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Massive Open Online Courses (MOOCs) have been the hottest topic in Higher Education this year. Educating tens of thousands of students in one online course subtends some exciting opportunities but also a raft of pedagogical, logistical, and systemic challenges. This presentation summarises the key issues at stake and outlines a direction forward for Massive Open Online Courses in Higher Education. Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September. Audio available from: http://tinyurl.com/moocs-snapshot
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Massive Open Online Courses (MOOCs): A snapshot
Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September.
JacquelineKenney&Ma/BowerDepartment of Education, Macquarie University
Tue 18 Sep, 2012
Sessionou
tline
Introducing MOOCs Characterising MOOCs
Extreme Openness & Disruptive Pedagogy Criticism, Consequences & Questions
Alternatives and Futures
(Source: Lewin, 2012, in Siemens, 2012)
(Source:Berger (image); Young, 2012, in Siemens, 2012)
‘IthinkthiscouldbebigthewayGooglewas’(L. John Doerr, Venture Capitalist, Kleiner Perkins Caulfield & Byers
& Coursera Board member)
Coursera Founders: Daphne Koller & Andrew Ng, Stanford University
(Source: Weissmann, 2012, in Siemens, 2012)
Atec[h]tonicshiC?• Analogies?
• Publiclibraries• iTunes• Greenslips• DemocracyinMiddleEast• RockNrollinthe60s
• Dividedopinions• SkepPcs• CriPcs• Proponents
(Source: Gartner, 2008)
GartnerHypeCycle
IntroducingMOOCs• Massiveopenonlinecourses:
– providenoconstraintsonclasssize;– runoveradefinedPmeperiod;and,
– areopentoall.• EarlyinstanPaPonpa/ern:‘let’sputona
coursehere,rightnow’;
• Recentofferings:– makeexisPnguniversityteaching
materialsfreelyavailableonline;– usecomputermarkedassessment;and,
– maygiveparPcipantscerPficatesofcomplePon.
(Source: Open University, 2012, p. 19)
• NotallMOOCs(Cormier & Siemens, 2010):– Mirrordiscussionataconference,
inaresearchlab,orinaworkshop;– BringawidevarietyofperspecPves
onagiventopic;– Membersresemble‘peopleina
cornerhavinganin‐depthdiscussionthattheycanchoosetoenter’;and,
– Haveenoughcoursestructureforinterestedlearnersto‘buildsufficientlanguageandexperPsetoparPcipateperipherallyordirectly’
AMisnomer?• MOOCasmisnomer(Wiley, 2012):
– Manyaremassivebutnotopen;– Manyareopenbutnotmassive;and,– Manytrynottobecourses.
• ‘Almosteveryso‐calledMOOCviolatesatleastonele/erintheacronym’.
MOOCTimeline
2008 2009 2011 20122010
• Change MOOC
Virtual Worlds, Games & Ed Tour P2PU
• Virtual Schooling, Michael Barbour, Wayne State Uni
• MobiMOOC Ignatia Webs
• Intro to Openness in Education, David Wiley, OE US
• Artificial Intelligence, Sebastian Thrun & Peter Norvig, Stanford University (>160,000 starters)
• Udacity formed (Thrun)
• Coursera launched Stanford University (Koller & Ng)
• edX (MIT (MITx) Harvard & Berkeley)
• Digital Storytelling, Jim Groom & Martha Burtis, University of Mary Washington
• Personal Learning Environments Networks & Knowledge, Dave Cormier, George Siemens & Stephen Downes
• CCK (Connectivism, & Connective Knowledge) George Siemens, Stephen Downes, Athabasca University & National Research Council (Canada) (25 fee-paying students + >2,300 MOOCers*
(Sources: Ruminate, 2010; OU, 2012; Webs, 2012; Open Education, 2012; Virtual Schooling, Nextweb, 2012; P2PU, 2012; Bavatuesdays, 2012; Marginson, 2012; Coecademy, 2012; Coursera, 2012; Academicearth, 2012)
*Dave Cormier and Bryan Alexander coined ‘MOOCs’ during CCK ac<vi<es
Open but not always Massive OOCs: • Social Media & Open Ed, Alec Courous, University of Regina (2008); Open
Education Intro , David Wiley, Utah State University (2007); Codecademy/P2PU (Sims & Bubinski) (2011); Khan Academy – over 189 million lessons; Academic Earth; Skillshare >5,000 teachers (2011); World Education University (2012); Saylor Foundation; Course Hero; Faculty project
• Georgia Tech, Duke Uni., Uni.of Washington, Rice Uni., Caltech, Uni.of Edinburgh, Uni.of Toronto, EPFL Lausanne (Switz.), Johns Hopkins Uni., UCSF, Uni.of Illinois Urbana-Champaign, Uni.of Virginia
• Numerous smaller MOOCs
• Berklee College of Music, Brown Uni., Columbia Uni., Emory Uni., Hebrew Uni.of Jerusalem, Hong Kong Uni. of Science and Technology, Mount Sinai School of Medicine, Ohio State Uni., Uni.of British Columbia, Uni.of California at Irvine, University of Florida, Uni.of London, Uni.of Maryland at College Park, Uni.of Melbourne, Uni.of Pittsburgh, Vanderbilt Uni., Wesleyan Uni.
