MOOCs, OOCs, OOPs
Download as PPTX, PDF1 like2,409 views
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
![Copyright and Takedown Notice
If you are a rights holder and are concerned that you have found
material on our website or legitimately under our name elsewhere, for
which you have not given permission, or is not covered by a limitation
or exception in laws of the UK or other countries (as relevant), please
contact us in writing stating the following:
• Your contact details
• The full bibliographic details of the materials
• The exact and full URL or other location where you found the
material
• Proof that you are the rights holder and a statement that, under
penalty of perjury, you are the rights holder or are an authorised
representative
Upon receipt of notification the Oxford Brookes University 'Notice and
Take down' procedure [LINK] is then invoked.
© 2013 Oxford Brookes University, Headington Campus, Gipsy Lane, Oxford OX3 0BP, UK
Tel: +44 (0)1865 74 1111](https://image.slidesharecdn.com/oocsminerva2013-03-15-130315154035-phpapp01/85/MOOCs-OOCs-OOPs-35-320.jpg)
MOOCs, OOCs, OOPs
- 1. MOOCs, OOCs, OOPs! for the rest of us Neil Currant, Liz Lovegrove, George Roberts, Fiona Smith, Marion Waite OCSLD, Oxford Brookes University, Minerva, March 2013
- 2. Background
- 3. Our MOOC • First Steps into Learning and Teaching in Higher Education (FSLT12)
- 4. Over 200 signed up • 60 participated throughout the 6 weeks • We reached our constituency • 14 undertook the assessment and Evaluation received a certificate • Participants were from 24 different countries including Australia, Canada, India, South Africa, as well as many European countries &US Research continuing • How people learned • Differential participation • Design principles
- 5. A bubble? • Bonk (2013) identifies 22 types of MOOC with 20 Leadership Principles and 12 business models. • The numbers are changing and boundaries are fuzzy. • There is stratification going on at the innovative end of traditional educational institutions.
- 6. Cowboy economics? • Monetize – Accreditation – Tuition – Publications – Recruitment – ??? • Or… sell picks and shovels to the Klondikers – MOOCs as platforms Andy Wharhol, 1986
- 7. Tiger photo © 2009 by Siddhartha Lammata (Siddy Lam) http://www.flickr.com/photos/siddylam/4130020318/sizes/l/in/photostream/ Creative commons attribution non-commercial licence
- 8. Discourses around higher education are: “… a field of competition for the legitimate exercise of symbolic violence, … an arena of conflict between rival principles of legitimacy, and competition for political, economic and cultural power (Bourdieu 1993, 121)
- 9. Shere Khan bites Baloo from Walt Disney’s Jungle Book
- 10. MOOC experiences
- 11. • A focus on the course and the platform ignores the experience of the MOOC learner • MOOCs offer an unlimited number of possibilities for hybridization because, whatever else, they offer participants the opportunity to fashion their own learning according to their own needs.
- 12. Question 1 • At your table, what has the MOOC experience/perception been?
- 14. “This opened my eyes as a teacher” • diversity of other participants • The 'Vet' presence highlighted some of the difficulties which the ‘newbies’ were experiencing and also provided a reciprocal zone of proximal development and triggers for active participation.
- 15. Three main themes 1. Navigation 2. Transformative reflective practice 3. Making sense of community
- 16. Navigation New participants felt overwhelmed by technology, multiple channels & perceived need to multi-task. Experienced MOOCers were judicious about planning their route and orienting their participation.
- 17. Transformative reflective practice Ultimately learners experienced a transformative shift … but it required reflection on practice, community support and self-organization
- 18. Making sense of community New learners needed time to determine their audience and core community… and to realize reciprocal relationships.
- 19. Skilled orienteers Active MOOC participants are skilled orienteers. Leveraging local expertise of experienced MOOC learners and developing participatory skills in new learners is a key strategy for those who organize and facilitate MOOCs.
- 20. Question • We aim to develop a network of expert participants. • Expert participants may be disciplinary experts, online experts or other… • What could you bring to the expert participant role?
