Case 06 — MOOCs, Online Open Courses, and Lifelong Learning Literacy
Overview
| Item | Content |
|---|---|
| Period | Coursera and edX in 2012; K-MOOC and others in Korea through the 2010s |
| Technology | Online courses (video, assignments, discussions, certificates) |
| Literacy | Self-directed learning, learning plans, access to global resources |
Transition Point
Where 2000s e-learning was an LMS inside institutions, after 2012 you could attend world-class university lectures on a laptop or smartphone. “Opportunity to learn = school or academy” → “Opportunity to learn = the internet”.
Literacy Improvement Mechanisms
- Learning plans: Managing weekly progress on your own
- Video learning strategies: Speed control, note-taking, rewinding
- Online discussion: Etiquette for debating topics with strangers
- Completion and goals: Connecting why you are taking the course
Field Operation Tips
- Session 1: Build a one-chapter learning routine with a free course
- Emphasize activist capability: the image of “I am also a learner”
- Output: one-page four-week study plan
Implications for Paju Activist Training
- Useful for designing lifelong learning circles for local residents and activists
- A case of access to excellent lectures outside Seoul and the capital region
- Mid-to-late 2010s ran in parallel with mobile learning
Notes
- The spread of open education = more places to learn literacy itself