The MOOC in Review: Contributions to Teaching and Learning
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The document reviews the state of MOOCs (massive open online courses) in education, discussing engagement, completion rates, and potential future developments such as SMOCs (synchronous MOOCs) and SPOCs (small private online courses). It outlines research directions regarding the effectiveness of MOOCs, instructional models, and their impacts on students and institutions. Furthermore, it emphasizes the need for improved pedagogy, data capture, and quality assurance in MOOC delivery.
The MOOC in Review: Contributions to Teaching and Learning
- 1. The MOOC in Review: Contributions to Teaching and Learning Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE October 2013
- 2. What is it? So what? But what about? What’s next? Where do I put this?
- 3. A what??
- 5. the last 12 months
- 6. the last 12 months
- 14. So what?
- 16. Disengaging Completing Sampling Auditing Kizilcec, Piech, & Schneider (2013), Deconstruc5ng disengagement: Analyzing learner subpopula5ons in Massive Open Online Courses
- 18. Feathering High College Work School 2 years 2 years
- 19. VP Business & Finance CIO + IT Department Academic Media Tech External Pla?orm Provost Vice Provost Teaching & Learning Center Legal Academic Divisions Biology Chemistry Engineering & Applied Sci + Marke-ng Development Geological & Planetary Humani-es & Social Sci Physics, Math, Astronomy Alumni Students/TAs
- 20. What is our online strategy?
- 22. But what about…
- 30. So, what’s holding up the Revolution?
- 31. Got SMOOC? …Success in the MOOC
- 33. MOOC Comple5on Rates: The Data Source: h/p://www.katyjordan.com/MOOCproject.html
- 34. MOOC Comple5on Rates: The Data
- 35. MOOC Comple5on Rates: The Data
- 39. What’s next for the MOOC?
- 41. SMOC Synchronous Massive Online Class (somewhere between a MOOC, a latenight television show, and a real-time research experiment)
- 42. SPOC small private online course
- 44. the not so disruptive MOOC
- 46. How will MOOCs Affect Fair Use and Copyright Compliance?
- 47. Research Directions: Gates Foundation § Drive scaled adoption of MOOCs for intro and remedial learning content and competencies, for low-income young adults, and in the blended format § Research use cases, efficacy, and cost savings of MOOC implementations § Drive evolution of MOOC conversations and MOOC platforms toward higher quality, improved pedagogy, and improved authoring/ integration support
- 48. Research Questions § What data needs to be captured and how open will it be for the advancement of learning? § What are the purposes and designs of different types of MOOCs? § Related to the above, what are the various instructional models? § For which students, courses, and contexts are MOOCs effective and where are they not? § How rich and deep is the learning with MOOCs – e.g., knowledge transfer vs. connectivism, deeper learning outcomes?
- 49. Research Questions § Which components drive impact for our target learners and what additional supports need to be added online or face-to-face? § What is the faculty role, time commitments, and work conditions versus face-to-face and traditional online? Which faculty are well suited? § What are the costs and barriers for development? Local customization? Implementation? § How can MOOCs serve broader goals of both students and institutions?
- 50. “we inform our innova5on through our users, who teach us about all the ways they learn”
- 54. degree resume interview test
- 55. test interview resume degree
- 56. 1. Matricula5on 2. Transferable credit
- 58. 10%
- 59. Increase agility and innova-on in the other por?olio areas
- 60. MOOC
- 61. Disaggregated instruc5on Adap5ve learning/ assessments Learner authen5ca5on Learner analy5cs Competency based learning
- 62. Uninformed consumer Rising costs Diminishing returns Poor access
- 63. ELI Online Spring Focus Session Learning and the MOOC ….. http://www.educause.edu/eli/ events/eli-online-spring-focussession/2013 http://tinyurl.com/elimooc
- 64. Learning and the MOOC • Getting the MOOC Off the Ground: What You’ll Need to Deploy • Weaving the MOOC Into Campus Practice • MOOC Quality Assurance and Analytics • Exploring MOOC Delivery Options
- 66. Veronica Diaz PhD @drvdiaz vdiaz@educause.edu Associate Director EDUCAUSE Learning Ini5a5ve EDUCAUSE