Openness, Online Universities, Moocs and Beyond
Download as PPTX, PDF4 likes1,970 views
This document summarizes Terry Anderson's presentation on openness, online universities, MOOCs and beyond. It discusses drivers for openness like open scholarship and cost pressures in higher education. It defines different types of MOOCs like cMOOCs, xMOOCs and sMOOCs based on pedagogical approach. The document also discusses challenges MOOCs pose to traditional universities and makes recommendations like using MOOCs to enhance assessment of open learning and as a marketing tool for universities.
Openness, Online Universities, Moocs and Beyond
- 1. Terry Anderson, Professor, Centre for Distance Education Feb. 2013 Openness, Online Universities, Moocs and Beyond UNESCO Chair in E-Learning Round Table
- 2. Drivers for Openness • Drivers for Openness – Open Scholarship – Experimentation, extensive use of ICT for competitive and learning advantage – Enhanced social and community service – Recession and the continuing escalation of costs of higher education • Pedagogy of MOOCs – cMOOCs and Connectivism – XMOOCs and instructivism – sMOOCs social constructivism • My MOOC recommendations – Credit for learning- anywhere/anyhow – MOOCs as movie trailer – “First One Free” Marketing
- 3. Definitions of Open on the Web (From Google) • affording unobstructed entrance and exit; not shut or closed; • affording free passage or access; • open to or in view of all; • accessible to all; • assailable: not defended or capable of being defended • loose: (of textures) full of small openings or gaps; • start to operate or function • not brought to a conclusion; • not sealed or having been unsealed
- 4. Open • Ouvert – as in open door and no prerequisites • Gratis – as in no tuition fees • Libre – as in Free speech, ability to use, re-use, remix In what sense is UOC OPEN??
- 5. Openness • A compelling sociological, psychological, legal and technological movement.
- 7. OER Developments at our institutions
- 8. • From Open Educational Resources to a culture of use and production of OERs • EU Project POERUP (Policies for OER Uptake)policies of government and major institutional initiatives on OERs • New private sector entrants – Pearson’s – resources, plus recommenders, plus data mining
- 9. Education technology • Marginalized use • Resistance by teachers, students • Frustrations with past failures, and dashed expectations • BUT Increasing capacity, new affordances, increased usage in all aspects of networked society
- 10. Education was Based on Old Models of Scarcity P. Banbury 2009
- 11. Ed Tech Today • Mr Google in every pocket • Blended Classroom – Blending best of classroom and online • Online Courses from most universities – Access , Time and Place shifting • Flipped Classroom – Content acquisition alone, at home – Learning objects, Khan Academy, Itune University – Classroom for collaboration • Simulations, Massive Games, viral social networks
- 12. Enhanced Community Service Expectation • Increased expectations – Degree inflation – Lifelong learning mandate – 21st Century skills – Too high tuition fees (at least in North America) – Value for taxpayer?
- 13. But What about MOOCs??
- 14. Dave Cormier’s What is a MOOC?
- 15. • All MOOCs are not the Same!!
- 16. MOOC Common Features • Mooc is a course • Defined Curriculum or content? • “Big Data”mining potential • Substitute student-content and perhaps student- student for student-teacher interaction • Maybe asynchronous, synchronous, mixed • Paced or self-paced • Up-sell of auxiliary products • Emerging credential options » Invigilated exams, badges, private certification
- 17. cMOOCs (Connectivism) • Content as a starting point, learners expected to expand and amplify through their own creations and connections • Chaotic and emergent – ”course with no centre” • Role of Learner: “Learners expected to create, grow, expand domain and share personal sense making through artifact construction” George Siemens • Role of teacher: “Rather, what we are saying through this structure is that we, the course authors, will be studying these materials. And people are welcome to come along for the ride.” Downes • “derived from a theory of learning based on engagement and interaction within a community of practitioners, without predetermined outcomes, and without a body of knowledge that we can simply ‘transfer’ to the learner.” Stephen Downes
- 19. Downe’s Design for cMOOcs • Aggregation – from list of all possible and resources, participants choose their own learning objects • ReMix – Participants translate new information into relevant contexts • Repurpose the work of other participants • Feedforward, archive in digital and open formats for others to benefit http://halfanhour.blogspot.com.es/2013/05/m ooc-resurgence-of-community-in-online.html
- 20. 20 Connectivist freedoms • Location where? • Subject what? • Time when? • Approach how(pedagogy, process )? • Pace how fast? • Sociability with whom (if anyone)? • Technology using what (medium/tools)? • Delegability to authorize responsibility to another setnet group notional levels of choice once a typical ‘course’ is in progress
- 21. cMOOCs conclusions • Revolutionary, not evolutionary • Redefine role of teachers, learners and education institutions • Too disruptive for teachers, students or governments??
