presentation of a typology and a description framework at emooc'2014 the 11th of february 2014
DESCRIPTION
Because the single acronym of MOOC (Massive Online Open Course) refers to many different realities, we need to accurately describe a MOOC. In this context, we propose to build a description framework for MOOCs with the aim of complementing a typology of MOOCs. We have first presented different attempts to classify MOOCs. Next, we show how they are still confusing. Then, we apply some typologies, which were efficient for Technology Enhanced Learning (TEL). For the description framework, we have gathered properties that describe MOOCs. Then, in an abduction approach, we have structured them in eight dimensions. We have also proposed an initial typology that uses simple and concrete name for types.TRANSCRIPT
A typology anddimensions of a description framework
for MOOCs Marilyne Rosselle, Pierre-André Caron, Jean Heutte
Amiens and Lille, North of France
[email protected], {pierre-andre.caron,jean.heutte}@univ-lille1.fr
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Plan
• An observation• The problem we are addressing• Our methodology– State of the art version– Discussion
• Proposals• A conclusion
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Let’s hear an Indian tale …
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pillar
rope
branch
Hand fan
wallSolid pipe
tail
legtrunk
ear
bellytusk
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• Observations OK – Inferences (inductions) KO– Contradictory assertions - many cons-examples – Different educational practices, different interaction modes ,
etc.
• How can we describe a MOOC ?• How can we balance between comprehensiveness
and relevance ?
Characterizing the problem
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Methodology
• Choice– Using what is existing each time it’s possible
• State of the art – Types of MOOCs – Features of a MOOC
• Application to four examples of MOOCs• Making Proposals• Defining how to validate them
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State of the art version on
• Description frameworks for TEL devices and MOOCs• Existing typologies for MOOCs– cMOOC, xMOOC [Downes]– Content-based MOOC, Task-based MOOC (tMOOC),
Network-based MOOC [Lane 2012]– cMOOC, iMOOC, xMOOC [Gilliot et al.]– TransferMOOC, MadeMOOC, SynchMOOC,
aSynchMOOC, AdaptativeMOOC, GroupMOOC, MiniMOOC, ConnectivistMOOC [Clark 2013]
(Yesterday : pMOOC, LMOOC, SOOC, TOOC, MOOCI, …)
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A state of the art discussion
• We explored the limits of these Typologies & frameworks– Too many acronyms – Two MOOCs of the same type could be so different
None of these typologies matches our needs Something in the state of the art for TEL convene
• The frameworks – … for TEL don’t take into account social aspects– … for MOOC : what is the building principle No pre-existing framework allows us to describe a MOOC in a satisfactory manner
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Introduction of our proposals (1/2)
• 2 outline proposals– An initial (temporary) typology– A description framework
• Building and validation of our Proposals – A typology: using an existing one– A description framework• Incremental building: one theoretical framework at a time • Tested on an existing MOOC, yet• Validation by applying it to other MOOCs (TBP)
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Introduction of our proposals (2/2)
• For whom?– Researchers
• With which point of view?– To find methodological tools– To allow to define descriptors
• With what level of detail?– Not too deep, not too large
Everything needn’t to be filledExtensible Framework
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1st Proposal : using the 6 configuration of [Hy-Sup 2012]
1. Stage (Scene): content-oriented teaching, support to face-to-face education, with mainly textual resources
2. Screen: stage with added multimedia resources
3. Cockpit: course organization oriented teaching, guided by the use of tools (and sometimes integrating relational and reflective goals)
4. Crew: for learning focused on supporting the process of knowledge construction and on interpersonal interactions
5. Public Space: learning centered on the opening of the training device to external resources
6. Ecosystem: learning by operating a large number of technological and educational opportunities
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• Designed for blended learning in Higher Education• 6 configurations
Our description framework at a glance…
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2nd proposal : main dimensions of a description
framework
We have chosen our main dimensionBased on theoretical frameworks
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Trend
• Methodology to test our proposals– Implementing a platform using • semantic web tools, • metadata • and standardsFor researchers, who accompany MOOC designers, to describe a MOOC
– Using EDM on our collection of MOOC descriptions to improve our temporary typology based on Hy-Sup configurations
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Conclusion
• Defining 6 types of MOOCs: stage, screen, cockpit, crew, public space & ecosystem
• Structuring features of a MOOC in 8 dimensions
Should be refined based on feedbacks and contributions of researchers from diverse horizons
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Thank you very much
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References and credits
• Elephant image: CC-BY-NC / brittanyhockhttp://www.flickr.com/photos/thelivelygirl/
• Cited references : please see the article
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