the case of a massive online open course (mooc) at a college of education
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The Case of a Massive Online Open Course (MOOC) at a College of
Education
Dalit Levy and Sarah Schrire Kibbutzim College of Education,
Technology & ArtsTel Aviv, Israel
NMC Summer ConferenceMIT, Cambridge, MA, June 14, 2012
A NEW M.Ed. PROGRAM IN EDUCATIONAL TECHNOLOGY
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• Teacher education professors in Israel's largest college of education
• Public college supervised by the Ministry of Education and the national Council for Higher Education
A NEW M.Ed. PROGRAM IN EDUCATIONAL TECHNOLOGY
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• Teacher education professors in Israel's largest college of education
• Public college supervised by the Ministry of Education and the national Council for Higher Education
• Academization of teacher training - “a master's degree for every teacher and educator in Israel” - B.Ed. programs with emphasis on social involvement
A NEW M.Ed. PROGRAM IN EDUCATIONAL TECHNOLOGY
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• Teacher education professors in Israel's largest college of education
• Public college supervised by the Ministry of Education and the national Council for Higher Education
• Academization of teacher training - “a master's degree for every teacher and educator in Israel” - B.Ed. programs with emphasis on social involvement
• Examine models for teacher education in the knowledge society
MOTIVATION FOR THIS CASE STUDY
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Two fold:
• Provide experiences that prepare future teachers for education in the digital age and for work in the knowledge economy
• Realize the aspects of the organizational culture that support innovative pedagogy/technology
WHAT IS LEARNING?
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
CommognitionThinking as communicating
Learning as communicating
To learn is to take part in a discourse
Learning outcomes are products of
collective doing
“…thinking is an individualized form of interpersonal communication… whatever one creates is a product of collective doing. Even when sitting alone at her desk and deeply immersed in thoughts, a person is engaged in a conversation with others.” (Sfard, 2008)Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. (pp. xiii - xix) Cambridge, UK: Cambridge University Press.
BI
AI (After the Internet): CONNECTIVISM
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• knowledge is distributed across a network of connections
• learning consists of the ability to construct and traverse those networks (commognition?)
Connectivism is the combined effect of three components: chaos theory, networks, and the interplay of complexity and self-organization. George Siemens, Stephen Downes, Dave Cormier
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Learning Experience I, 10.10.10
10.10.10
PLENK2010 - Massive Open Online Course
Many resources, many participants, many communication types
“all-at-once-ness”
THREE CONNECTIVIST LEARNING EXPERIENCES
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Learning Experience II, 05.16.12
During the last synchronous session of “the mother of all MOOCs” (11:50-11:54)
THREE CONNECTIVIST LEARNING EXPERIENCES
10
THREE CONNECTIVIST LEARNING EXPERIENCES
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Learning Experience III
Imagine yourself participating in a synchronous MOOC session while the facilitators and
the other participants are speaking a different language than you do
Read
Write
Listen
ITS
COMPLICATED…
THE LANGUAGE OF MOOCs
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
The importance of experiencing connectivist learning in MOOCs (i.e. communicating across networks) :
• Interest in MOOCs has taken a significant leap forward in the last year (Twitter, Google Insights)
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
The importance of experiencing connectivist learning in MOOCs (i.e. communicating across networks) :
• Interest in MOOCs has taken a significant leap forward in the last year (Twitter, Google Insights)
THE LANGUAGE OF MOOCs
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
The importance of experiencing connectivist learning in MOOCs (i.e. communicating across networks) :
• Interest in MOOCs has taken a significant leap forward in the last year (Twitter, Google Insights)
• However, the rising interest relates to a different kind of learning experience!
THE LANGUAGE OF MOOCs
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
“Lately when I write about MOOCs (and I admit, I do write about MOOCs a lot lately), I feel the need to attach a bunch of adjectives to clarify what I mean by the term: the Stanford-model MOOC. New MOOCs. The OG MOOC. The ur-MOOC. The MOOCs-come-lately. VC MOOCs. Tech MOOCs. Mother of all MOOCs. Change11. DS106. MOOCGuffin (I just totally made that up. Sorry.)”
(Audrey Watters, Hack Education blog, June 7, 2012).
THE LANGUAGE OF MOOCs
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
“there are really two variations of MOOCs with quite different approaches – witness the Stanford and MITx version vs. the rhizomatic version”.
(Phil Hill, e-Literate blog, March 15, 2012).Rhizome:
An expanding underground root system, sending up above ground shoots to form a vast network .Rhizomatic learning - Dave Cormier (2011) following Deleuze and Guattari (1987)
THE LANGUAGE OF MOOCs
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
The Connectivist Model
“…highly social. The learning comes from content presented by a lecturer, and then dialog via social media, where the
contributions of the participants are shared.”
• CCK08, CCK09, CCK11• PLENK2010• MobiMOOC (2011)• LAK11• DS106• CHANGE (began 2011, ended
2012) …
The “Stanford” Model
“The goal is to ensure a high quality learning experience to
anyone with sufficient technical ability and access to the
Internet... the experience is, effectively, solo.”