- 22. xMOOCs • Traditional Teaching model (1st generation instructivist pedagogy) • Canned video and computer marked quizzes and essays replacing student-teacher interaction
- 24. MOOC Participation Rates?? • Coursera Course Computational Investing, January 6, 2013 by Tucker Balch , • 53,265 enrolled • Completed the course: – 4.8% of those who enrolled – 18% of those who took a quiz. – 39% of those who submitted the first project. Duke University 33% registered students never logged on!
- 25. • “The students who drop out early do not add substantially to the cost of delivering the course”. The most expensive students are the ones who stick around long enough to take the final, and those are the ones most likely to pay for a certificate. Daphne Koller, Founder Coursera
- 26. • MOOCs substitute student-content interaction and in some cases student-student interaction for expensive student-teacher interaction.
- 27. The Interaction Equivalency Theorem Anderson (2003) • Thesis 1. Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student– teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. • Thesis 2. High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences. Seehttp://equivalencytheorem.info/ 27
- 28. 28 Instructivist freedoms • Location where? • Subject what? • Time when? • Approach how(pedagogy, process )? • Pace how fast? • Sociability with whom (if anyone)? • Technology using what (medium/tools)? • Delegability choosing to choose setnet group From Dron, J. &Anderson, T. (2012) Keynote Networked Learning Conference
- 29. Social MOOC (sMOOCs) • Use of social networks to: – enhance student-student interactions • MeetUps, • Google Hangouts, • SecondLife, • recommendation systems – Enhance student-teacher interactions • Recommendation systems • Asynchronus voice and video • Learning analytic feedback
- 30. 30 Social constructivist freedoms • Location where? • Subject what? • Time when? • Approach how(pedagogy, process )? • Pace how fast? • Sociability with whom (if anyone)? • Technology using what (medium/tools)? • Delegability choosing to choose setnet group notional levels of choice once a typical course is in progress
- 31. xMOOCs cMOOCs UOC Educ Model Pedagogy instructivist connectivist constructivist Social Structure individual network group Delegatability high low medium Length Varies varies fixed Focus Content Process learner Anderson, T., &Dron, J. (2011). RevistaTecnologíapara el aprendizaje a través de tresgeneraciones de pedagogía a distanciamediadaportecnología. Mexicana de Bachillerato a Distancia, 6. Retrieved from http://bdistancia.ecoesad.org.mx/contenido/numeros/numero6/visionInter_01.html.
- 32. xMOOCs UOC Accessibility 3 2 High Quality Content 2 2 Teaches Network literacy 2 3 Time Management 1 3 Content based on student context 1 3 Cooperation, internationalization 1 2 Cost to student 3 2 Accreditation 1 3 Rigorous, critical reflective work 2 3 Teacher, Mentor interaction and Assessment 1 3 Student and teacher use of & control of data 2 1
- 33. MOOC challenges to Online University • Undercuts student costs • New online alternatives • Super star professor • Challenges the value of student-teacher and student-content interaction • Reduces value of degree accreditation • Pressure to credential external learning
- 34. My Own recommendations: Enhanced assessment of open learning acquired anytime/anywhere • University of London since 1858 • Huge demand for authentication and certification of knowledge • Meets integration and mobility goals of EU • Unique opportunity for UOC • Pioneered by WGU, North Dakota State, Athabasca and others. • Remote invigilation needed anyways • Whole new market for UOC
- 35. Recommendations (cont.) • MOOCs as social service – Targeting particular social or government needs – Demonstrating expertise and value add of modern university Ned Corbett – Man with the magic lantern, U of Alberta
- 36. MOOCs as Open Educational Resources (OERs) • Very useful for remedial or exploration by registered students • Allows more student control of pacing than traditional course • Decrease in length of CourseraMOOCs
- 37. Recommendations: MOOCs as exposure to online learning • Am I ready for University? • First unit of EVERY course as a MOOC?? • How good are our courses??
- 38. • Prof. Renner: "MOOCs may well be the last stand in defense of academic freedom if knowledge is to increasingly belong in the public domain, and not increasingly become a commodity. ……We must own and use MOOCs to elevate general public knowledge to be an effective civic moderator of wealth, power and belief.
- 39. • Slides on SlideShare: • https://landing.athabascau.ca • terrya@athabascau.ca • Terrya.edublogs.org