many hours a week on this, but make sure you make time to get away from it.
  • Keep a learning journal, a reflective diary of what you have done and how you have addressed the struggles, even if the course itself doesn’t ask for one. There are few more effective ways to consolidate and connect your learning than to reflect on it, and it can help to mark your progress: good to read when your motivation is flagging.
  • Get used to waiting for responses and find other things to learn in the meantime. Don’t stop learning because you are waiting – move on to something else, practice something you have already done, or reflect on what you have been doing so far.
  • Programming is a performance skill that demands constant and repeated practice. You just need to do it, get it wrong, do it again, and again, and again, until it feels like second nature. In many ways it is like learning a musical instrument or maybe even driving. It’s not something you can learn simply by reading or by being told, you really have to immerse yourself in doing it. Make up your own challenges if you run out of things to do.
  • Don’t just limit yourself to what we provide. Find forums and communities with appropriate interests. I am a big fan of StackOverflow.com for help and inspiration from others, though relevant subreddits can be useful and there are many other sites and systems dedicated to programming. Find one or two that make sense to you. Again, other people can really help.

Online learning can be great fun as long as you are aware of the big differences, primarily relating to control and personal agency. Our role is to provide a bit of structure and a supportive environment to enable you to learn, rather than to tell you stuff and make you do things, which can be disconcerting at first if you are used to traditional classroom learning. This puts more pressure on you, and more onus on you to organize and manage your own learning, but don’t ever forget that you are not ever really alone – we are here to help.

In summary, I think it really comes down to three big things, all of which are really about motivation, and all of which are quite different when learning online compared to face-to-face:

  1. Autonomy – you are in control, but you must take responsibility for your own learning. You can always delegate control to us (or others) when the going gets hard or choices are hard to make, but you are always free to take it back again, and there will be no one standing over you making you do stuff apart from yourself.
  2. Competence – there are few things more satisfying than being able to do more today than you could do yesterday. We provide some challenges and we try to keep them difficult-but-achievable at every stage along the way, but it is a great idea for you to also seek your own challenges, to play, to explore, to discover, especially if the challenges we offer are too difficult or too boring. Reflection can help a lot with this, as a means to recognize what, how, and why you have learned.
  3. Relatedness – never forget the importance of other people. You don’t have to interact with them if you don’t want to do so (that’s another freedom we offer), but it is at the very least helpful to think about how you belong in our community, your own community, and the broader community of learners and programmers, and how what and how you are learning can affect others (directly or indirectly).

This advice is by no means comprehensive! If you have other ideas or advice, or things that have worked for you, or things that you disagree with, do feel free to share them in the comments.

Professor Jon Dron | Beyond Busy

An interview with me by Graham Allcott, author of the bestselling How to be a productivity ninja and other books, for his podcast series Beyond Busy, and as part of the research for his next book. In it I ramble a lot about issues like social media, collective intelligence, motivation, technology, education, leadership, and learning, and Graham makes some incisive comments and asks some probing questions. The interview was conducted on the landing of the Grand Hotel, Brighton, last year.

Address of the bookmark: http://getbeyondbusy.com/e/35495d7ba89876L/?platform=hootsuite

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SCIS makes a great showing at HCI 2017, Vancouver


Ali Dewan presenting at HCI 2017

I had the pleasure to gatecrash the HCI 2017 conference in Vancouver today, which gave me the chance to see Dr Ali Dewan present three excellent papers in a row (two with his name on them) on a variety of themes, as well as a great paper written and presented by one of our students, Miao-Han Chang. Miao-Han Chang presenting

Both did superb jobs of presenting to a receptive crowd. Ali got particular acclaim from the audience for the first work he presented  (Combinatorial Auction based Mechanism Design for Course Offering Determination
by Anton Vassiliev, Fuhua Lin & M. Ali Akber Dewan) for its broad applicability in many areas beyond scheduling courses. 