• Udacity• Udemy• MITx• EdX• Coursera…All newborns (2012)(Clark Quinn, 2.29.12)
THE LANGUAGE OF MOOCs
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
(Levy, 2011)
20th century education:
From one (teacher)To many (learners)
21th century education:
From many (info resources)
To one (learner)
We refer to the connectivist origins and envision MOOCs as highly interactive communicative spaces.
מפרש
THE LANGUAGE OF MOOCs
MOOC AT A COLLEGE OF EDUCATION
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Setting up connectivist MOOCs in our language: "ככה כולם ילמדו מחר"(Translation: “That is how we will all learn in the
future”)
Current and future teachers should:
• Participate in MOOCs as learners
• Gain experience in facilitating learning in MOOCs (plus in instructional design)
MOOC AT A COLLEGE OF EDUCATION
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Connectivist MOOCs as innovative pedagogy for
teacher education
• Green light from stake holders
• Convince collaborators (professors and tech team)
• Build support system: understand needs, conceptions, constraints
• Design and code
ORGANIZATIONAL CULTURE AT THE KIBBUTZIM COLLEGE OF EDUCATION
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• Public college founded by the Kibbutzim movement
• “The college offers up-to-date programs corresponding to the current social agenda in Israel alongside practical teacher training, with emphasis on social and community involvement.”
• 2 Credits for 60 hours of social involvement outside the campus
• 1 required credit for an in-campus class (selected from a list of several “social
seminars”)
SOCIAL INVOLVEMENT SEMINARS
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
• All the undergraduate students must take one seminar (a few hundred each year)
• The in-campus seminar is often connected to the off-campus activity
• Twelve different teachers, most of them are adjuncts
• Less institutional boundaries (?)
An experimental field for MOOC
SOCIAL INVOLVEMENT SEMINARS AS A FIELD FOR EXPERIMENTING
CONNECTIVISM
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
4 types of connectivist MOOC activities:• Aggregate – read, watch and play with
various resources• Remix – keep track of it all, using various
(web) technologies of one’s choice• Repurpose – constructing personal
accounts, composing own thoughts, creating new understandings of the course subject
• Feed Forward – share the learning with others, when and where each person chooses to do so
The social involvement
MOOC
NARRATIVE INQUIRY
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Phases in setting up the social involvement MOOC
• Green light from stake holders
• Convince collaborators (professors and tech team)
• Build support system: understand needs, conceptions, constraints
• Design and code
NARRATIVE INQUIRY
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Interviews
Understand needs, conceptions, constraints
• The undergraduate school head
• The faculty head
• The program head (social involvement)
• Teachers in the program
• Educational technology experts
EMERGENT THEMES IN THE INTERVIEW DATA
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
A new meaning for “Breaking down the classroom walls”
• Network of facilitators
• Network of students
• Network of communities (the College is one node)
• Community of practice with regard to social involvement
EMERGENT THEMES IN THE INTERVIEW DATA
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Natural Technology-Enhanced Learning Space
Versus
Technology-Enhanced Learning Tools supplied by the
College
EMERGENT THEMES IN THE INTERVIEW DATA
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
How should Social Involvement be Reflected in
the College website?
Openness Control
Copyrights Ownership
EMERGENT THEMES IN THE INTERVIEW DATA
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
Internet Interrelationships:
The College MOOCsThe College LMS
The College Website
THE PAST PLAN: QUAL MOOC
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
2nd Cycle
(2012-2013)
1st Cycle
(2011-2012)
1A "green light"Presenting Qual MOOC to the managerial levels and getting consent
1B "conviction"Creating obligation among the Qual MOOC voluntary team of practitioners
1C"support"Building a Hebrew support system for the practitioners to reflect and exchange ideas
1D-1 "curating"Instructional design and content development of the Qual MOOC
1D-2 "coding"Technological design and adaptation of aggregation tools to Hebrew
THE PRESENT PLAN: SOCIAL INVOLVEMENT MOOC
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
3rd Cycle
(2013-2014)
2nd Cycle
(2012-2013)
1A "green light"Presenting Social Involvement MOOC to the managerial levels and getting consent
1B "conviction"Creating obligation among the Social Involvement MOOC voluntary team of practitioners
1C"support"Building a Hebrew support system for the practitioners to reflect and exchange ideas
1D-1 "curating"Instructional design and content development of the Social Involvement MOOC
1D-2 "coding"Technological design and adaptation of aggregation tools to Hebrew
THE FUTURE PLAN: MORE MOOCs
ABOUT US
MOTIVATION
BACKGROUND
CRITICAL LOOK
THE ISSUE
THE FIELD
METHODOLOG
Y
FINDINGS
NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts
4th Cycle
(2014-2015)
3rd Cycle
(2013-2014)
1A "green light"
No need for additional consent?
1B "conviction"Creating obligation among more and more voluntary team of practitioners
1C"support and coding"Nurturing and updating the Hebrew support system to include the newest technologies
1D"curating"Instructional design and content development for various MOOC offerings
Thanks for li
stening!
dalitl