Online Teaching and Accessibility

I just returned from Las Vegas, Nevada, where I attended the 2013 Conference on College Composition and Communication. Throughout this conference, two ideas firmly situated themselves in my mind - accessibility and online teaching. The panel I presented on (and indeed my presentation itself) was interested in making literacy and writing accessible to all. I also, in the same interest with which I joined the EDCMOOC, attended numerous panels about teaching online, including one during which Cs Committee on Online Teaching released best practices for online instruction.

I look, now and in the future, to determine how to make online education accessible.

Why does accessibility matter? Accessibility in education is not just about ensuring those with disabilities can obtain an education, but online education brings with it other obstacles (notably technological access). I discussed technological access in my post "Imperial MOOCs," and for our students at our local institutions, technological accessibility is also important. 

Reflections on my MOOC experience

The E-Learning and Digital Culture MOOC officially ended today, with the crowd source grades and comments revealed. I have no doubt that discussions among class members will continue, and I have much to think about, particularly about moving what I learned into my own teaching and learning.

In this post, I outline my observations about the experience and a plan for the future for this blog, for though we do not know the future of the MOOC (and previous posts make my skepticism clear) we do know that online learning is here to stay.

Imperial MOOCs: Should We Be Worried?

Throughout this blog, I have tried to differentiate my experience in EDCMOOC and my experiences teaching in a capped, online course. While there are similarities, there are obvious differences. 
One significant difference I see is the MOOCs "coverage." While most online courses are offered through universities (to which students have to apply for admission [regardless of the specific admission standards], register for the class, and pay tuition and fees; there is, in other words, a gatekeeper), MOOCs are currently open to anyone - registration takes but a few moments. There are no gate keepers: in this sense, MOOCs are open to everyone and anyone who is willing to abide by the rules. In this sense, the openness of the MOOC is both appealing and utopian: anyone, anywhere, can receive the education offered.

The more I consider the utopian rhetoric of MOOC ambassadors, the reach and scope of the MOOC, and the audience (whether intended or actual), I grow increasingly concerned with levels of access to the technology and what that (lack of) access means to non-Western cultures. Like the British Empire - on which the sun never set - will the MOOCs' influence also never set.