The Learning Perspective With MOOC
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The document discusses the evolution and impact of Massive Open Online Courses (MOOCs) in education, highlighting their potential to enhance access and flexibility in learning. It surveys the growth of different MOOC platforms and their diverse course offerings, as well as the challenges and innovative strategies in designing effective online learning experiences. Finally, it emphasizes the role of data analytics in improving educational outcomes and the importance of continuous advancement in MOOC methodologies.
The Learning Perspective With MOOC
- 1. ABD KARIM ALIAS UNIVERSITI SAINS MALAYSIA (akarim@usm.my) The learning perspective with mooc Abd Karim Alias@2015
- 2. MOOCs – Where is it now?1 Learning with MOOCs2 Abd Karim Alias@2015 Agenda
- 3. Fikirkan SATU perkara yg kita boleh lakukan dgn MOOCs tetapi sukar dilakukan dalam pembelajaran bersemuka. Abd Karim Alias@2015 https://todaysmeet.com/moocupm
- 4. Bagaimana MOOCs boleh membawa perubahan dlm proses pengajaran dan pengajaran? Abd Karim Alias@2015
- 5. 5 Abd Karim Alias@2013
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- 7. MIT OCW launched in 2001 UNESCO OER Declaration 2012 MOOC — Small beginning by George Siemen in 2008 A humble beginning From making resources freely available…to open massive participatory learning ecosystems Abd Karim Alias@2015
- 8. Abd Karim Alias@2014 Welcome to the brave new world of
- 9. SHO-0658-2DA-4N M O O c Massive open online courses Abd Karim Alias@2015 Can accommodate an infinite number of learners Content is available FREE to anyone Available via the internet Well structured COURSE offered within a fixed set of dates
- 10. 10 Abd Karim Alias@2015
- 11. 11 …is NOT about replacing the traditional universities but it is about WIDENING ACCESS TO EDUCATION. Abd Karim Alias@2015
- 12. 12 Abd Karim Alias@2014 The TRAIL BLAZERS...
- 13. 13 Abd Karim Alias@2014 Professor Thrun gave up his tenured position at Stanford to teach online courses at a new start-up he’s founded called Udacity. The TRAIL BLAZERS...
- 14. 14 Abd Karim Alias@2014 20,000 students completed From 200 on campus students to…
- 15. Courses are currently being offered in 13 different languages, although 80% of courses are taught in English. 03 400+ universities. 2400+ courses. 16-18 million students. Coursera, Udacity, and edX, introducing their own credentials 22 of the top 25 US universities in US News World Report rankings are now offering courses online for free. 01 02 04 Mooc – some facts
- 16. 16 Abd Karim Alias@2015
- 17. 17 16%! 36%! 8%! 5%! 5%! 2%! 18%! Coursera EdX Udacity (2.4%) NovoEd (1.6%) Canvas Open2Study (2.7%) Iversity (2.5%) FutureLearn Miriada X CourseSites (2.5%) Others Mooc providers Data adopted from Dhawal Shah, A Review of MOOC Stats and Trends in 2014 Abd Karim Alias@2015
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- 19. 19 Education Science Business & Management Comp. Science Humanities Social Sciences Mooc subjects Data adopted from Dhawal Shah, MOOCs in 2013: Breaking Down the Numbers Engineering Maths & Stats Health & Medicine Abd Karim Alias@2015
- 20. 20 Abd Karim Alias@2015 1. Developing Innovative Ideas for New Companies: The First Step in Entrepreneurship via University of Maryland, College Park | Coursera 2. Introduction to Statistics via Stanford University | Udacity 3. Learning How to Learn: Powerful mental tools to help you master tough subjects via University of California, San Diego | Coursera 4. Introduction to Computer Science via University of Virginia | Udacity 5. Principles of Project Management via Polytechnic West | Open2Study
- 21. 21 Abd Karim Alias@2015 6. CS50x: Introduction to Computer Science via Harvard University | edX 7. Inspiring Leadership through Emotional Intelligence via Case Western Reserve University | Coursera 8. Introduction to Finance via University of Michigan | Coursera 9. Strategic Management Open2Study 10. R Programming via Johns Hopkins University | Coursera
- 22. 22 Abd Karim Alias@2015
- 23. MOOC for Credit? Enter text here. Coursera is now offering 27 specializations edX also has its version, called Xseries iversity planning to work with European universities to offer credit Udacity announced its Nanodegree program 1 2 3 4 Abd Karim Alias@2015
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- 31. Higher Educational Institutions @ Malaysia 20 Public universities 34 Polytechnics; 91 Community Colleges About 500 private universities & colleges Abd Karim Alias@2015
- 32. 9 GLOBALISED ONLINE LEARNING Abd Karim Alias@2015
- 33. MOOC OER/OCW Establishment of National e- Learning Centre Joining Open Education Consortium Establishment of e-content repository Initiatives to Support Globalised Online Learning Abd Karim Alias@2015
- 35. Enhancing the quality of T&L Visibility, Positioning and Branding Bringing Niche Area to Global Arena Life Long Learning (Widening Access) 01 02 03 04 What MOOC@Malaysia hope to achieve? Abd Karim Alias@2015
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- 48. 48 Abd Karim Alias@2011
- 49. Learning with mooc Abd Karim Alias@2015