MOOCdomAMOOCDirectory
• AllMOOCproviders(asregistered):h/p://www.mooc.ca/courses.htm
• Classcentral:h/p://www.class‐central.com/
KeepingupwithMOOCs:
• Registerwithmooc.canewsle/er:h/p://www.mooc.ca/cgi‐bin/login.cgi?refer=&acPon=Register
SomeresourcesonMOOCS:
• MOOCsstarPngpoint(toAug2012):h/p://www.worldofwebcast.com/post/massive‐list‐of‐mooc‐resources‐lit‐and‐literaP
• OOCsstarPngpoint:h/p://openeducaPon.us/
EarlyandoriginalMOOCs:
• CCKChange:h/p://change.mooc.ca
• DS106(DigitalStorytelling):h/p://ds106.us/about/
• SocialMedia&OpenEducaPon:h/p://eci831.ca/about/
ParDcipateinaMOOConHigherEducaDonFutures(8Octto16Nov2012):
• InvitaPon,overview&partners:h/p://www.youtube.com/watch?v=pEXnVTD0B10
• Register:h/p://www.edfutures.net/index.php?Ptle=Special:UserLogin/signup
ChangeMOOC
Sep2011toMay2012
(Sou
rce: C
hang
e MOO
C, 20
12)
StephenDownes(Na<onal Research Council, Canada),DaveCormier(University of Prince Edward Island),andGeorgeSiemens(Athabasca University).We'vecollaboratedonnumerousonlinecoursesbeforeandhaveconPnuedtorefineourpedagogicalmethodsandourtechnicalinfrastructure.Theformatthisyearisdifferentfromwhatwe'vedoneinthepast:we'veinvitedagroupoffascinaPngthinkerstosharetheirexperPsewithus‐oneperweek.
DS106DigitalStorytellingMOOC
OngoingsinceDecember2010
(Sou
rce: D
S106
, 210
2)
VirtualWorlds,Games&EducaDonTourMOOC
MarchtoApril2012andspinoffstoARGAcademy(May),MachinimaOOC(June‐July)
(Sou
rce: P
2PU,
2012
)
MarylhurstUniversity&GeorgiaTech
(Images: Kevin Dooley; Richard Elzey gregw66; Nomadic Lass; JD Hancock; cjdc)
August2012foroneweek
(Source: Hybrid Pedagogy, 2012)
MOOCMOOC
Jesse Stommel et al
>500peoplecollaboratedona1,000wordessaytodefineMOOCsMOOCMOOCongoogledocs(availableat:h/p://www.hybridpedagogy.com)
(Sou
rce: H
ybrid
Ped
agog
y MOO
C MO
OC, 2
012)
AMOOCtasktodefineMOOCs…
Massive: A typical classroom can hold 30 students or even more. An auditorium around 300. A massive class can go exponentially beyond these numbers: thousands, hundred-thousands, or even millions, a group size beyond Dunbar‘s number for
a ‘tribe’ (500-2500 individuals). Open: Available for free and to anyone willing and able to participate. Not bound by geography or time zones. Uses open tools. Uses open educational resources and creative commons licensed assets. Generates open content that can, in turn, be reused freely. Online: Use of the Internet, where individual people from all over the world can participate in the event. Includes access via mobile devices. Course: A sequence of lessons imparting knowledge via an instructor, who guides the process and established guidelines for participation, earning credit, and passing. Conversely, Davidson uses the ‘C’ to stand for
“courseware,” and sees the MOOC as the platform to run the learning on, not the act of learning itself.
