May 22, 2013 § Leave a comment
At the 2010 Educause National Conference, two colleagues, David Staley and Ken Udas, and I presented “The University as an Agile Organization” (see presentation PDF here). Within the session, we supposed how the organization and operation of a college or university might be enabled–and benefit–through the principles behind the Agile Manifesto, especially in light of various trends in technology, teaching and learning, and management emerging within not only education, but institutions of higher education as well.
In the session, David Staley, offered…
a “university as a networked complex adaptive system is permeable (no formal admissions process); consists of voluntary and self-organizing associations of teachers and students; consists of a self-organizing and intellectually fluid curriculum; does not offer tenure to professors (longevity is determined by the community), who move fluidly between the “real world” and the university; is governed by protocols based on community values and mores rather than on administrative rules and fiats; does not grant diplomas (but does grant certificates); encourages play (and even failure); is governed by “intellectual barter” and makes all knowledge created therein free to anyone; has a fluid temporal structure: there are no “semesters”; teaching and learning are ongoing activities.
I think this just may be the best description I have heard, not for MOOCs specifically, but the environment that has created and allowed MOOC’s (and the various MOOC-like organizations that have benefited from their rise, e.g. Coursera, EdX, Udacity), to emerge, not only as a platform, but as an educational development and delivery model.