- 50. Is there an ideal pedagogy behind MOOCs? What does it mean in terms of instructional design? What are the peculiarities of designing an online course that addresses such a big audience? Abd Karim Alias@2015 Relevant questions about MOOCs
- 51. The Pedagogy Behind MOOCs: Instructional Design Adjustments For “Massive” Learning* Abd Karim Alias@2015 *The Pedagogy Behind MOOCs: What eLearning Professionals Should Know; http://bit.ly/ 1XW7vIC
- 52. GROUP ACTIVITY Abd Karim Alias@2015
- 53. Online mode delivery Online quizzes & assessments Short videos & quizzes Peer & self-assessment Short videos Online forums Efficacy of online learning Retrieval learning Mastery learning Enhanced learning through this assessment Enhanced attention & focus Peer assisstance MOOC CHARACTERISTICS PEDAGOGICAL BENEFITS Characteristics of MOOCs and their related pedagogical benefits* *The pedagogical foundation of MOOCs; http://bit.ly/pedagogymooc Abd Karim Alias@2015
- 54. MOOCs’ mode of delivery is essentially grounded in pedagogy of somewhat more traditional learning environments Abd Karim Alias@2015
- 55. cMOOCs (Connectivist MOOCs) as learners freely navigate in the MOOC course, it’s not easy for the MOOC facilitator to keep track of their progress. based on connectivism More learner- centered Learning may also take place outside the official MOOC platform Abd Karim Alias@2015
- 56. Learners must be able to make connections of the new information to what they already know about the topic under consideration Learners must be able to maintain connections with other people through social networks Abd Karim Alias@2015
- 57. In a cMOOC environment the participants in the course act as both teachers and students, sharing information and engaging in a joint teaching and learning experience through intense interaction facilitated by technology. Abd Karim Alias@2015
- 58. xMOOCs (Extended MOOCs) computer-marked assignments specially designed platform software peer assessment no or very light discussion moderation Abd Karim Alias@2015
- 59. The latest trend is a mixed approach that combines constructivism, social learning and connectivism, to form the ideal mix that best fits MOOC’s conceptualization of learning. Abd Karim Alias@2015
- 60. 83% of current online learners already posses a two-year or four-year degree and that most of them have a stable job*. Abd Karim Alias@2015 Who takes MOOCs? *A study by the University of Pennsylvania; http://bit.ly/1Nb2u6X
- 61. 61 Abd Karim Alias@2013 Characteristics of good
- 62. 62 • Encourages reflection • Enables dialogue • Fosters collaboration • Applies theory learnt to practice • Create community of peers • Enables creativity • Motivate learners Characteristics of good *Conole, G. (2013). Current thinking on the 7Cs of Learning Design. E4innovation.com Abd Karim Alias@2015
- 63. Lower level thinking Higher level thinking Generating new ideas, being innovative, viewing things in different ways Bloom Taxonomy (revised) Abd Karim Alias@2015
- 64. DESIGNING MOOC Abd Karim Alias@2015
- 65. Designing MOOC with Backward Design What will the students know, understand and will be able to do? IDENTIFY DESIRED RESULTS DETERMINE ACCEPTABLE EVIDENCE OF LEARNING PLAN LEARNING EXPERIENCE & INSTRUCTION How will the students know when they have reached the goals? What do I need to do in the classroom to prepare them for the assessment? Abd Karim Alias@2015
- 66. Demonstration & Application Experiential Engagement Meaning- making Concept explorationContent made available Video lectures Audio podcast Content-rich websites Online chat Learner-generated Blogging Reflection (video/audio) Social media discussion Mind map Hands-on activities Games, simulations Experiments Interactive session Learner-generated Creative project Presentation Abd Karim Alias@2015
- 67. Gamification Badges Formative Assessment Progress bars Learners are able to visualize how much they have accomplished so far Leverage on the competitive nature of human & element of fun Badges serve to learners as means that prove a certain level of accomplishment (extrinsic motivation) How To Motivate Learners in MOOCs* Keeping track of learners’ progress on-the-spot *The Pedagogy Behind MOOCs: What eLearning Professionals Should Know; http://bit.ly/
- 68. Short videos & other learning resources Communication & collaboration Space repetition & practice activities Credentials & gamification 01 02 03 04 Facilitating learning with MOOC Abd Karim Alias@2015
- 69. 69 Communicate using ! social media
- 70. 70 Engage students before, during and after the class
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- 72. 72 Engage students before, during and after the class
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- 75. Provide automatically graded assessment Provide both synchronous and asynchronous MOOC activities Offer both compulsory and optional online activities 01 02 03 Use of closed-ended questions that can be automatically graded by the MOOC system Learners should be given the opportunity to interact through synchronous and asynchronous activities Provide many options for learners Designing course for massive learning
- 76. 76 According to MarketingProfs, the new millennials cannot thinkmore than 140 characters at a stretch!