Athabasca, and especially the School of Computing and Information Systems, has made a great showing at this prestigious conference, with contributions not just from Ali and Miao-Han, but also from Oscar (Fuhua) Lin, Dunwei Wen, Maiga Chang and Vive Kumar. Kurt Reifferscheid and Xiaokun Zhang also had a paper in the proceedings but were sadly not able to attend to present it.


Jon Dron and Ali Dewan at HCI 2017

Jon and Ali at the Vancouver Conference Centre after Ali’s marathon presentation stint. I detect a look of relief on Ali’s face!


Ali Dewan presenting


  • Combinatorial Auction based Mechanism Design for Course Offering Determination
    Anton Vassiliev, Fuhua Lin, M. Ali Akber Dewan, Athabasca University, Canada
  • Enhance the Use of Medical Wearables through Meaningful Data Analytics
    Kurt Reifferscheid, Xiaokun Zhang, Athabasca University, Canada
  • Classification of Artery and Vein in Retinal Fundus Images Based on the Context-Dependent Features
    Yang Yan, Changchun Normal University, P.R. China; Dunwei Wen, M. Ali Akber Dewan, Athabasca University, Canada; Wen-Bo Huang, Changchun Normal University, P.R. China
  • ECG Identification Based on PCA-RPROP
    Jinrun Yu, Yujuan Si, Xin Liu, Jilin University, P.R. China; Dunwei Wen, Athabasca University, Canada; Tengfei Luo, Jilin University, P.R. China; Liuqi Lang, Zhuhai College of Jilin University, P.R. China
  • Usability Evaluation Plan for Online Annotation and Student Clustering System – A Tunisian University Case
    Miao-Han Chang, Athabasca University, Canada; Rita Kuo, New Mexico Institute of Mining and Technology, United States; Fathi Essalmi, University of Kairouan, Tunisia; Maiga Chang, Vive Kumar, Athabasca University, Canada; Hsu-Yang Kung, National Pingtung University of Science and Technology, Taiwan

Our educational assessment systems are designed to create losers

The always wonderful Alfie Kohn describes an airline survey that sought to find out how it compared with others, which he chose not to answer because the airline was thus signalling no interest in providing the best quality experience possible, just aiming to do enough to beat the competition. The thrust of his article is that much the same is true of standardized tests in schools. As Kohn rightly observes, the central purpose of testing as it tends to be used in schools and beyond is not to evaluate successful learning but to compare students (or teachers, or institutions, or regions) with one another in order to identify winners and losers.

‘When you think about it, all standardized tests — not just those that are norm-referenced — are based on this compulsion to compare. If we were interested in educational excellence, we could use authentic forms of assessment that are based on students’ performance at a variety of classroom projects over time. The only reason to standardize the process, to give all kids the same questions under the same conditions on a contrived, one-shot, high-stakes test, is if what we wanted to know wasn’t “How well are they learning?” but “Who’s beating whom?”

It’s a good point, but I think it is not just an issue with standardized tests. The problem occurs with all the summative assessments (the judgments) we use. Our educational assessment systems are designed to create losers as much as they a made to find winners. Whether they follow the heinous practice of norm-referencing or not, they are sorting machines, built to discover competent people, and to discard the incompetent. In fact, as Kohn notes, when there are too many winners we are accused of grade inflation or a dropping of standards.

Wrong Way sign This makes no sense if you believe, as I do, that the purpose of education is to educate. In a system that demands grading, unless 100% of students that want to succeed get the best possible grades, then we have failed to meet the grade ourselves. The problem, though, is not so much the judgments themselves as it is the intimate, inextricable binding of judgmental with learning processes. Given enough time, effort, and effective teaching, almost anyone can achieve pretty much any skill or competence, as long as they stick at it. We have very deliberately built a system that does not aim for that at all. Instead, it aims to sort wheat from chaff. That’s not why I do the job I do, and I hope it is not why you do it either, but that’s exactly what the system is made to do. And yet we (at least I) think of ourselves as educators, not judges. These two roles are utterly separate and inconsolably inconsistent.

Who needs 100%?

