innovative pedagogy at massive scale (moocs)
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Rebecca Ferguson & Mike Sharples
Institute of Educational Technology
The Open University, UK
Innovative Pedagogy at massive scale:Teaching and learning in MOOCS
ECTEL 2014, Graz, Austria
• Networked learning• Seamless learning• Personal Inquiry learning• Crowd learning• Geo-learning• Maker learning• Learning from gaming• Citizen inquiry• Rhizomatic learning
www.open.ac.uk/innovating
INNOVATIVE PEDAGOGY
250 million views per year
9 million active learners
7 million course learners
5 million OU registered learners
• Open University OpenLearn: − 5 million registered users, − 23 million visits, − 11,000 hours of learning
materials• iTunes U:
− 66 million downloads• YouTube EDU:
− 21 million views
MASSIVE SCALE
• FutureLearn• Company formed by
The Open University• Launched in October 2013• 40 partners, 37 universities• Over 550,000 registered
learners• Over 1 million course
registrations• New platform,
new pedagogy
http://about.futurelearn.com/blog/
INNOVATIVE PEDAGOGY AT MASSIVE SCALEwww.futurelearn.com
INNOVATIVE PEDAGOGY AT MASSIVE SCALEFuturelearn course page (‘Exploring English’ by British Council)
• 110,000 learners on the course
• Comments linked to content• Over 14,000 learner
comments on a single video • Half the learners who start
the course contribute to discussions
• 178 countries− Spain, Myanmar (Burma),
Brazil, UK, China, Russia, Chile, Italy, Algeria, Ukraine …
INNOVATIVE PEDAGOGY AT MASSIVE SCALE(Exploring English example)
How do we design teaching, learning and assessment that improve with scale?
Some educational methods
degrade with scale
e.g. personal tutoring,
sports coaching
Some educational methods are
impervious to scale
e.g. lecturing
Which educational methods
improve with scale?
SCALING LEARNING
• For some networked systems the value of a product or service increases with the number of people using it
• The telephone system becomes more valuable to users as more people are connected
• In two-sided networks (e.g. educators, learners) each side needs to benefit from scale
• Learners find their opportunities to connect increase with scale
• However, teachers find it increasingly difficult to maintain control and support learners
• Need ways to manage and support learners
Metcalfe, R.M.: It’s all in your head. Forbes, 20th April, 2007. http://www.forbes.com/forbes/2007/0507/052.html
METCALFE’S LAW
• People are not just nodes in networks• Network information is relevant if it is – new– salient– timely– usable– understandable– appropriate– trusted– contiguous
• Need to help people to develop effective personal networks
PERSONAL NETWORKSDownes, S.: The Personal Network Effect. Blog posting, 4th November 2007. http://halfanhour.blogspot.co.uk/2007/11/personal-network-effect.html.
