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The pedagogy of MOOCsTerese Bird and Gráinne Conole,
University of Leicester14th March 2014
Open Education Week Webinar
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
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Outline
• Overview of MOOCs • Overview of eMundus• Pedagogical approaches• MOOC classification• Describing MOOCs• Evaluating MOOCs
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OER and MOOCs• Over ten years of the Open Educational Resource
(OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU• 2012 Times year of the MOOC
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The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
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POERUP outputs
• An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies• 3 EU-wide policy papers
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The emergence of MOOCs• CCK08
– Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• Emergence of large-scale xMOOCs• UK-based FutureLearn• Launch of Massey on Open2Study• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc• List of MOOCs
– http://www.mooc-list.com/ • EFQUEL series of blogs
– http://mooc.efquel.org/• ICDE list of MOOC reports
– http://tinyurl.com/gconole-MOOC
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Massive Open Online Courses (MOOCs)
FreeDistributed global community
Social inclusion
High dropout ratesLearning income not learning outcome
Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
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The eMundus project
• Aim– Strengthen
cooperation and awareness amongst EU and strategic partners of exploiting potential of MOOCs and virtual mobility to support long-term, balanced, inter-cultural partnership
http://wikieducator.org/Emundus/Home
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Objectives
• Map state of the art of MOOCs and Virtual Mobility
• Sharing of knowledge, tools and practices around MOOCs and their implications
• Promote and mainstream MOOCs and VM• Help institutions, networks and policy makers
to develop effective MOOC strategies
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Learning can be achieved by:
Interaction Communication & Collaboration
Through
OER & MOOCs Social Media
Facilitated by:
Learning Design
Leading to:
New support and accreditation models
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A
ConstructivistBuilding on prior knowledgeTask-orientated
SituativeLearning through social interactionLearning in context
ConnectivistLearning in a networked environment
E-Pedagogies Mayes & De Freitas, 2004Conole 2010
E-trainingDrill & practice
Inquiry learningCollective intelligenceResource-based
Experiential, Problem-based Role play
Reflective & dialogic learning, Personalised learning
Flashlets App Springpad App
Solve Outbreak App
Social media & MOOCs
AssociativeFocus on individualLearning through association and reinforcement
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Pedagogical approaches
Drill & practiselearning
Inquiry learning
Situated learning
Immersive learning
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Drill and practise learning
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Flashlets app
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Inquiry-based learning
• Promoting inquiry-based approaches for Science –nQuire tools
• Developing public understanding of Science - iSpot
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Springpad curation
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Situated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
Mark Childs
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Swift project
Paul Rudman and Suzanne Lavelle
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Outbreak App
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Immersive learning
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OLDS MOOC
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Dimension Characteristics
ContextOpen Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
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The 7Cs of Learning DesignConceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
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Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
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Activity profile
• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment
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Start End
Learning OutcomesLO1LO2LO3LO4
Assessment LO1LO2 LO3 LO4
Week 1Topic 1
Week 2Topic 2
Week 3Topic 3
Week 4Topic 4
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Formal
Informal
Individual Social
Blended coursesDL+ social media
Trad. campus coursesDL courses
OERxMOOCs
OER + Social mediacMOOCs
APELePortforliosOERuBadges
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A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
For each dimension, give the MOOC a score: Low=1, Medium=2High=3
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A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
How to rate Open?
It’s free = 1
At least some CC materials = 2
All materials CC, and non-registered students can view materials=3
How to rate Massive?
Under 500=1500-10,000=2Over 10,000=3
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MOOCs by pedagogical approach
PLUS:Cognitive
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Associative Associating a stimulus with a response – operant conditioning. Create a new stimulus response.
Intermediate Chinese from Open University of China on iTunes Uhttp://tinyurl.com/chineselang
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Cognitive Learning by experiencing a stimuli but not doing anything. The way in which a person is encouraged to contemplate.
Coursera Songwritinghttps://www.coursera.org/course/songwriting
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Constructivist Adding meaning to, and building upon, what I already know
Open University Course Design MOOC ‘OLDS’http://www.olds.ac.uk
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SituativeLearning that occurs in the same context in which it will be used.
Coursera Introduction to Clinical Neurologyhttps://www.coursera.org/course/clinicalneurology
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ConnectivistAbout who or what learning resources we have access to. People as resources.
George Siemens original Connectivist MOOC http://cck11.mooc.ca/
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MOOCs by pedagogical approachDimension Associative
ChineseCognitive Songwriting
Constructivist OLDS
Situative Neuro
Connectivist Siemens
Context
Open 1 1 3 1 3
Massive 1 2 1 2 2
Diversity 1 2 2 2 3
Learning
Use of multimedia 3 2 2 2 2
Degree of communication 1 1 2 2 3
Degree of collaboration 1 1 2 2 2
Amt of reflection 1 1 2 1 3
Learning pathway 1 1 2 2 2
Quality assurance 2 2 2 2 1
Certification 1 2 2 2 1
Formal learning 1 1 2 1 1
Autonomy 3 3 3 2 3
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Conclusion• MOOCs as disruptive
technologies challenging traditional institutions
• New business models emerging• New approaches needed for
designing and delivering MOOCs• Need for appropriate pedagogies• Disaggregation of education
– High quality resources– Learning pathways– Support– Accreditation
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http://www.slideshare.net/GrainneConolehttp://www.le.ac.uk/ili
[email protected]://e4innovation.com
@gconole