Collaboration, MOOCs and Futurelearn
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Hugh Davis gave a talk on April 23rd, 2013 about increasing collaboration through MOOCs and Futurelearn. He discussed what MOOCs are, the potential disruptive impact of technologies on higher education, and Southampton's motivations for developing MOOCs. Futurelearn was established as a not-for-profit partnership between UK universities to offer MOOCs. Davis outlined Futurelearn's structure and vision, as well as opportunities for collaboration within and across institutions through MOOCs.
Collaboration, MOOCs and Futurelearn
- 1. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Increasing Collaboration through MOOCs And working with Furturelearn Hugh Davis: 23rd April 2013
- 2. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION What are MOOCs Disruptive Technologies: Is there an avalanche coming? Why Southampton are doing this Futurelearn Collaboration within Futurelearn Learning Resources in MOOCs This Talk 2
- 3. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Massive - some have 10,000s registered. Open = free, and anyone can register Online although many have a parallel blended incarnation Course (but not necessarily accredited for anything) What is a MOOC? 3
- 4. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION • Many short videos • Some talking heads • Some “worked examples” • Some experiments etc. • On-line papers etc. • Discussion forums • On-line activities • Formative assessments Assessment (and feedback) will need to be • Objective (multiple choice etc.) • Peer review • Self evaluation Learning Design Workflow and Learning Analytics are central The emphasis must be on the student as a self-motivated learner. Most Courses consist of 4
- 5. Why the Avalanche Alert? 5 Barber, M. Donnelly, K & Rizvi, S. (March 2013). An Avalanche is Coming; Higher Education and the Revolution Ahead. Institute for Public Policy Research.
- 6. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION 6 The cost of a degree is rising in real terms while the value of a degree is falling Content is ubiquitous (and free) Private providers can produce cheaper qualification routes (or wish to be allowed to) The world distribution of wealth means that most potential students cannot afford higher education It would not be possible to build enough universities to educate the emerging Chinese market The classic university is educating for 20th century skills Employers attitudes to formal qualifications are changing in favour of demonstration of skills The three of four year degree course is no longer standard Education is having its Napster moment Contract cheating makes current education meaningless
- 7. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION 7 We need to maintain the Goldstandard The best possible education is face to face with a true subject expert Students are looking for so much more out of an university than just formal learning Contract Cheating shows that you need to examine face to face The hand-wringing citation of unemployment statistics and rising student fees comes not from the unemployed and poor, but from the new education industry that wants to find a way into the marketplace. We are signing our own death warrants Have you looked at the drop-out rates? We’re under fifteen feet of pure white snow
- 8. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Assessing Disruptive Technologies 8 Joseph L. Bower and Clayton M. Christensen Disruptive Technologies: Catching the Wave Harvard Business Review 1995
- 9. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION • to enhance reputation • to boost recruitment • ·to provide a public service • to create more flexible routes for entry • to explore new markets • to support our collaborative provision • to improve our on-line capability • to help us to become more agile and flexible Motivations for making MOOCs 9
- 10. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION New Markets 10 Informal Learning YouTube, iTunesU Non Formal Learning MOOCs OERs Formal Learning Modules And Programmes Pulling Students through from the Informal to the Formal (Martin Bean) 10
- 11. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION New Markets 11 Informal Learning YouTube, iTunesU Non Formal Learning MOOCs OERs Formal Learning Modules Formal Learning Whole Programmes Pulling Students through from the Informal to the Formal
- 12. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION • Certifications • Authentic assessments • Human tutoring • Corporate learning • Sponsorship • Access to student records How do MOOCs make money? 12
- 13. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION xMOOCs – • Defined based on learning outcomes • Well defined journey through learning • Instructor led – “broadcast” mode • Learning can be assessed and certified cMOOCs • Based on educational theories of connectivism – which hold that knowledge resides in the network and that learning is about making connections. See:- http://bit.ly/lyNmGX Types of MOOCs 13