- 21. The new black… Flip teaching
- 22. BLENDED LEARNING: THE ROLE OF OER http://www.educause.edu/research-and-publications/books/learning- spaces/chapter-11-designing-blended-learning-space-student-experience
- 23. OPEN EDUCATIONAL RESOURCES What are OERs? “learning and teaching materials available for free online for anyone to use. Examples include full courses, course modules, lectures, games, teaching materials and assignments.” JISC Where would I find them? iTunes U, Slideshare, Youtube, Repositories: e.g. Jorum, Brookes Radar. Licensing: Creative Commons
- 24. LEVELS OF ENGAGEMENT Use Use existing resources created by others Adapt / repurpose Adapt existing resources for your own purpose Create / produce Create and share your own resources
- 25. BENEFITS Learners Staff users Creators Institutions See - https://openeducationalresources.pbworks.com for a full list of benefits
- 26. FLIP TEACHING Class time focuses on understanding the material Delivery of content happens outside of class time, e.g. online http://www.youtube.com/watch?v=26pxh_qMppE&feature= player_embedded
- 27. DOES YOUR MOODLE LOOK LIKE THIS?
- 28. OER – video in Youtube – key content of topic OER – text in RADAR
- 29. OERS, FLIP & BLENDED: MAKING THE LINKS Discussion: How can you make this work for your practice?
- 30. And for the rest of us? DISCUSSION
- 31. Reasons for developing OOCs • Improving the global learner experience • Fulfilling the university’s social/global/community educative mission • Enhancing reputation and increasing visibility • Showcase own expertise • Sell books • Increasing reach – Better serve (retain) existing clients – Attract new clients – Earn more revenue
- 32. • What would your reasons for be for developing open online “courses”? • What would you like to do with MOOCs? • What support would you like? • What are the challenges for Brookes?
- 33. Thank you OCSLD Oxford Brookes University March 2013 groberts@brookes.ac.uk
- 34. Research • Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013). Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (in submission 2013). x v c: Hybrid learning in, through and about MOOCs. OER13/JIME • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). What is necessary and what is contingent in design for a massive open online course? In Open Horizons: Sharing the Future. Aston University, Birmingham: Higher Education Academy. Retrieved from http://www.slideshare.net/georgeroberts/what-is-necessary-and- what-is-contingent-in-mooc-design • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). Not just moocin’ about. In ALT-C 2012: A confrontation with reality. Presented at the ALT-C, Manchester, UK. Retrieved from http://www.slideshare.net/georgeroberts/not- just-moocin-about • Roberts, G. (2012). OpenLine Project Final Report (JISC Project Report). Oxford: Oxford Brookes University. Retrieved from http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC1_Oxford_Brookes
- 35. Copyright and Takedown Notice If you are a rights holder and are concerned that you have found material on our website or legitimately under our name elsewhere, for which you have not given permission, or is not covered by a limitation or exception in laws of the UK or other countries (as relevant), please contact us in writing stating the following: • Your contact details • The full bibliographic details of the materials • The exact and full URL or other location where you found the material • Proof that you are the rights holder and a statement that, under penalty of perjury, you are the rights holder or are an authorised representative Upon receipt of notification the Oxford Brookes University 'Notice and Take down' procedure [LINK] is then invoked. © 2013 Oxford Brookes University, Headington Campus, Gipsy Lane, Oxford OX3 0BP, UK Tel: +44 (0)1865 74 1111
Editor's Notes
- #24: Just a very basic intro to OER. We could do a whole session but want to introduce you to the concept.Mention Creative CommonsMake sure to highlight Radar.
- #26: Learners: Flexibility, Access, self-directedUsers: quality resources to useCreators: reputational, feedback on materials, collaborationInstitutions: reputation, marketing, e.g. MIT long before MOOCs put course materials online for anyone to use. MOOCS have subsumed some of the arguments around OERS
- #28: This course is actually described as blended learning!
- #29: The class was based around summarising main content and doing activities to help learning, e.g. doing a quick student evaluation, writing evaluation questions, discussing the different evaluation mechanisms.