LEARNING AT MASSIVE SCALE
Direct instruction through video and slides
Can be made more active by e.g. embedding quizzes
No intrinsic benefit of scale
Can be made more social by e.g. viewer polls
Needs social learning
Networked learning
Sharing of expertise
Intrinsic benefits of scale – the more learners the more expertise to share
Can be made more valuable through reputation management and badging
Needs mentoring
Supported open learning
Combined direct instruction, networked learning, and local tutoring
Costly, though costs do not increase with scale
Can be made more valuable through local expertise
Needs funding
FUTURELEARN LEARNING AT MASSIVE SCALEPedagogy-informed platform design
Learning as conversation
Gordon Pask, Diana Laurillard
Visible Learning
John Hattie
Narrative learning
Social-networked learning
(adapted from Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge)
Medium for collecting data, model buildingand problem solving
Learner acts to build models and solve
problems
Partner acts to build models and assist in
solving problems
Sets goalsAdjusts model
ActsModifies actions
How questions and responses
Learner demonstrates understanding and problem solutions
Partner demonstrates understanding and
elaborates problem solutions
Offers theories and ideasRe-describes theories
Offers conceptions and explanationsRe-describes conceptions
Why questions and responses
Medium for mediating agreements
CONVERSATIONAL FRAMEWORK
Level of Actions
Level of Descriptions
Medium for collecting data, model buildingand problem solving
Learner acts to build models and solve
problems
FutureLearn videos, text, computer code, HTML 5 simulations
Learner demonstrates understanding and problem solutions
Learner demonstrates understanding and
elaborates problem solutions
Offers theories and ideasRe-describes theories
Offers conceptions and explanationsRe-describes conceptions
Why questions and responses
FutureLearn comments and replies
Medium for collecting data, model buildingand problem solving
Learner acts to build models and solve
problems
Learner acts to build models and assist in
solving problems
Sets goalsAdjusts model
ActsModifies actions
How questions and responses
FutureLearn comments and replies, linked to media
Learner demonstrates understanding and problem solutions
Learner demonstrates understanding and
elaborates problem solutions
Offers theories and ideasRe-describes theories
Offers conceptions and explanationsRe-describes conceptions
Why questions and responses
Learner demonstrates understanding and problem solutions
Partner demonstrates understanding and elaborates problem
solutions
Offers theories and ideasRe-describes theories
Offers conceptions and explanationsRe-describes conceptions
Why questions and responses
Medium for mediating agreements
FutureLearn small-group discussions: ArgueGraph, Jigsaw learning etc.
Medium for collecting data, model buildingand problem solving
Learner acts to build models and solve
problems
Learner / Partner /Educator acts to build models and assist in
solving problems
Sets goalsAdjusts model
ActsModifies actions
How questions and responses
Learner demonstrates understanding and problem solutions
Learner / Partner / Educator demonstrates
understanding and elaborates problem
solutions
Offers theories and ideasRe-describes theories
Offers conceptions and explanationsRe-describes conceptions
Why questions and responses
Medium for mediating agreements
FutureLearn learning
Mentoring
Orchestrating
Orchestrating
Data collection and analysis• 18 courses from 14 universities• Courses from October 2013 to February 2014• Course materials, emails and discussions• Grounded approach to analysis• Emergent themes in the data
WHAT ARE THE IMPLICATIONS FOR PEDAGOGYOF TEACHING AND LEARNING AT MASSIVE SCALE?
Massive participation offers learners• Support from a wide range of other learners• Resources provided by those learners in the form
of discussion and links• Range of diverse cultural perspectives
Advantages of massive
ADVANTAGES OF MASSIVE FOR LEARNERS
Improving Your Image: Dental PhotographyUniversity of Birmingham
Elias Adan Gimenez Feliu
I'm one of the very few photographers in an area trice as big as Scotland (the Paraguayan Chaco), where 8
different cultures live together. There's no record-keeping or proper research done with regards of dental treatment, specially among the most remote areas on
the country. I believe there's huge opportunities to enhance the dental service through the powerful medium that photography provides, by providing
material for research and education. Mainly to inform central and local government and other decision makers, about the realities the region faces, but
specially to educate patients (elderly and children) dental workers and other professionals, that sometimes
have to travel hundreds of kilometres on very bad roads, in order to reach a small town with no proper
facilities but where people in need of proper treatment live.
SUPPORT, RESOURCES AND A VARIETY OF PERSPECTIVES
Advantages of massive
Massive participation offers educators• Affective benefits• Potentially increased access to resources• Motivation to develop teaching practices
ADVANTAGES OF MASSIVE FOR EDUCATORS
Advantages of massive
Corpus Linguistics: Method,Analysis and Interpretation
Lancaster University
I am very passionate about the study of language based on naturally occurring speech and writing. So
getting more people to know about it and be able to do it is my goal
Practise what you preach, as they say. So I have decided to do some reflective learning and blog about my
experience with our Climate Change MOOC. Web Science: How the Web
is Changing the WorldUniversity of Southampton
ENJOYMENT, RESOURCES AND MOTIVATION
Advantages of massive
Massive participation offers society• Potential to develop tools and resources• Potential to develop professional practice• Increased access to higher education• Potential for global impact
ADVANTAGES OF MASSIVE FOR SOCIETY
Advantages of massive
Corpus Linguistics: Method,Analysis and Interpretation
Lancaster University
It has been great to test AntConc with so many new users! In response to the many helpful comments
Laurence has received, he is making a new version of the software available in
week two.
