Planning to design mooc think first!
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This document summarizes a journal article about planning for Massive Open Online Courses (MOOCs). It identifies 8 major issues with MOOCs: high dropout rates, lack of accreditation, difficulties with assessment at scale, challenges with pedagogy for diverse online learners, issues with business models and reputation, research ethics concerns, language barriers, and differing views on the value of "massiveness." The summary explains that these problems are interrelated and represent both threats and opportunities for MOOC design depending on how they are addressed.
Planning to design mooc think first!
- 1. Alaa A. AlDahdouh PhD student Aldahdouh, A. A., & Osório, A. J. (2016). PLANNING TO DESIGN MOOC? THINK FIRST! The Online Journal of Distance Education and E-Learning, 4(2), 47–57. António J. Osório Professor Planning to Design MOOC? Think First!
- 3. Introduction
- 4. Questions ■ What are the problems with MOOC? Is it really that MOOC has many drawbacks which prevent its adoption?
- 9. Results ■ cMOOC: connectivist MOOC LM S ■ Blended Learning ■ Got Certificates ■ Online Learning ■ No Certificate
- 10. Results ■ xMOOC: eXtension of academic stuff as MOOC MOOC provider s ■ Online Learning ■ No Certificate MOOC Partners ■ Instructivist Design
- 11. Results ■ SPOC: small private online course ■ Blended Learning ■ Got Certificates ■ Online Learning ■ No Certificate MOOC Provider s
- 12. Results ■ MOOC Issues: Dropout Rate Accreditation Business Model Reputation Research Ethics Pedagogy Student Assessment Language Barrier
- 13. Results ■ Dropout Rate: 90% - A Beginner’s Guide to Irrational Behavior - Started in 2013-03-25 for 8 weeks ~142k ~4k ■ Most students have not intention to complete the course. They are trying to find something about the content, and move on to something else.
- 14. Results ■ Accreditation: We grant student a credit upon completing a degree. I worked hard and completed the course. I deserve to have a certificate, don’t I? What if I complete a group of related MOOCs? Would I have a certificate?
- 15. Results ■ Business Model: ■ Building a successful functional and financial design of MOOC provider. One high quality: xMOOC ~= $250k Someone should pay? ■ Donors ■ MOOC Partners ■ MOOC ProvidersOpen Source Financial Model LinkedIn Apache Linux
- 16. Results ■ Pedagogy: ■ Heterogeneous spectrum of students. ■ Old style of teaching may not be suited for online students. ■ Serious Games is option. ■ Narrow down the participants. • Connectivist approach • Connection is the most important. • Content is build on students’ activities cMOOC • Constructivist approach. • The course is planned in advance. • Content includes short video and recommended article, xMOOC
- 17. Results ■ Assessment: ■ How can we evaluate 100,000 of students enrolled in one course? ■ How can we limit fraud and impersonation? ■ Face recognition. ■ Writing pattern. • No rigid assessment.cMOOC • Assessment using AutoGrader.xMOOC
- 18. Results ■ Language Barrier: ■ Coursera was offering 1587MOOCs in English while offering only 2and 27courses in Arabic and Portuguese. ■ Building platform in other languages: Arabic (Rwaq, Edraak). ■ MOOC 2.0
- 19. Analysis ■ What are the problems with MOOC? ■ 8 considerable ■ Controllable ■ Interrelated issues MOOC Dropout rate Accreditation Assessment Pedagogy ReputationResearch Ethics Language Barrier Business Model
- 20. Analysis ■ Conflicting ideas ■ Massiveness has no value (Bartolomé and Steffens, 2015) ■ Massiveness is the great idea (Milligan et al., 2013)
- 21. Analysis ■ xMOOC vs cMOOC This issue is threat This issue is opportunity
- 22. Aldahdouh, A. A., & Osório, A. J. (2016). Planning To Design Mooc? Think First! The Online Journal of Distance Education and E-Learning, 4(2), 47–57. Retrieved from http://www.tojdel.net/journals/tojdel/articles/v04i02/v04i02-06.pdf Aldahdouh, A. A., Osório, A. J., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International Journal of Instructional Technology and Distance Learning, 12(10), 3–21. http://doi.org/10.5281/zenodo.46186 Read more: See also:
Editor's Notes
- #2: This presentation is an abstract for paper entitled “Planning to Design MOOC? Think First!”. Please find the full article on The Online Journal of Distance Education and E-Learning. Aldahdouh, A. A., & Osório, A. J. (2016). PLANNING TO DESIGN MOOC? THINK FIRST! The Online Journal of Distance Education and E-Learning, 4(2), 47–57. Retrieved from http://www.tojdel.net/journals/tojdel/articles/v04i02/v04i02-06.pdf
- #3: MOOC stands for Massive Open Online Course(s). Massiveness refers to the possibility to scale up the course in terms of the number of students. Some courses reach 100k and 200k student/course. Openness in Connectivism means a freedom of participation and engagement; a transparency of content and design; and a freedom of learners to teach and learn.
- #4: The study began at University of Minho, Portugal when Professor Osorio had some questions regarding MOOC.