It might be argued that some students don’t actually want to get the best possible grades. True. And sure, we don’t always want or need to learn everything we could learn. If I am learning how to use a new device or musical instrument I sometimes read/watch enough to get me started and do not go any further, or skim through to get the general gist. Going for a less-than-perfect understanding is absolutely fine if that’s all you need right now. But that’s not quite how it works in formal education, in part because we punish those that make such choices (by giving lower grades) and in part because we systematically force students to learn stuff they neither want nor need to learn, at a time that we choose, using the lure of the big prizes at the end to coax them. Even those that actually do want or need to learn a topic must stick with it to the bitter end regardless of whether it is useful to do the whole thing, regardless of whether they need more or less of it, regardless of whether it is the right time to learn it, regardless of whether it is the right way for them to learn it. They must do all that we say they must do, or we won’t give them the gold star. That’s not even a good way to train a dog.

It gets worse. At least dogs normally get a second chance. Having set the bar, we normally give just a single chance at winning or, at best, an option to be re-tested (often at a price and usually only once), rather than doing the human thing of allowing people to take the time they need and learn from their mistakes until they get as good as they want or need to get. We could learn a thing or two from computer games –  the ability to repeat over and over, achieving small wins all along the way without huge penalties for losing, is a powerful way to gain competence and sustain motivation. It is better if students have some control over the pacing but, even at Athabasca, an aggressively open university that does its best to give everyone all the opportunity they need to succeed, where self-paced learners can choose the point at which they are ready to take the assessments, we still have strict cut-offs for contract periods and, like all the rest, we still tend to allow just a single stab at each assessment. In most of my own self-paced courses (and in some others) we try to soften that by allowing students to iterate without penalty until the end but, when that end comes, that’s still it. This is not for the benefit of the students: this is for our convenience. Yes, there is a cost to giving greater freedom – it takes time, effort, and compassion – but that’s a business problem to solve, not an insuperable barrier. WGU’s subscription model, for instance, in which students pay for an all-you-can-eat smorgasbord, appears to work pretty well.

Meta lessons

It might be argued that there are other important lessons that we teach when we competitively grade. Some might suggest that competition is a good thing to learn in and of itself, because it is one of the things that drives society and everyone has to do it at least sometimes. Sure, but cooperation and mutual support is usually better, or at least an essential counterpart, so embedding competition as the one and only modality seems a bit limiting. And, if we are serious about teaching people about how to compete, then that is what we should do, and not actively put them in jeopardy to achieve that: as Jerome Bruner succinctly put it, ‘Learning something with the aid of an instructor should, if instruction is effective, be less dangerous or risky or painful than learning on one’s own’ (Bruner 1966, p.44).

Others might claim that sticking with something you don’t like doing is a necessary lesson if people are to play a suitably humble/productive role in society. Such lessons have a place, I kind-of agree. Just not a central place, just not a pervasive place that underpins or, worse, displaces everything else. Yes, grit can be really useful, if you are pursuing your goals or helping others to reach theirs. By all means, let’s teach that, let’s nurture that, and by all means let’s do what we can to help students see how learning something we are teaching can help them to reach their goals, even though it might be difficult or unpleasant right now. But there’s a big difference between doing something for self or others, and subservient compliance with someone else’s demands. ‘Grit’ does not have to be synonymous with ‘taking orders’. Doing something distasteful because we feel we must, because it aligns with our sense of self-worth, because it will help those we care about, because it will lead us where we want to be, is all good. Doing something because someone else is making us do it (with the threat/reward of grades) might turn us into good soldiers, might generate a subservient workforce in a factory or coal face, might keep an unruly subjugated populace in check, but it’s not the kind of attitude that is going to be helpful if we want to nurture creative, caring, useful members of 21st Century society.