Q:
A:
6.002x:CircuitsandElectronicsMOOC(edX - MIT)SeptembertoDecember2012
ModelThinkingMOOC(Coursera–UniversityofMichigan)
SeptembertoNovember2012
There are many potential benefits of MOOCs, including flexible access, multiple learning pathways, social
inclusion, intercultural collaboration, digital literacy development, and
potentially immersion in a community of practice that may result in a
lifelong learning network.
MOOCs allow for collaboration that is not immediately available in a traditional style classroom.
MOOCs not only have the potential to alter the relationship between learner
and instructor, but also between academy and the wider community
(EDUCAUSE, 2011).
(Source: Cormier, 2012) (Source: King, 2012)
• Opensystems– EducaPon2.0
• Openclassrooms– Crowdsourcing
• Openknowledge– Knowmads
• Openlearning– Everyone
Sources: Virtual School MOOC, 2012; Open Education, 2012; Morovec, 2008; UNESCO, 2012)
OPENNESS
David Wiley
CharacterisingMOOCstodate…• MOOCsintegrate:
– ConnecPvityofsocialnetworking;– FacilitaPonofanacknowledgedexpertinafieldofstudy;and,– CollecPon(s)offreelyaccessibleonlineresources.
• MOOCsbuildonparPcipantswho:– AreacPvelyengagedinlearning;– Registerinlargenumbers(severalhundredtoseveralthousandparPcipants);– Self‐organiseparPcipaPonaccordingtolearninggoals,priorknowledgeand
skills,andcommoninterests;and,– HaveInternetaccess.
• MOOCofferings:– Start,endandrunonpredefinedPmelinesandtopics;– Areusuallywithoutfees;– HavenoprerequisitesbeyondInternetaccessandinterestand,– DonotpredefineexpectaPonsforparPcipaPon;and– FrequentlygivenoformalaccreditaPonforsuccessfulcoursecomplePon.
(Source: McAuley, Steward, Siemens & Cormier, 2010, pp. 4-5)
PedagogictypologyofMOOCs• cMOOCs(DS106,CCK08‐9‐10‐12)‐connecPvist:
– ContentasastarPngpoint:learnersexpectedtocreate/extend– ChangedrelaPonshipbetweenteacher/learners– Distributed,chaoPcandemergent– Learnersareexpectedtocreate,grow,expanddomainandshare
personalsense‐makingthrougharPfactcreaPon– Distributed,oCenblog‐based,learnercreatedforumsandspaces– Instructorgradedassessmentandpeer‐commentedtasks
• xMOOCs(Coursera/Edx):– Formal(tradiPonal)coursestructureandflow– TradiPonalrelaPonshipbetweenteacher/learner– Learnersareexpectedtoduplicate/masterwhattheyaretaught– Centraliseddiscussionforumsupport– Automatedassessmentandpeer‐reviewedassessment
(Sources: Siemens, 2012; Downes, 2012)
cMOOCs focus on knowledge creation
and generation whereas xMOOCs
focus on knowledge duplication
(Siemens, 2012)
Goal‐basedtypologyofMOOCs• Network‐based MOOCs:Goal:conversaPon,sociallyconstructedknowledge;Pedagogy:connecPviststyle.
• Task‐based MOOCs:Goal:skills,topicsandvariedformatswithdistributedlearningandcommunity.Pedagogy:instrucPvismandconstrucPvism.
• Content‐based MOOCs:Goal:acquisiPonofcontentknowledge.Pedagogy:instrucPvist.
(Source: Lane, 2012)
1. Categories are not mutually exclusive 2. Pedagogy is the difference (Siemens, 2012) 3. Depth of analysis required (ie, family resemblances)
(Lukeš, 2012) ?
Type‐target‐intentofMOOCfutures
1. AlternaPveadmissionssystemorhiringsystem
2. Just‐in‐Timeskillsandcompetencies
3. Theory‐orTrend‐Drive
4. Professionaldevelopment
5. LossLeader(diptoeinwater)
6. Baitandswitch
7. Experimental
8. Degree/ProgramQualifierorSystemBo/leneck
9. Personality
10. NameBranding
(Source: Bonk, 2012)
The list may have nothing to do with the purpose and
func<on of MOOCs as originally constructed (Bonk, 2012)
?
