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by Allison Littlejohn
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Charting open territory:Learners’ experiences in MOOCsA keynote presentation at ELESIGMarch 11 2013
Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology www.gcu.ac.uk/academy
Collaborators:Dr Colin Milligan, , Dr Anoush Margaryan, Dr Isobel falconer, Lou McGill, Helen Beetham, Glasgow Caledonian University, UK
Key challenge: continual learning
“The most profound impact of the Internet… is its ability to support and expand the various aspects of social learning”.
“Attention has moved from access to information towards access to other people”.
John Seeley Brown (2008), Minds on Fire
Grand challenge
Scenario 4
Grand challenge
Scenario 4
Grand challenge
Massive OpenOnlineCourse
Scenario 4
Grand challenge
Massive OpenOnlineCourse
Online courses aiming at large-scale participation & open access.
Scenario 4
Grand challenge
Massive OpenOnlineCourse
Online courses aiming at large-scale participation & open access.
May represent a pedagogical approach ideally suited to the network age.
.
Scenario 4
Grand challenge
Massive OpenOnlineCourse
Online courses aiming at large-scale participation & open access.
May represent a pedagogical approach ideally suited to the network age.
Little known about how the learning experience afforded by MOOCs is suited to diverse learners.
Scenario 4
Grand challenge
Massive OpenOnlineCourse
xMOOC • Learning goals defined by
instructor• Learning pathways
structured by environment• Limited interaction with other
learners
Scenario 4
Grand challenge
Massive OpenOnlineCourse
xMOOC • Learning goals defined by
instructor• Learning pathways
structured by environment• Limited interaction with other
learners
cMOOC • Learning goals defined by
learner• Learning pathways ill
defined• Interaction with others
depends on the learner
Scenario 4
Grand challenge
Massive OpenOnlineCourse
xMOOCCourseraEdXCanvas NetCodeacademyClass2goeCornellFuturelearnNPTELOpenstudyOpenHPIUdacityUniMOOC-Tec10genEtc…
Scenario 4
Grand challenge
Massive OpenOnlineCourse
xMOOCCourseraEdXCanvas NetCodeacademyClass2goeCornellFuturelearnNPTELOpenstudyOpenHPIUdacityUniMOOC-Tec10genEtc…
cMOOCCCK08Change 11DS106HowtoMOOCMoocMoocMOOCDLMechanicalMOOCOCTELODLMOOCEtc…
Scenario 4
Grand challenge
Massive OpenOnlineCourse
• Fini (2009) digital literacies critical to learning in a MOOC
• Mackness et al (2011) tensions across autonomy, diversity, openess, connectedness
• Kop et al (2011) critical literacies required to learn in MOOCs
• Littlejohn et al (2009, 2011 & 2012) learners have to self regulate their learning
Key challenge: continual learning
GC: Every university graduate has the ability, confidence and literacies to set his/her own learning pathway to achieve individual learning goals.
Grand challenge
Scenario 4
E-learning research and development tends to Focus on... Largely ignoring...
Trends within the education sector
Wider societal trends and the impact on education
Online versions of current learning design where teachersdesign learning pathways
Learners map out their own learning pathways
Bounded, structured environments
Open, unstructured environments as the ‘norm’
Content as the central object of activity
People learn together via objects of activity
Stepanyan, K, Littlejohn, A & Margaryan, A (2012) Sustainable eLearning, Journal of Educational Technology and Society
Key challenge: continual learning
Grand challenge
1. How do learners learn in open, unstructured, networked environments?
2. What learning approaches do they use?
3. How can learners learn in open, unstructured, networked environments
4. What /who structures learning?
Question 1
How do people learn in open, unstructured, networked environments?
Context: Shell global knowledge sharing networks
Period: Sept 08-Apr 09 Method/instruments: Mixed method: Questionnaire (Cross and Parker, 2004) & semi-structured interviews (critical incident)
Sample: survey: n=462 (E46%; N27%; M27%); interviews: n=29 (E41%, N31%, 28%M)
How do learners learn in unstructured env?
You Your goal
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Tutor
Team
Anyone
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Tutor
Team
AnyoneGROUP
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Tutor
Team
AnyoneNETWORKGROUP
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Tutor
Team
AnyoneNETWORKGROUP
COLLECTIVE
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Team
Anyone
CONSUME
CONNECT
Tutor
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Team
Anyone
CONSUME
CONNECT
CREATE
Tutor
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
You Your goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Team
Anyone
CONSUME
CONNECT
CREATE
CONNECT
CONTRIBUTE
Tutor
Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples
of Practice
Smart Information
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Team
Anyone
CONSUME
CONNECT
CREATE
CONNECT
CONTRIBUTE
You and Your Peers
Your goals
Tutor
COLLECTIVEKNOWLEDGE
How do learners learn in the open?
COLLECTIVEKNOWLEDGE
Connect
How do learners learn in the open?
COLLECTIVEKNOWLEDGE
Connect
Consume
How do learners learn in the open?
COLLECTIVEKNOWLEDGE
Connect
ConsumeCreate
How do learners learn in the open?
COLLECTIVEKNOWLEDGE
Connect
ConsumeCreate
Contribute
How do learners learn in the open?
COLLECTIVEKNOWLEDGE
Connect
ConsumeCreate
Contribute
How do learners learn in the open?
Scenario 4
Question 2
What learning approaches might learners use?
Scenario 4
Acquisition Participatoryof knowledge
Sfard, 1998
What learning approaches are used?
Scenario 4
Acquisition Participatoryof knowledge
Sfard, 1998
What learning approaches are used?
Knowledge creation
COLLECTIVEKNOWLEDGE
Connect
ConsumeCreate
Contribute
What learning approaches are used?