- #5: Among the list of those who decided not to participate in developing MOOC are some of Europe’s best schools: Oxford and Cambridge (Auyeung, 2015). Moreover, in a report of 2014 that tracks the online education in the United States, 39.9% of American higher education institutions have not decided whether to adopt MOOC or not (Allen & Seaman, 2014). And this proportion seems to be larger for other countries (Jacoby, 2014). This presentation may help those who want to know what the issues of MOOC are.
- #6: This study employed a qualitative content analysis approach.
- #7: We collected witnesses, researchers’ feedback, journal articles, blogs, and discussions searching for answers that were published on the web through the previous 7 years.
- #8: Through the study, we reviewed the theory behind MOOC; which is connectivism, MOOC Adoption Models, and MOOC Problems.
- #9: Many adoption models were identified while only three can be considered as influential models: cMOOC, xMOOC and SPOC.
- #10: In cMOOC model, the teacher (1) handles the course, (2) builds a virtual course environment on a Learning Management System (LMS) and (3) invites students from all over the world. In class students register for the course as normal and joined the virtual course on LMS. Online students who are searching for such course on the internet accept the invitation and join to LMS.
- #11: xMOOC stands for eXtension of other educational stuff as MOOC. MOOC providers are companies that build the web environment to publish courses. MOOC partners are usually universities which are interested in publishing such courses for the public. The university ask the MOOC provider to publish course and the online students join the course.
- #12: In this model, the teacher runs the course as traditional one. Instead of building his own MOOC, he searched for the available MOOCs which are related to his course and invite his students to join these courses.
- #13: There are eight considerable issues of MOOC.
- #14: Dropout rate refers to the ratio of students failing to complete the course, to the total number of enrolled students. In a recent report of 64 certificate-granting courses offered by Harvard and Massachusetts Institute of Technology (MIT) on edX platform, the certification rate increases slightly from 7% to 8% (Ho et al., 2015).
- #15: MOOC Accreditation refers to the process of giving an online-MOOC student credit or recognition upon completing the course requirements. Although some MOOC providers offer handful courses with verified certificates (Ho et al., 2015; Cole & Timmerman, 2015), more clarification is needed. Auyeung (2015) claims that MOOC providers fail in the process of accreditation.
- #16: MOOC business model concerns about building a successful functional and financial design of MOOC. So far, the donors and MOOC partners are the main payers. But, MOOC providers should find a sustainable financial resource. One suggestion is to use Open Source Money Model: like Linux, Apache, and LinkedIn.
- #17: MOOC pedagogy refers to teaching and learning practices in MOOC. MOOC types are different in their pedagogy. cMOOC follows connectivist practices of student participation and self-orientation while xMOOC follows instructional practices, where the materials are designed and prepared in advance. Ben-Ari (2011) reported he is completely disappointed due to the absence of pedagogical innovation in xMOOC. Romero and Usart (2013) suggested integrating the use of serious games as a key part of the methodology for teaching and learning.
- #18: Student assessment refers to the continuous process in which we get evidence if students met course goals and expectations in order to improve their learning. In cMOOC, success and failure definitions are left for the learners who suppose to set their goals and test whether they were met after the course. In xMOOC, the assessment follows the instructional practices. AutoGrader systems are the main technique used to assess student’s performance in conjunction with a limited peer-assessment (Bali, 2014; Ben-Ari, 2011). Some efforts have already been done to limit fraud and impersonation, like using face recognition and writing pattern to uniquely identify the participant.
- #19: Language barrier refers to the inability to join the course because of the language. In addition, when some non-native speakers try to take courses in English, they prefer to use transcripts and presentation slides instead of listening to lectures (Bali, 2014), which is also a sign of difficulty.
- #20: By investigating all considerable issues regarding MOOC, the researchers argue that these issues are (1) countable, (2) interrelated and (3) controllable. Interrelationship between issues is better interpreted by a tree. Therefore, the solution should follow the reverse path: assessment, accreditation, and then high dropout rate.
- #21: We recognize conflicting ideas between researchers. For example, Bartolomé and Steffens (2015) do not see any value of massiveness of MOOC and argue that "there are no pedagogical or psychological reasons why a course with 100.000 students should foster learning better than a course with 100 students" (p. 97). On exactly the opposite, Milligan et al. (2013) argue that "without a critical mass of active participants, a connectivist course would fail" (p. 152). While Bali (2014) makes it clearer; a massiveness of the course allows the interaction between participants to be 24/7, mainly because the time difference between international students.
- #22: We also recognize a big difference between connectivists' and instructivists' interpretation of the same issues; while instructivists see one issue as threat, connectivists see it as opportunity (AlDahdouh et al., 2015). Bartolomé and Steffens (2015) compared traditional online course, xMOOC, and cMOOC models where their theoretical analysis shows that cMOOC is better learning environment than xMOOC and traditional online course.
- #23: Read more: Aldahdouh, A. A., & Osório, A. J. (2016). Planning To Design Mooc? Think First! The Online Journal of Distance Education and E-Learning, 4(2), 47–57. Retrieved from http://www.tojdel.net/journals/tojdel/articles/v04i02/v04i02-06.pdf See also: Aldahdouh, A. A., Osório, A. J., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International Journal of Instructional Technology and Distance Learning, 12(10), 3–21. http://doi.org/10.5281/zenodo.46186