MOOC’s (massive open online courses) hit their zenith in 2012 with The New York Times proclaiming that the year was the Year of the MOOC (Pappano, 2012). Since then the acronym has become familiar to most within education, and will often illicit responses that can range as dramatically as excitement and interest to disinterest and rebuke. I have worked within Adult Education for over 20 years, and In my experience the mention of MOOC’s always raises another educator’s strongly held beliefs surrounding the creation, use or facility of a MOOC in higher education, and very few are not forthcoming with their opinions. It seems many have strongly formed ideas surrounding MOOC’s, but most of the thoughts and conversations are centered around MOOC’s as they have been approached and adopted in use from past implementations. The conversation will inevitably be pivoted to three main concerns in the use of MOOC’s; “the vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world’s most affluent countries, and the bane of MOOCs—low completion rates” (Reich & Ruipérez-Valiente, 2019, para. 1). These concerns are always applied to cover all MOOC’s – which I have always found interesting, because as professional educators we would never make such broad, sweeping statements about all learning theories, or even, all implementations of a specific learning framework. I believe these large statements are much too encompassing, and do not allow for individual and unique applications to a learning environment.

My interest in my proposed paper is to explore the possibility of an implementation of a MOOC that iterates on it’s successes – along with heeding the hard learned lessons that were gained by past MOOC’s –  and building in a different paradigm that has been largely ignored by past implementations of MOOC’s; an Indigenous informed view. I have worked in Adult Ed for over 20 years, and many of these have been in Indigenous organizations that create curriculum that is informed by an Indigenous world view. I will bring these same skills to the creation of a MOOC. I believe there is great value in this undertaking. What do you think?



Pappano, L. (2012) The year of the MOOC. The New York Times. Blog Post. Retrieved from

Reich, J., & Ruipérez-Valiente, J. (2019). The mooc pivot. Science, 363(6423). Retrieved from