Plates by condesign (cc0) https://pixabay.com/en/plate-stack-tableware-plate-stack-629970/
Learning technologies and technology enhanced learning are not quite the same thing. The position and semantic force of the words is different. Learning as adjective and learning as noun; technology as nominal object and technology as agent of change: learning enhanced by technology.
There is a greater degree of abstraction in TEL, somewhat more particularity in learning technology, especially when pluralised as learning technologies.
Learning technologies are things: tools, software, applications like Moodle and GradeMark or in older days Authorware.
Academic multimedia. Something other than marks on paper or that virtual page. Academic multimedia covers a range of practices across a spectrum of technologies, which may include:
automatic recording (audio and sometimes video) of an event primarily designed for a face-to-face audience (e.g. a “normal” lecture, visiting or guest lecture).
Desk based podcasts, screen casts, vodcast, lectures, talks, webinars, learning objects, blogs and other social media for immediate learning, teaching, feedback and research purposes (That is what this is).
Live event recording for purposeful post-production of high-quality (TED style) learning and other inspirational objects.
Light-touch or incidental post production (editing and transcoding) of recordings from many sources.
As an undergraduate in the US in the early 1970s, it was not uncommon for there to be people in our classes “auditing” the course. (Auditing in the sense, “listening”, i.e. attending but not enrolled.) While auditing was supposed to be governed by regulations there were a range of practices from entirely informal dropping in, to what amounted to full participation in all but the exam. There were supposed to be fees payable for auditing but as far as I could tell actual practice was to go under the radar and simply ask the prof (lecturer) if she or he minded. Mostly they didn’t. This practice was so wide spread there was even a national network TV comedy drama about it: “Hank”; “He’ll get his degree/ His Phi Beta key/ And get ’em all for free!/ That’s Hank!”. Being an American comedy drama, Hank also ends up marrying the Dean’s daughter, https://en.wikipedia.org/wiki/Hank_(1965_TV_series) . The point is that a college degree was expensive, but access to the knowledge was free to those with the gumption to drop in. I audited Latin at the local state university before coming to Oxford to study historical and comparative linguistics. As far as I could tell the Classics Department was delighted to have someone interested come to classes.
MOOCs remind me of this practice of dropping in under the radar.
But times have changed a lot. Everyone teaching in higher education has a much less certain tenure, and that tenure depends to some extent on bums on seats in your class. If there are uncounted heads that doesn’t help your job security. But, on the other hand, the Internet makes learning so much more accessible.
MOOCs invert the ratios of enrolled participants to drop-ins. In FSLT12 this was the cause of some tension. Were the enrolled participants the “real” participants?
We will have to work this year to make sure that on the one hand, people who have paid for an accredited course feel that they have got their money’s worth, but equally on the other not to devalue the drop-in seekers after open knowledge.
Choose your metaphor. The discourse around MOOCs is congealing around a set of qualities. Bigger better; inherited authority; transmitted knowledge; cognitivist construction; solitary interaction with content. To some extent it is a matter of taste. Or learning preference. Or community. I saw the Police play Twickenham once. It was OK. Entertaining. But nothing was challenged. Nothing was changed. A few childhoods were relived. 50,000 people left with all they knew reaffirmed and comforted. I have never been to the Reading festival or Glastonbury. I love little local bluegrass festivals, folk clubs, jazz bars. Even in strange towns. I don’t just hang out with my friends. Though I do seek a level of homophily: people who share some interests. Sessions. Lock ins. Dad rock in pubs challenges my categories but I would rather enthusiastic semi – competence over slick synthetic commercialism any day. It saddens me that the values of slick synthetic commercialism seem to be driving higher education. And it saddens me that moocs are being conflated with stadium rock learning. It seems unlikely to me that transformative learning will arise in massive settings. Yes, for some, content will be transmitted, things will be learned and many will have their world view affirmed. But for challenging conventions give me seminars, reading groups, learning sets – most of the time.