Acquisition
COLLECTIVEKNOWLEDGE
Connect
ConsumeCreate
Contribute
What learning approaches are used?
Acquisition
• OER (podcasts)• x-type MOOC
Scenario 4
What learning approaches are used?
Scenario 4
Typically sequenced tasks with vidcast lectures, computer marked tests.
Little or no interaction with the (hundreds or thousands of) other learners
Acquisition
What learning approaches are used?
COLLECTIVEKNOWLEDGE
Consume
ConnectCreate
Contribute
Participatory
What learning approaches are used?
COLLECTIVEKNOWLEDGE
Consume
ConnectCreate
Contribute
Participatory
What learning approaches are used?
• blendedlearning• cMOOC
Scenario 4
What learning approaches are used?
Scenario 4
Typically structure provided by instructor.
Learners provide peer support & create/ contribute content
Participatory
What learning approaches are used?
COLLECTIVEKNOWLEDGE
Connect
ConsumeCreate
Contribute
Knowledge creationThird type affordedby networkedtechnologies
What learning approaches are used?
COLLECTIVEKNOWLEDGE
Connect
ConsumeCreate
Contribute
Knowledge creationThird type affordedby networkedtechnologies
What learning approaches are used?
researchdegrees
professional or workplace learning
Connect
ConsumeCreate
Contribute
Charting occurs wheneach learner mapshis/ her learningpathway throughplanning, implementing& reflecting on learning goals
Builds individual &collective knowledge
CHARTING
What learning approaches are used?
Q Will MOOCs be a mainstream approach to learning in universities?
No –
Not mainstream but there will be some MOOCs–
Yes –
If yes or maybe, how will learners learn in MOOCs?
Pause for thought
Question 3
Can learners self regulate their learning?
Scenario 4
Self Regulated Learning in MOOCs
Context: Change11 MOOCPeriod: Jan 12-Apr 12Method/instruments: Mixed method: SRL Questionnaire
& semi-structured interviews Sample: survey: n=29 interviews: n=29
Study Hypothesis:People who exhibit a high degree of Self-Regulation in theirlearning will use qualitatively different strategies to plan,monitor and reflect on their learning than individuals whoexhibit a low degree of Self-Regulation in their learning
www.gcu.ac.uk/academy/srl-mooc/
Can learners self regulate their learning?
Scenario 4
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
Can learners self regulate their learning?
Scenario 4
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
Can learners self regulate their learning?
Scenario 4
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
Can learners self regulate their learning?
Scenario 4
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
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Can learners self regulate their learning?
Scenario 4
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
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Can learners self regulate their learning?
Goals as the Social Object
Active learners who set goals & structure their learning
Passive learners who expect others to provide structure
Lurkers….
Can learners self regulate their learning?
Goals as the Social Object
Can learners self regulate their learning?
Goals as the Social Object
Active (12/29)
“Oh there’s some people who are everywhere you turn in the Change 11 MOOC: there’s this group of people who are inspirational, just phenomenal the way they just keep going and they know their way around it.” (P08).
“You can read the comments of people who are participating from different places and they give links to things that they are doing or they think while you hear what is happening” (P20).
“I have no idea how scattered I am across this MOOC, I have no idea how many contributions I’ve made, 30? 50? I’ve got a lot of replies… I usually end a reply on an open end” (P05).
Can learners self regulate their learning?
Goals as the Social Object
Lurkers (13/29)“I guess I tend to be a loner and I’ve done more lurking & I'm quite happy lurking, I think it’s an honourable profession”(P21)
“Lurking is actually hugely beneficial [knowledge is filtered by the course organisers and has] more value than something I randomly come across on the Internet” (P18)
“I'm going out to the MOOC and lurking and getting lots of great interesting ideas [to my] networks” (P01).
“I’m more or less like what do you call? A lurker and not very active … I'm always invisible and the reason is that the way I’ve been using the MOOC is to put into things that I'm doing… to be a network mentor” (P17).
Can learners self regulate their learning?
Goals as the Social Object
Passive (4/29)
“Sure, I can read other people’s blogs and that’s not a problem and I comment occasionally, but as far as really putting my ideas out there in the open in my own blog to be trampled on, you know there’s a bit of fear there I think that I have and so that has been difficult for me” (P12).
”I'm not really sure how to find a group of people online who really want to learn about what I most want to learn about.” (P13).
Can learners self regulate their learning?
Goals as the Social Object
Factors affecting engagementin a MOOC:
• Prior Experience
• Confidence
• Motivation
Can learners self regulate their learning?
Scenario 4
Our hypothesis:People with high SRL score use different learning strategies
in MOOCs
• Those with high SRL scores tend towards being ACTIVE• Those with low SRL scores tend towards being PASSIVE• Lurkers interspersed
Some correlation between degree of Self-Regulation and learning BUT not statistically valid.
www.gcu.ac.uk/academy/srl-mooc/
Can learners self regulate their learning?
Scenario 4
Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
Can learners self regulate their learning?
Question 4
Who/ what structures learning?
Goals as the Social Object
What/ who structures learning?
Charting tools use goals as a social object for sharing, discovery and cooperation
Charting Tools
Key challenge: continual learning
Grand challenge
1. How do learners learn in open, unstructured, networked environments?
2. What learning approaches do they use?
3. How can learners learn in open, unstructured, networked environments
4. What /who structures learning?
Charting open territory:Learners’ experiences in MOOCsA keynote presentation at ELESIGMarch 11 2013
Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology www.gcu.ac.uk/academy
Collaborators:Dr Colin Milligan, , Dr Anoush Margaryan, Dr Isobel falconer, Lou McGill, Helen Beetham, Glasgow Caledonian University, UK
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