MOOCs and the Moog: A Creature with Potential, but What Is It Exactly?

Massive Open Online Courses (MOOCs) emerged in 2008 with a promise to democratise education and bring accessible, scalable learning to the masses. Yet today, they often find themselves stuck in an identity crisis – much like the Moog, the loveable bumbling creature from the cult 1980s BBC children’s animation Willo the Wisp.

Willo the Wisp, the floating blue sprite and the show’s narrator, describes the Moog with bemused affection: “Not the brightest of animals perhaps, but a heart of gold. It is thought he might be some kind of dog, but no one is quite sure.” (Episode 19 “The Thoughts Of Moog”).

Similarly, MOOCs are well-intentioned and filled with potential. However, they have failed to fully define themselves or deliver on their revolutionary promise. Are they education? Content platforms? Tools for skill acquisition? Without a clear focus or guidance, they risk wandering aimlessly through the digital learning woods. And just like the Moog, they are also creatures easily manipulated by external forces.

Connectivism: MOOCs’ Noble Beginnings

The first MOOC, launched in 2008, was based on the learning theory of Connectivism. Developed by Stephen Downes and George Siemens, Connectivism posits that learning is not an individual act but a process of making connections across networks linking people, technology, and knowledge. This theory underpinned the original MOOC, Connectivism and Connective Knowledge (CCK08), a course at the University of Manitoba, which embraced collaboration, social learning, and shared discovery.

In its early days, the MOOC was intended to be a connected, interactive ecosystem – what today would be labeled a cMOOC. It encouraged learners to create blogs, participate in forums, and build a community around the course. The model emphasised active engagement over passive consumption, and sought to create a richer, more interactive learning environment.

However, as MOOCs scaled, they shifted toward the more passive formats that we all recognise today – hours of pre-recorded video lectures, standardised assessments, and limited interactivity. These MOOCs have more in common with the Moog bumbling through the woods than with Connectivism’s vision of dynamic learning networks.

MOOCs Today: A Stuck “Thinks-Cloud”

In Willo the Wisp, the Moog’s well-meaning but naive attempts at thinking often get him into trouble. In the episode “The Thoughts of Moog,” Moog learns how to think for himself for the first time.

However, Evil Edna, the wicked TV set on legs, tricks him into overthinking and traps him in a “thinks-cloud.” Alone and helpless, the Moog floats into the sky until his friends come to his rescue. This image of suspended isolation eerily mirrors the struggles of many MOOC learners.

• Isolation: MOOCs are often solo journeys, devoid of meaningful interaction. Research consistently shows that learners thrive in collaborative environments, yet MOOCs rarely integrate opportunities for dialogue or shared problem-solving. Learners are left, like the Moog, adrift in their own “thinks-cloud.”
• Low Completion Rates: Studies reveal that only 5–15% of learners complete MOOCs, with many dropping out due to lack of motivation, accountability, or direction. In fact, more than half of learners don’t even progress beyond registration.

MOOCs cater to the masses, but their lack of personalisation means they fail to meet the diverse needs of learners. Much like the Moog’s inability to adapt or grow, MOOCs stagnate in their rigid, one-size-fits-all approach. It’s a typical conundrum when organisations try to scale impact.

What MOOCs Get Right (and Wrong)

The Moog might not be that intelligent but he does have many endearing qualities. There are reasons to love MOOCs too: at Ethical Rebel, we are staunch advocates of democratic access to knowledge and learning. MOOCs bring Ivy League courses into living rooms worldwide at the click of a button (and a credit card). However, they tend to prioritise scale over substance. Learners motivated by specific skills, such as coding or marketing, may benefit, but the lack of interaction, guidance, and real-world application limits the broader impact.

Take, for example, the Moog’s encounter with the magic wishbone in episode 4 “The Wishbone.” Granted three wishes, his first instinct is to wish for the ability to think – a poignant metaphor for the potential within MOOCs to evolve into more thoughtful, adaptive platforms. But without the right guidance from the magic wishbone genie, the Moog’s newfound intelligence wreaks havoc on the forest. The Moog, learners and MOOCs all need direction and support to turn good intentions into meaningful outcomes.

Ethical Rebel: Helping Moogs and MOOCs fulfil their potential

At Ethical Rebel, we design learning experiences that address the limitations of MOOCs by embracing the principles of blended learning. A great approach combines scalable digital tools with the richness of live, human-centered interaction:

1. Social Learning: Humans thrive on connection. By integrating live virtual classrooms, forums, collaborative projects and group activities, we encourage our clients to design learning environments where learners engage and grow together.
2. Customisation: Learning isn’t one-size-fits-all. We work with organisations to tailor their expertise into learning and training programmes to achieve their unique goals, engage audiences, and overcome challenges.
3. Personalisation: For organisations with sizeable learner populations and budgets, harnessing the capability of Artificial Intelligence (AI) through adaptive learning platforms is a game changer.
4. Real-World Application: Through practical exercises, reflection points, and SME-led discussions, we ensure learners move beyond theory to mastery.
5. Measured Impact: Our designs build in assessment and feedback loops, ensuring learning translates into real-world change.

A Better Path Forward

In Willo the Wisp, the Moog may stumble amusingly through the forest, but he’s no role model for progress. Similarly, MOOCs, while filled with potential, often lack the structure and support needed for meaningful learning. Ethical Rebel’s blended approach ensures that learners don’t just passively consume content—they connect, engage, and transform.

Ready to escape the Moog’s “thinks-cloud” and build a learning ecosystem that transforms? Let’s talk.