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The Structure of the
Global ClassroomSTEVE CAYZER, DANISH MISHRA & TRACEY MADDEN
@ S T E V E C AY Z E R @ T R A C E Y M A D D E N
@ D A N I S H M I S H R A
Acknowledgements
Danish Mishra
Marie Salter
Momna Hejmadi
Emma Emanuelsson
Meet the MOOCs
Making an Impact: sustainability for professionals
• Tending toward ‘cMOOC’
Inside Cancer: how genes influence cancer development
• Tending towards ‘xMOOC’
MOOCs
Massive
Open
Online
Course
Our Global Classroom
Social Network Analysis (SNA)
1SNA ALLOWS US TO SEE WHAT HAPPENS INSIDE A MOOC
Betweeness
http://www.fmsasg.com/socialnetworkanalysis/
Sustainability MOOC - Jan 2015
2SNA CAN ALLOW US TO STUDY BEHAVIOUR IN A MOOC AND COMPARE IT WITH THE COURSE’S DESIGN INTENSIONS
0% 10% 20% 30% 40% 50% 60%
Started conversation (responded to acomment)
Subject of conversation (someoneresponded to your comment)
Conversations (both make and receiveresponses)
repeated interactions (with sameperson more than once)
repeated conversations (both theabove)
Conversations in MOOCs
Cancer Jan 2014 Sustainability March 2014
3SNA CAN LET US SEE HOW MOOCS ADAPT OVER TIME
4SNA CAN LET US SEE DEVELOPMENT OF PARTICIPANT ROLES
Sustainability MOOCMarch 2014
Sustainability MOOCJan 2015
So we can use SNA toIdentify
◦ Effect of instructor - don’t over rely on them
◦ Isolated participants - include them
◦ Brokers – nurture them
Measure the effect of interventions◦ digital e.g. addition of ‘Like’ functionality
◦ physical e.g. workshop, public lecture
ConclusionsMOOCs have often been positioned as disruptor of traditional university education. We argue that they complement our activity, enrich our teaching and extend our impact.
SNA enables us to look beyond the broad metrics of MOOCs (enrolments, attrition) and beyond small scale investigations, to look at objective signals of interaction across a global community of learners
Thank you!
Any [email protected] [email protected]
@ S T E V E C AY Z E R @ T R A C E Y M A D D E N @ D A N I S H M I S H R A
Betweeeness (log, normalised)