- 77. Abd Karim Alias@2014 Bite-size learning (microlearning) “The process of learning through short, digestible and well-planned units” ~Grovo
- 78. Abd Karim Alias@2014 Bite-size learning (microlearning) Learn anything in small chunk—that’s the basic premise of bite-size learning. It makes sense to breakdown content into a small, manageable segments.
- 79. 79 Abd Karim Alias@2015 Why BITE-SIZE? To support learners by giving them interesting, flexible information at their point of need. LEARNING ON DEMAND
- 80. 80 Provide essential content
- 81. 81 Communicate using ! social media
- 82. 82 Provide resources in ! multiple format
- 83. Abd Karim Alias@2015 *OpenLearning Platform
- 84. personalization experimentation optimization MOOCs have an opportunity to dramatically improve the quality of learning through…
- 85. 85 Big Data, not Video, will Transform Education Abd Karim Alias@2015
- 86. 86 …Uses data, student performance & analysis models to find out how students learn & improve on their experience. Abd Karim Alias@2015 Unlocking MOOC Data IsThe Game Changer
- 87. Useful data from course enrollments ranging from 10,000 to 100,000 students. LEARNING ANALYTICS — collected at the scale that MOOCs operate on, provide valuable data in identifying the root cause of failure by students*. O p t i m i z a t i o n Abd Karim Alias@2015 *Video Is Great, But Unlocking MOOC Data Is The Game Changer; http://bit.ly/1XW0Cr1
- 88. “If two students in a university class of a hundred give a wrong answer, you would never notice, but when two thousand people give the same wrong answer, it’s kind of hard to miss.” - Daphne Koller, co-founder of Coursera Data will enable teachers to have actionable feedback on what is, and what is not, working. Abd Karim Alias@2015
- 89. 89 Abd Karim Alias@2015 …Uses data, student performance & analysis models to find out how students learn & improve on their experience.
- 90. 90 …learners can create their own paths and learn at their own pace. Abd Karim Alias@2015
- 91. 91 Abd Karim Alias@2015
- 92. 92 …provide learners the opportunity to learn in ways that suit their individual learning preference and multiple intelligences. Abd Karim Alias@2015
- 93. 93 Abd Karim Alias@2015 *OpenLearning Platform
- 94. 94 Abd Karim Alias@2014
- 95. 95 Blending F2F with MOOC! Abd Karim Alias@2015
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- 100. 1 2 3 4 5 6 7 8 Descriptive & catchy title Course description & Information Learning Outcome Course Outline Content in multiple format Learning activities Assessment Other relevant info. The anatomy of mooc
- 106. Perbincangan yg aktif antara pelajar drpd semua 20 universiti
- 109. 109 Abd Karim Alias@2014 Harvard has in-house course production studio with over 50 staff, including specialists in instructional design, production, research, technical operations, and program support.
- 110. 110 Abd Karim Alias@2014 …Start small… Getting a MOOC off the ground
- 111. 111 Abd Karim Alias@2011
- 112. 112 Abd Karim Alias@2013
- 113. 113 Abd Karim Alias@2011 – What do You Want to Learn Today?
- 114. 114 – What do You Want to Learn Today? Abd Karim Alias@2014
- 115. 115 Abd Karim Alias@2015
- 117. Harvard Business School professor Clayton M. Christensen 3 Business Models Make students pay for certificates of completion Allow institutions to pay for sponsored classes Offer students additional paid resources Courses are free but proof of passing would need to be purchased Universities can pay to have MOOC courses taught on their campuses Students can pay for library resources, tutoring, textbook, etc. Diagram template credit to: Duarte.com
- 118. 118 …The value of MOOCs may not be the MOOCs themselves, but rather the plethora of new innovations and added services as a spin-off. Abd Karim Alias@2015
- 119. 119 Abd Karim Alias@2014 MOOCs as game changer…catalysts of major educational change.
- 120. Abd Karim Alias@2014 120 MOOCs for breakfast anyone?
- 121. Closing Remarks 01 02 03 04 05 Online + blended learning are shaping the future of learning MOOCs are already enhancing education for thousands of students around the globe Huge potential & opportunity for lifelong learning education Abd Karim Alias@2015 Content is ubiquitous — learning on demand MOOCs provide a flexible platform for teaching, learning, sharing, communication, and collaborating
- 123. THANK YOU FOR LISTENING ABD KARIM ALIAS (akarim@usm.my) LINK TO DOWNLOAD: http://bit.ly/1FRChtw