Teaching And Learning Models in MOOCs
- 1. 1 Teaching And Learning ModelsTeaching And Learning Models inin MOOCsMOOCs Dr. Eisa rezaei PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir rezaeiphd@gmail.com
- 2. 2 MOOCMOOC •Massive i.e many learners (often, thousands) •Open i.e. (freely) available to anyone (although many MOOCs only accessible to those who register): also open-access issue •Online •Course i.e. some aim and structure to the learning
- 3. 3 The pedagogy of the MOOCThe pedagogy of the MOOC cMOOC Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning. xMOOC Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
- 4. 4 bMOOC blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to- face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context quasi-MOOCs Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MIT’s OpenCourseware (OCW). They consist of “open education resources” supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial- driven format of xMOOCs The pedagogy of the MOOCThe pedagogy of the MOOC
- 5. 5 Connectivism instructional Design Principles cMOOC
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- 7. 7Stephen Downes March 5, 2015
- 8. 8 Key Features of cMOOCsKey Features of cMOOCs a. use of social media such as Blackboard Collaborate or Adobe Connect, streamed video or audio files, blogs, wikis, ‘open’ learning management systems such as Moodle or Canvas, Twitter, LinkedIn or Facebook, all enabling participants to share their contributions b. participant-driven content. The key design practice with regard to content is that all participants contribute to and share content. c. distributed communication. With participants numbering in the hundreds or even thousands, each contributing individually through a variety of social media d. assessment: there is no formal assessment, although participants may seek feedback from other, more knowledgeable participants, on an informal basis. See more at: http://www.tonybates.ca/2014/10/13/comparing-xmoocs-and- cmoocs-philosophy-and-practice/#sthash.8zn62sQl.dpuf
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- 15. 15 Teaching techniques in cMOOCsTeaching techniques in cMOOCs a. Articulate reasoning - participants articulate their reasoning on a particular topic. b. Collective aggregation – get the participants to collectively aggregate a set of resources around a particular topic. c. For and against debate - where participants are divided into two teams. d. Jigsaw pedagogical pattern where a problem is broken down into four parts, each participant researches a part of the problem, then they get together with others who have researched the same problem, and then they return to their home team to combine knowledge. e. Peer critique – get the participants to peer critique other participants’ writings. f. Q&A forum – a space for participants to asked questions, which can be answered by other participants and/or the tutors. Turn the final forum output into a FAQ list. g. Reflective blog – get the participants to keep a reflective blog, where they consider what they have learnt and the relevance to their practice.
- 16. 16 Teaching and the teacherTeaching and the teacher xMOOC
- 17. 17 Key Features of xMOOCsKey Features of xMOOCs a. specially designed platform software b. video lectures c. computer-marked assignments d. peer assessment e. supporting materials f. a shared comment/discussion space g. badges or certificates h. learning analytics
- 18. 18 Components of a xMOOC
- 19. 19 xMOOC model ChallengesChallenges session, paperclip, feedback video session, paperclip, feedback video Students share videos, pictures, schemes Students share videos, pictures, schemes Interactions , discussions Interactions , discussions Real world problems, practical activities Real world problems, practical activities Welcoming messages Welcoming messages Weekly updates Weekly updates
- 20. 20 MOOCs: Course Structure and Flow
- 21. 21 MOOCs: Course Structure and Flow
- 23. 23 Modes Of Video CaptureModes Of Video Capture Tablet CaptureTablet Capture This can done on a tablet, using a whiteboard or chalkboard, or solely with graphics. khan academy teaching stylekhan academy teaching style
- 24. 24 Modes Of Video CaptureModes Of Video Capture Tablet Capture with InstructorTablet Capture with Instructor This allows for the learner to see the instructor as well as the materials at hand. Edx teaching styleEdx teaching style
- 25. 25 Modes Of Video CaptureModes Of Video Capture Live CaptureLive Capture This mode of capture usually involves multiple cameras and can also include other capture devices. Lecture recording styleLecture recording style
- 26. 26 Modes Of Video CaptureModes Of Video Capture On Location ShootOn Location Shoot This mode of capture usually involves going to a location that is relevant to the course material being covered Documentary Film styleDocumentary Film style
- 27. 27 Modes Of Video CaptureModes Of Video Capture screen recordingscreen recording Power point videos, recorded presentations, computer screen recording Software training styleSoftware training style
- 28. 28 Modes Of Video CaptureModes Of Video Capture Whiteboard animationsWhiteboard animations Whiteboard animations are videos that ‘show’ the learner an idea or concept through a series of live drawings
- 29. 29 Modes Of Video CaptureModes Of Video Capture animationsanimations
- 30. 30 Introduce yourself and invite students to do the same: “What is your name, where are you from and what do you expect to learn from this course?” Introduce yourself and invite students to do the same: “What is your name, where are you from and what do you expect to learn from this course?” xMOOC course discussion
- 31. 31 xMOOC Student cooperation Plan interaction using the Discussion Forum: “Share your thoughts and give feedback on…” “Help your colleagues by replying to their questions…” Plan interaction using the Discussion Forum: “Share your thoughts and give feedback on…” “Help your colleagues by replying to their questions…”
- 32. 32 xMOOC Assessment examples CheckboxesCheckboxes Multiple choiceMultiple choice
- 33. 33 Numerical inputNumerical input xMOOC Assessment examples
- 34. 34 Drag and dropDrag and drop xMOOC Assessment examples