Societal roles

It might be argued that accreditation serves a powerful societal function, ranking and categorizing people in ways that (at least for the winners and for consumers of graduates) have some value. It’s a broken and heartless system, but our societies do tend to be organized around it and it would be quite disruptive if we got rid of it without finding some replacement. Without it, employers might actually need to look at evidence of what people have done, for instance, rather than speedily weeding out those with insufficient grades. Moreover, circularly enough, most of our students currently want and expect it because it’s how things are done in our culture. Even I, a critic of the system, proudly wear the label ‘Doctor’, because it confers status and signals particular kinds of achievement, and there is no doubt that it and other qualifications have been really quite useful in my career. If that were all accreditation did then I could quite happily live with it, even though the fact that I spent a few years researching something interesting about 15 years ago probably has relatively little bearing on what I do or can do now.  The problem is not accreditation in itself, but that it is inextricably bound to the learning process. Under such conditions, educational assessment systems are positively harmful to learning. They are anti-educative. Of necessity, due to the fact that they tend to determine precisely what students should do and how they should do it, they sap intrinsic motivation and undermine love of learning. Even the staunchest of defenders of tightly integrated learning and judgment would presumably accept that learning is at least as important as grading so, if grading undermines learning (and it quite unequivocally does), something is badly broken.

A simple solution?

It does not have to be this way. I’ve said it before but it bears repeating: at least a large part of the solution is to decouple learning and accreditation altogether. There is a need for some means to indicate prowess, sure. But the crude certificates we currently use may not be the best way to do that in all cases, and it doesn’t have to dominate the learning process to the point of killing love of learning. If we could drop the accreditation role during the teaching process we could focus much more on providing useful feedback, on valorizing failures as useful steps towards success, on making interesting diversions, on tailoring the learning experience to the learner’s interests and capabilities rather than to credential requirements, on providing learning experiences that are long enough and detailed enough for the students’ needs, rather than a uniform set of fixed lengths to suit our bureaucracies.

Equally, we could improve our ability to provide credentials. For those that need it, we could still offer plenty of accreditation opportunities, for example through a portfolio-based approach and/or collecting records of learning or badges along the way. We could even allow for some kind of testing like oral, written, or practical exams for those that must, where it is appropriate to the competence (not, as now, as a matter of course) and we could actually do it right, rather than in ways that positively enable and reward cheating. None of this has to bound to specific courses. This decoupling would also give students the freedom to choose other ways of learning apart from our own courses, which would be quite a strong incentive for us to concentrate on teaching well. It might challenge us to come up with authentic forms of assessment that allow students to demonstrate competence through practice, or to use evidence from multiple sources, or to show their particular and unique skillset. It would almost certainly let us do both accreditation and teaching better. And it’s not as though we have no models to work from: from driving tests to diving tests to uses of portfolios in job interviews, there are plenty of examples of ways this can work already.

Apart from some increased complexities of managing such a system (which is where online tools can come in handy and where opportunities exist for online institutions that conventional face-to-face institutions cannot compete with) this is not a million miles removed from what we do now: it doesn’t require a revolution, just a simple shift in emphasis, and a separation of two unnecessarily and mutually inconsistent intertwined roles. Especially when processes and tools already exist for that, as they do at Athabasca University, it would not even be particularly costly. Inertia would be a bigger problem than anything else, but even big ships can eventually be steered in other directions. We just have to choose to make it so.



Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge MA: The Belknap Press of Harvard University Press.

Higher Education Whisperer: MIT For Credit edX Course Shows How to Market e-Learning

Great critique by Tom Worthington of an alleged for-credit MOOC from MIT that was anything but a MOOC. As Tom rightly points out, two instructors, 31 students, and online materials from EdX do not a MOOC make. As he notes, this kind of instructional process has been working pretty well for decades, including at Athabasca, as it happens. What is relatively novel, perhaps, is that the fact that the course itself was supplied at no (extra) cost to the institution. Effectively (though not quite in this case as it was an MIT course in the first place) this was a typical use of an OER course with accreditation and tuition wrapped around it, following a practice that has been common in many places – especially in developing countries – since the earliest MOOCs in 2008. Tom himself has created a great OER course on green computing that we use here at AU, which follows much the same pattern (though we have lightly adapted the Australian course for local use).

Less stress in online learning?

