The Future is Bright

After several discussions about HPT with peers and my instructor, as well as a helpful video from a peer, I finally feel as if I have a firm grasp of HPT and its structure, intended audience, results-oriented analysis, and eclectic approach.

Reading through Pershing, Lee, and Cheng's (2008) study interviewing several HPT experts on the current trends, strengths, weaknesses, and so forth of HPT was really helpful. The discussions and quotes provided real-life, relatable examples that further strengthened my sense of HPT. However, I did find it interesting that "HPT is basically an American field" (Pershing et al., 2008, p. 14), which makes me wonder about the trendiness of HPT and if it is really just "yet another American buzzword?" (Pershing et al., 2008, p. 9). But I do think several of the reasons mentioned for why HPT is still a relatively small field and a term only known and understood by those in the field are very accurate--I've experienced some of them myself, to include not understanding the definition or process, and my confusion with human in HPT. But part of the strengths seem to include holistic approaches drawing from many frameworks, which is a really good thing.

I tried to make some connections to the next article I read about The Emergence and Design of MOOCs by Bonk, Lee, Reeves, and Reynolds (in press). Learning more and more about MOOCs has been interesting and about a week ago, my husband told me about this online course he wanted to take through Georgetown that was free, but did cost money if he wanted a certificate of completion. He then told me there were 32,000 people registered for it and I became very excited and told him, it's a MOOC! He had no idea what I was talking about, so I went further into detail, but I only learned about MOOCs during this course and now my husband is wanting to sign up for one!

A few things though I wonder about with MOOCs, and maybe it's because of my background, but are these types of courses devaluing university courses? Is this why perhaps I haven't heard of MOOCs, because I am in an Ed.D. program and I teach pre-service teachers at a public university? Makes me wonder. Although PD-MOOCs are in my area. And I have to add, I had no idea there were different types of MOOCs either! Speaking of various MOOCs, I think I have a hard time understanding the concept of Remedial MOOCs, since typically in an educational setting, interventions are best done in small groups with individualized differentiations, which I can't see taking place in a MOOC. And as Bonk et al. (in press) discuss MOOCs are not always designed by professionals, I wonder if poor quality design is the root of low completion rates, or if maybe people's lack of investment (no valid certification, no cost, no assessment, and so forth) is contributing to their completion of their MOOC?

Bonk, C. J., Lee. M. M., Reeves, T. C., & Reynolds, T. H. (in press). The emergence and design of massive open online courses (MOOCs). In R. A. Reiser, & J. V. Demsey (Eds.), Trends and issues in instructional design and technology (4th Ed.), (pp.?). Boston, MA: Pearson.

Pershing, J. A., Lee, J., & Cheng, J. (2008). Current status, future trends, and issues in human performance technology, part 1: Influential domains, current status, and recognition of HPT. Performance Improvement, 47(1), 9-17.