- 14. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Udacity, The first – “democratizing education” – but still for profit. Started at Stanford. Coursera – for profit (but business model only just emerging). 2,000,000 people have taken a course, from the catalogue of around 200. Only 7-9% complete. EdX. Not for Profit. MIT, Harvard, Berkeley Futurelearn. - Based in UK at OU, and aspiring to include top 30-40 universities. For profit. Director is Simon Nelson – responsible previously for BBC digital strategy MOOC Providers 14 (also mention some precedents such as OERs – MIT’s OpenCourseWare and OU’s OpenLearn; also Khan Academy)
- 15. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Quality higher education, open to all, that combines learning through doing and social interactions with world-class storytelling from renowned institutions. Futurelearn can be accessed any time and anywhere; it aggregates the best online learning materials; it uses the presence of a massive number of learners (and the data they produce) in innovative ways to improve learning; it challenges and rewards learners and celebrates small steps of progress and the big achievements. Futurelearn Product Vision 15
- 16. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Stimulate innovation among core campus based-delivery universities Build brand through provision of innovative education Build international growth opportunity HE exports in 2008/09 were £7.9bn22Enable partners to fulfill their missions, widening access to UK HE Maintain world-leading brand of UK HE, which currently has 18 of the top 100 universities Build innovation in UK HE Attract additional students particularly those outside the UK Generate revenue to diversify income 16Page
- 17. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION MOOC Structure Learning Unit1 Learning Unit2 Learning Unit3 Learning Unit4 Learning Unit5 Learning Unit6 Up to 10 Learning Unit1 Learning Unit2 Up to 3 Learning Unitn Weekly Learning Units: , 2- 6 hours study time Meaningful title, clear learning goals, end-of-unit assessment 1 2 3 Each with 2 or 3 self-contained Learning Blocks Learning Block Video Text Discuss Quiz Learning Blocks Sequence of elements (This is just one example) miniMOOCs have 2 or 3 Learning Units 17
- 18. learner presented with information (eg multimedia educational content from a high-profile academic) learner encouraged to reflect on activities (eg note-taking, annotation) learners together construct a shared understanding (eg shared wiki, Google docs) learners engage in discussion or argument (eg discussion forum) learners interact across time and space (eg social-network tools such as Twitter, Facebook) learner seeks and collates information (eg search engines, web browsers) learning through receiving formative feedback (eg multiple-choice quizzes to self-assess performance; criterion based assessment, repeating an online assessment until reaching a desired level of performance) Each style presents opportunities for learning apps
- 19. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Social Constructivist learning approach Based on small on-the-fly groups Students remain in those groups for that activity Lots of ideas for patterns of social learning Patterns for Social Learning Post University cartoon/Dave Blazek, licensed under a Creative Commons Attribution-NoDerivs 3.0 19
- 20. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION There are some issues: who gets to do Business 101? But the answer is in differentiation Southampton intends to offer Web Science and Oceanography based MOOCs in its first offerings.. Collaboration within Futurelearn 20
- 21. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Managing Tensions 21 Potential for excellent analytics research Concern for data ownership and institutional confidentiality Ensuring Futurelearn Quality Keeping Institutional control Certification Credit bearing assessment Vs
- 22. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION OERs are allowed But high quality is required We need resources that can be accessed by anyone – not just registered students… Learning Resources in MOOCs 22
- 23. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Who owns the work? The text book? What happens if the expert goes? MOOCs will force us to sort out these issues if not already Ownership of Materials developed 23
- 24. CENTRE FOR INNOVATION IN TECHNOLOGIES & EDUCATION Groups internal to the University: CITE – academics – librarians Academic disciplines within the University – Humanities and Maritime archaeology? Groups across institutions – Oceanography at Southampton and OU Librarians at OU, Southampton and elsewhere Partners of FutureLearn – Universities within and beyond Russell Group Universities and other organisations within FutureLearn – BL and British Council and Southampton Multiple opportunities for increasing collaboration in MOOCs 24
- 25. Thank you Any Questions? Hugh Davis: hcd@soton.ac.uk users.ecs.soton.ac.uk/hcd 25
Editor's Notes
- #17: Key point is the Mission