Tom observes that in this intervention, as in his own teaching, students tend to take the online option due to scheduling difficulties, not by preference, but that they are less stressed by the process than their face-to-face counterparts. This makes sense because there’s a lot more teaching presence in a course that is a) designed for online delivery (usually with great care and attention to detail) and b) supported by live teachers. Online learners in this kind of set-up are getting a huge amount of support for their learning, both from course designers/developers and from their own professors. Technically speaking, some of that exuberance of teaching will cancel out due to the inevitable tension between structure and dialogue implied by transactional distance theory, but the opportunities for feedback on coursework, at least, more than compensate for the high transactional distance caused by the industrial teaching approach of a pre-prepared online course. At least, I hope so, because (though mainly with courses we have developed ourselves and only rarely with OERs) this is exactly what Athabasca University has been doing for nearly 50 years, apparently with some success.

More stress in online teaching?

Personally, I have to admit, I normally hate teaching other people’s courses, although it is something I have often done. However well-developed they might be, there are always things I disagree with, factually and pedagogically, and I deeply dislike the strait jackets such structured courses create. This is perhaps a little hypocritical of me because I expect tutors on my courses to do exactly that, and routinely allocate my own faculty to teach courses that others have written, putting them in exactly that position. Whatever. Few seem to suffer my aversion to the same degree and many seem to positively relish it. I guess it makes it easier, with fewer choices to make. To each their own. But even I am very happy to take an existing OER (like Tom’s) and alter it to my own purposes, and am even happier to offer alternative OERs for my students to use within a pedagogical framework I have created. I think this is just common sense, giving both me and my students plenty of freedom to do what suits us best. Either way, re-use of existing well-designed courses is at least as great an idea as it was when Otto Peters came up with his industrial model of distance learning some decades ago.

The reputation of online learning

Tom notes that online and distance education has a bad reputation: to some extent, yes, sure, some people feel that way. Yes, there have been some bad examples of the modality that have resulted in bad press (ahem…Phoenix) and naive folk that have never experienced online learning do tend to believe that there is some magic that happens face to face that cannot be replicated online. They are right, as it happens: some things are difficult or impossible to replicate and it is a kind of magic. But the converse is also true – great things happen online that cannot be replicated face to face, and that’s a kind of magic too. And, just as not everyone gets a great online experience,  for many ‘face to face’ learners the experience is uniformly dire, with large impersonal lectures, ill-conceived pedagogies delivered by untrained teachers, and considerably less human interaction than what would typically be found online. On balance, while it is not quite correct to say that there is no significant difference, because there really are some basic differences in the need for self-management and control, there is no significant difference in the outcomes we choose to measure.

But, to return to the point, although some look upon online degrees less kindly, there are many employers who actively prefer those that have learned online because it is strong proof of their self-determination, will-power, and desire to succeed. I can confirm this positive perception: our students at AU are, on average, streets ahead of their traditionally taught counterparts, especially when you consider that a great many do not have the traditional qualifications needed to get into a conventional institution. I am constantly amazed by the skill and perseverance of our amazing students. On my own courses, especially in graduate teaching, I do everything I can to enable them to teach one another, because they tend to come to us with an incredible wealth of knowledge that just needs to be tapped and channelled.

A workable model

Though Tom is a little critical, I see value in what MIT is doing here. For some years now I have been trying to make the case at AU that we should be offering support for, and the means to credential, MOOCs offered elsewhere. This would give freedom to students to pick ways of learning that suit them best, to gain the benefits of diversity, and allow us to provide the kind of tutorial support and accreditation that we are pretty good at, at only a fraction of the (roughly) $100K cost of developing a typical course. It would give us the freedom to extend our offerings quite considerably, and avoid the need to keep developing the same curricula that are found everywhere else, so that we could differentiate ourselves by not just the style of teaching but also the subjects that we offer. This can in principle be done to some extent already through our challenge process (if you can find an equivalent course, take it, then take our challenge paper for a lot less than the price of a full course) and we do have independent study courses at graduate level that can be used much this way, with tutor support. But we could make a lot more of it if we did it just a bit more mindfully.

Address of the bookmark: http://blog.highereducationwhisperer.com/2017/06/mit-for-credit-edx-course-shows-how-to.html

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