Fig. 1 Flight Cadet John Arthur Minty, RAF Crail late 1918
A fascinating stimulus to further study, though by its title and how grouped in WW1 themes by FutureLearn I would have expected the focus to have been the rise of aviation during the First World War to the exclusuion of all else, with some introduction to aviation coming into the Great War and a period to reflect on the interwar years. There have been criticisms by fellow travellers on the broad and 'open' nature of the learning experience as if kearning should be exclusive and elitist. 'Open' should mean exactly that for a myriad of reasons. Fundamentally this is about the quality of learning through the amazing 'connectedness' of the Internet and the recreation online of a 'community of practice'. It is also about what the former Xerox Head of Learning John Seely Brown calls 'learning from the periphery' where experts at the centre attract and welcome the newcomers on the fringe and finally, it is about 'vicarious' learning, not always knowing what you are going to get - the many insights and surprises that we've had here. I'm sure people aren't making full use of the tools to filter these massive threaded discussions: by recent activity across the topics, by those you follow and where there may be a reply to your own comment. To design, write and manage a MOOC you need to do them.
Most MOOCS and most online courses, struggle with the quizzes. These deserve as much thought and preparation as a lecture series. They are hard to do well. The very best examples I've found were created on a platform called 'Spaced-Ed' now QStream by a team originating from the Harvard Medical School supporting Junior Doctors. Multiple choice can be a stimulating learning experience in its own right: challenging participants to use what they have learnt, and adding to this knowledge by making them think through responses that are not necessarily obvious. Replies to getting the answer right or wrong need to recognise the choices made and then inform, guide or further the learning experience. For the only example I've seen across six FutureLearn MOOCs where they are getting it right is The OU's module on 'Start Writing Fiction' where the 'quiz' makes you think. They don't need to be light-hearted.
If the BBC are closely involved in the production of video sequences then I'd expect three things: ideas around presentation that work, are relevant and make you think; media training for non-professional presenters and however done to 'broadcast' standards technically and stylistically.
What a truly brilliant discussion. I need to get my head around this and my copious notes from my mechanically minded late grandfather who trained as a fighter pilot in 1918 and was fascinated by the engines and had a few near-fatal scrapes with the things when they failed mid-flight. I'll wake him up, or bring his ashes over to the computer so that he can listen in!