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Interesting, useful breakdown of how learners respond to different video styles.

Seconded. I especially appreciate the way the author highlights the need to really think through the process of developing video content (as opposed to simply recording an existing experience), and the way he seems to imply that a great deal of effort ("invest heavily") will probably be required for the planning stage(s). So true.

Dang - I wanted to do this research! I recently completed Davidson's MOOC and was once again struck how the video presence matters. In her case, very little editing...which I actually found distracting (varying audio levels, bad lighting, etc.). I understand the desire to not overly produce but I think we want a level of professionalism. Very useful...thanks Bryan for finding it.

I like the way the author breaks "disruption" into 3 chunks, two of which look more like "finding efficiencies" and are easier to understand, and one ("reconsidering our fundamental assumptions of what it means to educate and be educated") which is "profound and truly uncharted." His callout to the "atomistic" view of education, in opposition to a more holistic experience, was touched on by Ron Griggs in a keynote at a recent GLCA conference. It wasn't captured on video but I'd really like to push him to write it up for publication.

That was a fun and unusual piece. I, too, like the multi-leveled analysis. But I'm not seeing the unbundling happening.

Critical analysis of MOOCs using video./

I tend to fall into this camp...the best MOOCs will be focused on learning and using best practices for online learning. Obviously, the size of MOOCs make that challenging...

"I soon wasn't watching all the videos, and I certainly wasn't doing the practice homework that no one would ever grade. Honestly, I felt more like an audience member than a student." It seems that we have gotten too reliant on stimulation and feed back. Our entire school system and university system is built around mentoring and motivating, where the teacher has the role of an encouraging trainer more than anything else. Have we lost our ability of independent learning, not for a carrot that a teacher holds out in front of us, but for ourselves? I find myself in the same boat as the author of "Essays on disappointing experience". I am not disappointed with the MOOC experience, but am surprised that it takes such high levels of discipline to sit down and do the assignments asked for in the MOOC. Maybe this is a problem of the well to do, that have on some level lost the connection between the insemination of knowledge and the real possibility of upward mobility? NPR had a fascinating report: How Much Can Children Teach Themselves ( see the link below) and again, the children in question grew up in a poor area of Southern India. (http://www.npr.org/2013/06/21/179015266/how-much-can-children-teach-themselves?utm_medium=Email&utm_source=share&utm_campaign=)

Very interesting discussion including U Penn's pro-MOOC president and the head of edX.