open education 2013

70
MOOCs: How did we get here? George Siemens Nov 6, 2013

Upload: gsiemens

Post on 19-Aug-2014

30.541 views

Category:

Education


0 download

DESCRIPTION

Presented to 10th Annual Open Education Conference Park City, Utah

TRANSCRIPT

Page 1: Open Education 2013

MOOCs: How did we get here? George Siemens

Nov 6, 2013

Page 2: Open Education 2013

1.Bit of history2.Bit about current

state3.Bit of angst4.Bit of hope

Page 3: Open Education 2013

1.Bit of history2.Bit about current

state3.Bit of angst4.Bit of hope

Page 4: Open Education 2013
Page 5: Open Education 2013
Page 6: Open Education 2013
Page 7: Open Education 2013

The core components of the current design (used for my Fall 2007 Intro to Open Ed course) include:

• Running everything in the open

Page 8: Open Education 2013
Page 9: Open Education 2013
Page 10: Open Education 2013
Page 11: Open Education 2013

Openness and transparency created a space of innovation and ability to build on what others were

doing

Page 12: Open Education 2013

An alternative to

Institutional controlled technologiesMonolithic self-contained/locked-in platformsTransmission pedagogies

Page 13: Open Education 2013
Page 14: Open Education 2013

Metal workers: cylinders

SteamWheelsMotion

Transportation need

Viability

Scientific progress

Entrepreneurship

Page 15: Open Education 2013

“a thousand threads that lead from the locomotive to the very beginning of the modern world”

Rosen, 2010

Page 16: Open Education 2013

“The process may be more like stitching together known parts

than pioneering a complete route from scratch”

W. Bryan Arthur, 2006

Page 17: Open Education 2013

Simply: We need open, accessible, buildable, improvable, extendable,

remixable, content, curriculum, pedagogy, and learning systems

Page 20: Open Education 2013

But it’s not all new

Page 21: Open Education 2013

Distance Education

Frederick Jackson Turner: U of Wisc: correspondence late 1800

“Composition through the medium of the post” 1833 (see Simonson et al, p. 37)

Anna Eliot Ticknor:Society to Encourage Studies at Home, 1873

Page 22: Open Education 2013

CTV: 1966-1983Degree-level coursesUniversity partnershipsDelivered 6:00-9:00 am

Page 23: Open Education 2013

Continental Classroom

NBC: 1958-1963

Page 24: Open Education 2013

1.Bit of history2.Bit about current

state3.Bit of angst4.Bit of hope

Page 25: Open Education 2013

So, why MOOCs? Why now?

Page 26: Open Education 2013

MOOCs:

A supply-side answer to decades of change in demand-side learning needs

Page 27: Open Education 2013

McKinsey Quarterly, 2012

Page 28: Open Education 2013

Increasing diversity of student profiles

The U.S. is now in a position when less than half of students could be considered fulltime students. In other words, students who can attend campus five days a week nine-to-five, are now a minority.

(Bates, 2013)

Page 29: Open Education 2013
Page 30: Open Education 2013

Favours women over menMore learners as % (up to 60%)Average entrance age increasingTop three countries for entering students:

China, India, USATraditional science courses waning in popularityGreater international student

OECD 2013

Page 31: Open Education 2013

What is happening in MOOC research?

Page 32: Open Education 2013

Phase 1 Stats266 total submissions37 countries represented

Top countries:- USA- Canada- China- UK- Spain- Australia

http://www.moocresearch.com/

Page 33: Open Education 2013

Phase 2 Stats

78 total submissions15 countries represented

Top Countries:- USA- Canada- UK- China- Australia

Page 34: Open Education 2013

Methodologies per field

Page 35: Open Education 2013
Page 36: Open Education 2013
Page 37: Open Education 2013

Final selectionMOOC platforms represented:

- Coursera: 12- edX: 4- Multiple: 5- Non-Major: 6

Countries: 4 (USA, Canada, UK, Australia)Institutions: ~28

Page 38: Open Education 2013

1.Bit of history2.Bit about current

state3.Bit of angst4.Bit of hope

Page 39: Open Education 2013

What worries me about MOOCs (and whatever follows after)

Page 40: Open Education 2013

1. Most MOOCs don’t prepare learners to create, generate, solve, innovate

We need stuff that stirs the soul.

(learning to code to optimize web clicks does not address society’s most pressing challenges)

Page 41: Open Education 2013

What should MOOCs do?a. Respond to learning needs of society that universities are missing

b. Prepare learners for complex knowledge activities to address growing and urgent needs of society

Currently do a) but not b)

Page 42: Open Education 2013

We are not getting the “type of learning” that we need for the types of challenges that we (society) faces

Page 43: Open Education 2013

2. Openness is being lost

“Easy” will usually win over open and complex

Page 44: Open Education 2013

What happened

Page 45: Open Education 2013

between here

Page 46: Open Education 2013

MIT OpenCourseWare makes the materials used in the teaching of almost all of MIT's subjects available on the Web, free of charge. With more than 2,000 courses available, OCW is delivering on the promise of open sharing of knowledge.

Page 47: Open Education 2013

and here?

Page 48: Open Education 2013

All content or other materials available on the Sites, including but not limited to code, images, text, layouts, arrangements, displays, illustrations, audio and video clips, HTML files and other content are the property of Coursera and/or its affiliates or licensors and are protected by copyright, patent and/or other proprietary intellectual property rights under the United States and foreign laws.

Page 49: Open Education 2013

or here

Page 50: Open Education 2013

All of our educational content can be reused according to the Creative Commons licensing that we have adopted and where this logo is seen:

Page 51: Open Education 2013

and here?

Page 52: Open Education 2013

The Online Content and Courses IPR is protected to the fullest extent possible by copyright laws. All such rights are reserved.

Page 53: Open Education 2013

3. Lack of Innovation

Page 54: Open Education 2013

Settling too soon on pedagogies and models (normalizing to edX/Coursera).

Once we have a revenue model, future innovation will serve that model. (i.e. Google adwords)

Page 55: Open Education 2013

What about a revenue/business model?

Who cares.

Page 56: Open Education 2013

What about high dropout rates?

Who cares.

Page 57: Open Education 2013

Still trying to define the new system by the metrics and methods of the old

Page 58: Open Education 2013

4. MOOC providers disconnected from existing learning sciences & related research communities

Page 59: Open Education 2013

-The efficacy of online learning-The importance of retrieval and testing for learning-Mastery Learning-Peer assessments-Active learning in the classroom

Page 60: Open Education 2013

1.Bit of history2.Bit about current

state3.Bit of angst4.Bit of hope

Page 61: Open Education 2013

Today in education, we are witnessing an unbundling of previous network structures.

And a rebundling of new network lock-in models.

Page 62: Open Education 2013

MOOCs are a keystone concept in reformulating education models and creating new ecosystems

Page 63: Open Education 2013
Page 64: Open Education 2013

But the landscape can still be shaped

Page 65: Open Education 2013

MOOCsNow reach 7+ million learners

(side note, over 21 million distance learners)Hundreds of millions of $$ invested Hundreds/thousands of academics involvedMedia exposure in mainstream publications

Learning/education is now a prominent public conversation

Page 66: Open Education 2013

MOOCs as generative, knowledge-building learning is not yet lost

Page 67: Open Education 2013

Downes, 2013 (Antalya, Turkey presentation)

Page 68: Open Education 2013
Page 69: Open Education 2013

http://www.moocresearch.com/

ConferenceDecember 5-6, 2013University of Texas Arlington

Page 70: Open Education 2013

Twitter/Gmail: gsiemens