Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCs
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The document discusses the challenges and benefits of using MOOCs based on Professor Jonathan Pitches' experience developing and leading a MOOC on Meyerhold's actor training techniques. It provides context on the growth of MOOCs in the UK higher education system. It then outlines the planning process for the course, including considerations around structure, content, and production. Finally, it discusses some of the losses and gains of the MOOC format compared to traditional in-person teaching, such as fewer opportunities for hands-on practice but a more international student audience.
![Maturing of the MOOC
• MOOCS [Massive open online courses] will
disrupt business as normal in several domains
of higher education activity. Undergraduate
teaching and recruitment, pedagogy,
commercial CPD, and most particularly
international recruitment and reputation may
be sharply affected…There will be
opportunities to both gain and lose
positioning. (BIS Report 2013: 104).](https://image.slidesharecdn.com/sxjfmsdtshwe4ow979m4-140619090254-phpapp02/85/Prof-Jonathan-Pitches-Univ-of-Leeds-Challenges-and-benefits-of-MOOCs-7-320.jpg)
Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCs
- 1. The Challenges and Benefits of using MOOCs Professor Jonathan Pitches University of Leeds, UK Blended Learning Champion for Performance, Visual Arts and Communications j.pitches@leeds.ac.uk @jpitches68
- 2. Who…. • …has heard of MOOCs • …has done a MOOC • …has led a MOOC • …has plans to design and lead a MOOC • …has deep reservations about MOOCs’ impact on HE? • …is excited by the potential of MOOCs as ONE component of a Blended Learning offer?
- 4. Plan of action • Brief Context – MOOC development and Blended Learning in the UK and at University of Leeds • Some reflections on the planning process – Design – Production • Content examples • Discussion – Gains and Losses
- 6. Key Local and National drivers • Government recognition of Digital literacy needs • Expectations of future, digitally literate cohorts entering into tertiary education. • Growth of online, visual documentation (of training). • The introduction of £9000 fees to English students studying in UK Higher education. • The development of Open Access policies and practices both in research and teaching.
- 7. Maturing of the MOOC • MOOCS [Massive open online courses] will disrupt business as normal in several domains of higher education activity. Undergraduate teaching and recruitment, pedagogy, commercial CPD, and most particularly international recruitment and reputation may be sharply affected…There will be opportunities to both gain and lose positioning. (BIS Report 2013: 104).
- 8. BIS Report recommendations • To push forward with the accreditation of MOOCs; to encourage innovation and transformation in continuing professional development (CPD) contexts, using MOOCs; and to acknowledge MOOCs as representing a significant shift to digital education by implementing policies which support and foster digital literacies (2013: 102, cited in HEA report 2014:19).
- 9. BL implementation at UoLeeds • BL strategy • Formulation of BL Steering Group, BLLTIG, FL Education committee, and several Working Groups: – YouTube – iTunes U + iBooks – Jorum – for OERS – Lecture Capture and MM repository • Appointment of Digital Learning Head at Chair level • Recruitment of small DL team (5 + Head) • Appointment of 9 BL champions – 1 for each faculty. (0.1FTE)
- 10. Leeds Digital learning channel portfolio Only available to Registered Students Available to all learners Online Courses Individual Learning Objects Learning Objects complementing face-to-face provision (Blended Learning)
- 12. Mark Evans Movement Training for the Modern Actor ‘How will a world informed by the contemporary discourses…of a virtual, digital and screen-based era itself shape theatre and the training of actors?.... …What role will the corporeal and embodied actor have in this new order?’ (2009: 179)
- 13. Course structure Week one Meyerhold in Context • Approaching Theatre History • C20th Actor Training • M’s Contemporaries • Biomechanics in context • Working safely Week two Meyerhold in action • Intro to Sticks • Intro to Balls • Intro to footwork • Intro to the Slap • Documentation in the 20s/30s • Students share Documentation Week three Meyerhold today • Peer review forum • Expert panel discussion • 3 case studies of use of training in Physical theatre today • Final forum: What use is M now?
- 14. Key questions for planning • Who is your target audience? • How long? 2, 3, 6, 8 or 11 weeks? – Taster MOOC – CPD MOOC – Full MOOC • What is the balance of components and learning methods? • How does each week relate to the previous week? – Developmental or Repetition with difference • What are the means of interaction? • What are the means of assessment? • Is this a c-MOOC, x-MOOC or hybrid?
- 15. Continuum of MOOC approaches Connectivist (George Siemens and Stephen Downes, Hybrid Pedagogy) cMOOC xMOOC Atomistic (Edx, Udacity, Coursera) Networked collaborative learning Linear compartmental learning Open Closed
- 18. Animation
- 19. Panel sessions and discussions
- 20. Some examples of content
- 22. The Platform
- 23. Artwork Words are inadequate - how do I convey the hot feeling in my head ? - the heavy feeling in my feet and hands as they describe arcs through the air ? - and then contrast these with the unbelieveable lightness of the limbs ?- and the bouncy feeling of the pauses with intent?... In the end only drawing seemed to capture the sensations. (Facebook event posting)
- 24. Video
- 25. Evaluation
- 26. Losses Gains • Lack of simultaneous ensemble experience and of associated group motivation • No hands on ‘manipulation’ of body shape by the tutor or direct intervention in exercises • No control of time spent on the exercises • No tutor-led differentiation of task for individuals • Levels of technical resources are uneven across students • Skill development of tutees cannot be tracked by tutor • Comments from tutor to individual in the forums may be lost or unseen • Uploading work after a few days’ work can be daunting and counter-productive • Exercises are available for scrutiny by students 24/7 • Animation allows for high level of detail and contextualized annotation • Student reflection on tasks was often deeper as they are posted in a ‘public’ environment. • Comments by the tutor are available to all and archived • International audience offers rich variety in the peer group . • Blend of historical/theoretical materials with practical exercises can be carefully choreographed in situ. • Collective research and crowd- sourcing of knowledge
- 27. Extract from focus group JP: Was there any difference in your approach when you were focusing on the first week with all the theoretical and historical stuff and the second week when you were more practically engaged? Participant 1: I have never felt more engaged about the value of the historical… Participant 2: Yes Participant 1: …than I’ve ever felt before in a learning context… Participant 2: Yes I was so inspired… …Participant 1: It took us from the familiar to the unfamiliar, which I think was something that I was just so engaged by. I have never really gone beyond what I know, and that’s what I really valued so much.
- 28. My MOOC Headlines • Participants from 91 countries including almost 10% from the United States, and others from Russia, Australia, Spain, Greece, as well as the UK. • 99% of participants who completed a post-course survey found the educator engaging. • 100% of participants said they would recommend the course to a friend. • 84% of participants who completed a post-course survey reported spending over 30 minutes studying the course per visit to the Futurelearn platform.
- 29. Impact and Repurposing • Conversion of MOOC into an iBook • Organisation of materials into iTunesU • Author blog and twitter account • New materials for L2 module: C20th and C21st Performer training • Academia.edu profile
- 31. Many thanks! Jonathan Pitches Professor of Theatre and Performance University of Leeds Blended Learning Champion for Performance, Visual Arts and Communications j.pitches@leeds.ac.uk @jpitches68