Poten<al that the list may have
significant overlap with non‐
educa<onal large crowd online experiences
The list responded to questions posed by the University [Indiana University] CIO and VP IT
11. Goodwill12. Interdisciplinary13. RecruiPng(Cross,2012)14. MarkePng(Cross,2012)
15. Conference(Cross,2012)16. LearningRoom(Cross,2012)
17. ReligiousRevival18. RotaPng19. Repeatable20. Re‐usableMOOC
VisualpracPce(Source: Forsythe, 2012)
ConnecPvistandrhizomaPcviews
(Source: Forsythe, 2012 (image))
ConnecPvistviewofknowing(Siemens, 2004; 2006):• KnowingistheculminaPonoftheconnecPonsbetweenpeople• LearningandconnecPon:professional,personalandacademic• But…itisalsoconnecPonbetweenorganisedanddisorganisedworlds
……worldoftheWeb
RhizomaPcviewofknowledge(Cormier, 2008; 2010; Open University, 2012):• ArhizomaPcplanthasnocenterandnodefinedboundary;rather,itismadeupof
anumberofsemi‐independentnodes,eachofwhichiscapableofgrowingandspreadingonitsown,boundedonlybythelimitsofitshabitat• Nooneplacewhereknowledgeaboutama/erbeginsandends• Storesknowledgeinpeopleandcommunity(ratherthanpublicaPon)which
accommodatesafasterrateofchange(flux)–knowledgeasamovingtarget• RhizomaPcknowersuseavarietyofapproachesandtools,andcommunitytotest/
filterideas(networkingandthesocialweb)• SociallearningpracPcesanddiscursiveknowledgediscovery• Towardscommunityasavalidknowledgerepositoryandawayfrompackaged
viewsofknowledgeandexperPse–knowledgeasfluid,intransiPonanduseable
Impact:Coursera ‘Theirwebclassesconsistofaballet‐likeinterplaybetweenwhiteboard‐stylechalktalks,cutawaystoprofessors’ownnarraPon,andasteadyprocessionofone‐quesPonquizzestomakesurestudentsarekeepingpace.’(Anders, 2012)
• 17internaPonalinsPtuPons• USD$22millionfunding• >680,000studentsinunder12months(Ferenstein,2012)
(Source: Class Central, 2012)
Impact:edX‘tendencytoconservaPveapproaches’(Weller, JISC MOOC Webinar, 2012) …‘thepotenPalmissingelementof‘Seeme’–thepersonalelement,.’…arewemakingconnecPonsorjustthrowingoutcontent&MCQs?’(White, JISC MOOC Webinar, 2012)
• USD$60millionfunding(Hack,2012)
MOOCsasgame‐changers:students
• Off‐campusaccesstouniversiPes(Evans in Roscoria, 2012)
• PresPgehighereducaPon,forfree:‘ThereisonlyoneElvis,andonlyoneHarvard’(Marginson, 2012)
• Directaccessforrecruitment&tojobsearch
• Control&choice:(Skilledup, 2012)
• SupplementaryeducaPon(Gates Foundation, 2012)
• Produceknowledge‐producinglearners(Moravec, 2012)
GeorgeSiemens,Learning&KnowledgeAnalyDcsUnit–AthabascaUniversity
2013
Now C
ho
ice
MOOCsasgame‐changers:educators• PressureonexisPngcoursestolooktowardsenhancing
openness(Kernohan, 2012)
• GoingbacktoregularclassesisimpossibleaCer[MOOCs]Wonderland(Thrun, 2012)
• UnbundledrolesandmulPpleplayersinPersonalLearningEnvironments(PLEs)(Downes, 2010; 2011) :‐whoisresponsible?:– Learner;Collector;Curator;Alchemist;Programmer;Salesperson;
Convener;Coordinator;Designer;Coach;Agitator;Facilitator;TechSupport;Moderator;CriPc;Lecturer;Demonstrator;Mentor;Connector;Theorizer;Sharer;Evaluator;Bureaucrat.