I am particularly keen for the MOOC to reach audiences that
don’t have access to the learning experience we provide here at
Leeds – such as those in Nepal, which features prominently as one
of our case studies Fairness and Nature: When Worlds CollideUniversity of Leeds
DEVELOPMENT, ACCESS & IMPACT
MOOCs provide the opportunity to widen access
to our world-class
universities and to meet the
global demand for higher education
British Minister of State for Universities
and Science
Advantages of massive
Challenges of massive participation include• Need the skills to learn together online• Need to be able to search for and locate
trustworthy support and resources• Widening access brings in inexperienced learners• Educators may be overwhelmed by workload
CHALLENGES OF MASSIVE
Advantages of massive
Fairness and Nature: When Worlds CollideUniversity of Leeds
We have provided a short video to highlight a few points to help make your learning experience effective and enjoyable. The
video includes:Preparing to learn […]
Listening and reflecting […]Making notes […]
Communicating with others
SUPPORTING INEXPERIENCED LEARNERS TO LEARN TOGETHER ONLINE
Challenges of massive
Introduction to Forensic Science
University of Strathclyde
You have been actively engaged in the discussions, which is excellent,
thank you, but with more than 23,000 participants it means that our responses and comments risk getting lost. One way to ensure we keep in touch with all of you is by
sending out our weekly email – like this one
LOCATING TRUSTWORTHY RESOURCES
Challenges of massive
Introduction to Forensic Science
University of Strathclyde
This will be primary school material for some of you and exactly the opposite
for others. It is just not possible to tailor the material to each of you […] If it
appears too technical, forget the detail and concentrate on the higher level principles; if you think ‘yes I know all about that’ we’d encourage you to be an active participant in the learning
community
ENGAGING LEARNERS AT DIFFERENT LEVELS
Challenges of massive
Good Brain, Bad Brain: Basics
University of Birmingham
I have been amazed and impressed by the level of interest and input – 1800 of you
have posted at least one comment. If you posted something hoping to get a reply but
haven’t then I am sorry, but me and my four mentors have been doing our best to monitor what’s going on in between doing
our usual activities.
HIGH LEVELS OF ENGAGEMENT – MANAGING WORKLOAD
Challenges of massive
We can design to increase the benefits and reduce these challenges by• Creating learning designs that take the benefits
into account• Making it straightforward to ask questions and
receive answers• Providing ways of filtering and navigating
resources• Designing for accessibility
LEARNING DESIGN AND PLATFORM DESIGN
DESIGNING FOR MASSIVE FROM THE START
Learning design and platform design
Learning design tools help educators to plan for massive as they consider different types of learning activity, including:• delivered• reflection• collaboration• conversation• networking• browsing• assesssment
ASKING QUESTIONS, GETTING ANSWERS
Learning design and platform design
FILTERING RESOURCES
Learning design and platform design
ACCESSIBILITY
Learning design and platform design
• Exploit the knowledge of peers• Use recommender tools to promote expertise and
enable trustworthy support• Employ expert educators, equipped with live
analytics, as a valued scarce resource, • Use social network tools, such as filtering and
following, to enable ‘education 2.0’• Build on the benefits of many cultural and
cognitive perspectives• Help learners to develop enduring social learning
networks
TEACHING AND LEARNING AT MASSIVE SCALE
Mike.Sharples@open.ac.uk Rebecca.Ferguson@open.ac.uk
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