by EdContexts Facilitators

In response to the often grandiose and paradoxical claims made by MOOC providers and professors, educators around the world have brought up critical issues about education across borders. An issue that has become more pronounced in the discourse of cross-border higher education is that MOOCs are making education more “democratic” while in fact they are further re-centralizing it and eschewing collaboration among educators across nations and contexts. Indeed, a lot of the educators who decided to enter cross-border higher education from the fancy door of xMOOCs often show striking lack of knowledge, experience, or even interest about the implications of teaching/learning crossing borders. Many professors, usually in the Western world, show up in the new landscape without having thought about complexities of cross-contextual pedagogy, diversity and cultural difference, and the many vagaries of contexts on a global scale.

However, the discourse about MOOCs and cross-border higher education, including in the mainstream media, we’ve come across a lot of conversations that add nuance to the issue of context in education. Continue reading Education in Context: A Few More Good Picks →