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- 37. 37 MOOC range? X(MOOC) C(onnectivist) MOOC Transformative pedagogy, expert to learner, multimedia content fixed and provided, classic assignments, discussions between peers. Constructivist/connectivist pedagogy, distributed knowledge, peer-to-peer, media produced and evaluated by learners, open badges – informal certification, variety of dynamics between peers, new networks. Coursera. Udemy, Khan Academy, EdX, Iversity, Canvas.net, … Change.mooc George Siemens and Stephen Downes But also other options Closed to public / in-house only Open to public Formal Informal Tutor supported learning Learner autonomy As MOOC research and experiences grow, an array of best options will emerge.http://en.wikipedia.org/wiki/Massive_open_online_course
- 38. 38 Finally, learning through MOOCs can become even more effective if there is an authentic face-to- face interaction between students and teachers; this is possible with a Flipped Classroom model bMOOC
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- 40. 40 quasi-MOOCs Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MIT’s OpenCourseware (OCW). They consist of “open education resources supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
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- 45. 45 Dimension Description multimedia Some MOOCs are primarily text-based whereas others make significant use of multimedia and have a high degree of interactivity. Communication range from limited use of discussion forums (which may or may not be moderated by the tutors), through to significant use of communication through a variety of social media tools Collaboration this might range from no collaboration (particularly in xMOOCs where participants primarily work through the materials on their own) through to significant collaboration with participants working in groups on a shared set of activities. Reflection Some MOOCs will not explicitly state this, whilst others might include statement such as ‘reflect on what you have learnt to date’ or ‘apply your understanding to your context’. Learning pathway Some MOOCs, such as cMOOCs, deliberately do not have a specified learning pathway through the materials, the emphasis is on participants creating their own learning pathway and Personal Learning Environments. Other MOOCs may have a prescribed learning pathway to guide the learners.
- 46. 46 Dimension Description Quality Assurance This might range from no quality assurance, where the MOOC is developed by one or more teacher, through to some form of relatively informal peer review through to high quality assurance through a formal review process and a number of iterations and improvements. Certification This ranges from no certification associated with the MOOC, through to the assignment of badges on completion or different aspects of the MOOC or achievement of particular competences, through to certificates for participation or completion. Formal Learning This can range from the MOOC being informal and optional through to perhaps being part of a formal educational offering, where MOOC participants learn alongside fee-paying students on a course. assessment automatically graded assessments - Peer and self–assessment Autonomy This is the extent to which participants are expected to work individually through the MOOC and take control of their learning with little or no tutor support through to the participants being given a certain degree of tutor support. This might include forum moderation, or formative assessment on artefacts the participants produce.
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- 48. 48 NAME TYPE FUNDING BUSINESS MODEL PARTNER S COURSES EdX )May 2012( Academic MIT, Harvard: $30m each U. of Tex: $5m Gates: $1m Non-profit; Plans to charge fee for certificates of completion 29including MIT Harvard UC Berkeley HKU 59courses at October 2013; , ,1 200 000 users Coursera (April 2012) Academic VC: $16m )KPCB, NEA( Add’l equity $6m )including Cal Tech, Penn( For-profit; Plans to charge for certification, testing, sale of student info, etc 83University partners, including: Columbia U. Of Toronto U. of Washington 400courses at June 2013; , ,4 700 000users )Sept 2013( Udacity )February 2012( Academic VC: $22m )Andreesen Horowitz, Charles River, Steve Blank( For-profit; In-person proctored exam $89; Job placement; Plans for fee-based online secure exams Notables: Sebastian Thrun Peter Norvig Steve Huffman 30courses ,750 000users )January 2012( BUSINESS MODELBUSINESS MODEL
- 49. 49 Best practice guidelines • Keep the MOOC relatively short; evaluation suggests that longer MOOCs result in high dropout rates and low learner satisfaction. Four to eight weeks is the recommended length of a MOOC. • Clearly articulate the number of anticipated learning hours per week; again keep these to a minimum; around 3 – 4 hours is recommended. • Have a clear and logical learning pathway. • Consider having core and extension activities. • Indicate the amount of learning time associated with each learning activity,
- 50. 50 • Make clear why participants are expected to use digital technologies (such as forums, wikis, blogs, etc.) • Ensure that learning outcomes are indicated at the beginning of each week, use active verbs that are measurable. • Ensure content is coherent and logically structured, with a clear beginning, middle and end. • Indicate what, if any, tutor support is provided. • Articulate the pedagogical approach used, for example is reflective learning encouraged, or dialogic learning. Best practice guidelines
- 51. 51 • Keep participants motivated and on track by providing a weekly email update, summarizing the key points covered and signposting to the following week’s activities. • Include mini quizzes at the end of each week, to enable participants to assess their learning. • Provide extensive activities, which are both remedial and advanced in nature, to cater for a diversity of participants. • Have a number of synchronous hour-long sessions • Provide a discussion thread on the forum to enable participants to introduce themselves, their experience of the subject to date and what they hope to get out of the participation in the MOOC. Best practice guidelines
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Editor's Notes
- #2: BP presents
- #4: X focus on scalability, C focus on community and connections
- #5: X focus on scalability, C focus on community and connections
- #20: MOOC boosters that will engage students
- #23: Think beyond the basic video broadcast model
- #31: Think beyond the basic video broadcast model
- #32: Think beyond the basic video broadcast model
- #33: Think beyond the basic video broadcast model
- #34: Think beyond the basic video broadcast model
- #35: Think beyond the basic video broadcast model
- #36: Think beyond the basic video broadcast model