• Personallearningenvironments(Kop, 2010; 2011; Fournier & Kop, 2011)
• Ratherthanreplacingtheteacher,technologyhasinmanywaysincreasedthefocusonpedagogicskills.TheartofthepracPPonerasinsPgator,designerandanimateurremainskeytotheprocessoflearning(JISC, 2009, in JISC MOOC Webinar, 2012)
(Source:Edtechdev,Wordpress,2012inSiemens,2012)
‘EspeciallydisturbingisthatnoneofthemajorMOOCprovidershavehiredanyonetrainedininstrucPonaldesign,thelearningsciences,
educaPonaltechnology,coursedesign,orothereducaPonalspecialPestohelpwiththedesignof
theircourses.Theyarehiringalotofprogrammers…’
‘When analyzing the disruption potential of MOOCs, it is easy to forget that the actual concept is just 4 or 5 years old. Furthermore, the actual definition of the concept has undergone a significant change in the past 12 months as an entirely new branch has emerged.’ (Hill, 2012)
MOOCsasgame‐changers:universiDesMOOCsareoneoffoureconomicpressuresonUShighered(King & Sen, 2012):
1. TheInternet:fromcommunity,toexamsandbooks;2. DistanceEd:USuniversitystudentstakingonline=20%onecourse;
9%wholedegree(US DoE, 2011);3. For‐ProfitUniversiPes:low‐touchandnoresearchbuthighspendonteaching
(Uni.ofPhoenixspendsUSD$200millionperyearteaching‐relatedR&D);4. Onlinestart‐ups:MOOCsasno‐touch,profitableatscale,overcomephysical
limitstostudentnumbersanduPliseexisPngtechnology,people&processes
No.USColleges/UniversiDes No.%StudentsEnrolledatpublic,private&for‐profituniversiDes
(Source: NCES in King & Sen, 2012, p. 6)
(Source: Hill, 2012)
Barrierstosustainability
1. Developing revenue models to make the concept self-sustaining; 2. Delivering valuable signifiers of completion such as credentials, badges or acceptance into
accredited programs; 3. Providing an experience and perceived value that enables higher course completion rates (most
today have less than 10% of registered students actually completing the course); and 4. Authenticating students in a manner to satisfy accrediting institutions or hiring companies that
the student identify is actually known.
CriDcismsofMOOCs
• Aredherringthatwon’tsolvehigheredbeingbust.Theissuesareabouthighered,digitalpedagogyandonlinelearning(Stommel, 2012)
• SuccessismeasuredbysubscripPon(Cohen, 2012)
• TheyremoveteachingstudentsfromeducaPon• SuitabilitytoquanPtaPvesubjects,parPcularlyforobjecPvequesPons
andassessment(Skilledup, 2012)
• ThedifferencebetweenarealcollegecourseandaMOOCislikethedifferencebetweenplayinggolfandwatchinggolf.(Vaidhyanathan, 2012)
• …MOOC'svideosoftalkingheads,famousprofsgivingthesameoldlecturestheygiveintheiroutdatedface‐to‐faceclassrooms.Really?WethinkTHISispreparingstudentsforthe21stcentury?ParadigmshiC?No.That'ssquanderingatechnology,nottakingadvantageofitsparPcularaffordancesthatcannotbeduplicatedelsewhereintheanalog,pre‐digitalworld…(Davidson, 2012)
..weneedtothinkaboutwhichtechnologiesrelatemostdeeplytowhatmakesusprofoundlyhuman..(Source:Puentedura,2012)
Contextualizingsocio‐culturalfitoftechnologyuses…
PathsandpossibiliDesoftheprofoundlyhumaninedtech(Source:Puentedura,2012)
AligningusesoftechnologiesinMOOCs…
AnAlternaDve:
Li/leOpenOnlineCourses
(LOOCs)OpenU,
TheUniversityofMaine (Kolowich, 2012)
MOOCDimensions‐Pedagogical• InstrucPon‐qualityandmodalityofresources• InteracPon‐forumsandhowtheyareused
• Co‐construcPon‐studentsworktogethertocreateknowledgeproducts(e.g.wiki)
• Teachers'input‐administraPveversuslearningfocus
• Assessment‐Peermarkingvsautomated• AccreditaPon‐noneversuscerPficateversusfull
qualificaPon• Newmodels‐qualityofinformaPonrepresentaPonand
facilitaPngsharing
MOOCDimensions–InsPtuPonal• PurelyformarkePng• ArPculaPon/syphontocourses• AdverPsing• InformaPonharvesPng
• Smallcost(Freemiummodel)
• PayforaccreditaPon• PremiumforeducaPonalservice
PotenPalMOOCfutures• PresenPngdeliveryopPons:
– OnaspectrumwithothermodaliPes– AsacombinaPvemodalitywithotherdeliverymodes
• PresenPngpedagogicalternaPves:– Outcomespecificlearningdesigntools(eg,research,in‐situlearning,communitybuildingtools,advancedlearningdevelopment,etc)
– Tosuitdiversestudentgroupsandtosupportdiverselearningneeds
• ContribuPngtotheoverallstudentexperience• Contextualizinguseswithothertechnologies
(Sources: Skillshare, 2012 (image))
[ ] assive
pen
nline
ourses
m
o
o
c Thankyou.
Contacts:
jacqueline.kenney@mq.edu.auma/.bower@mq.edu.au
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