140509 (wr) v1 presentation moocs beyond the hype

  • View
    1.347

  • Download
    2

Embed Size (px)

DESCRIPTION

Presentatie tijdens het EADL-congres 2014 over geleerde lessen ten aanzien van massive open online courses

Transcript

  • 1.Massive Open Online Courses: Beyond the Hype Wilfred Rubens http://www.wilfredrubens.com

2. Project leader, e-learning consultant, blogger Lector e-learning NTI 3. Project leader, e-learning consultant, blogger Lector e-learning NTI 4. EMMA Providing multilingual access to European MOOCs Project, supported by EU Aim: showcase excellence in innovative teaching methodologies and learning approaches through the large-scale piloting of MOOCs on different subjects. 3 #EUMoocs http://europeanmoocs.eu/ 5. EMMA System for delivery of MOOCs in multiple languages from different European universities To help preserve Europes rich cultural, educational and linguistic heritage To promote real cross-cultural and multi-lingual learning 4 #EUMoocs http://europeanmoocs.eu/ 6. Who of you already. 5 7. Who of you already. Subscribed for a MOOC? 5 8. Who of you already. Subscribed for a MOOC? Started a MOOC? 5 9. Who of you already. Subscribed for a MOOC? Started a MOOC? Completed a MOOC? 5 10. 6 11. 7 12. 7 Research on satisfaction and participation 13. Content Once upon a time. Reasons for offering a MOOC Pedagogical diversity of MOOCs Case study Lessons learned Pedagogy and quality Costs and benefits MOOC: whats in a name? 8 14. Once upon a time 2003: Open educational resources came up 2008: first MOOCs connectivism (term: Dave Cormier) 2008: increasing focus on learning analytics 2011: first xMOOCs by elite universities (hugh amount subscriptions) Coursera+Harvard+MIT: 5,6 million registered users (195 countries), 1700 MOOCs 9 15. 10 Foto: Audrey Watters 16. Reasons for MOOCs Increasing accessibility (higher) education Massive participation > feedback > quality Impression courses: lead to regular courses Marketing & branding Valorisation Innovation & improvement education (MOOC als laboratory) New business model Cost effectiveness 11 17. Pedagogical diversity cMOOCs: learning in networks, distributed learning technology, non-hierarchical, co- creation xMOOCs: video instructions, assessments (automatic feedback), fora with peers Pedagogical diversity increases (respond to critique) 12 18. 12 Dimensional Classification Schema (Conol, 2014) Degree of openness Scale of participation (massification) Amount of use of multimedia Amount of communication Extent collaboration is included Learner-centred - teacher-centred 13 Level of quality assurance Extent to which reflection is encouraged Level of assessment Degree of formality Degree of autonomy Diversity of learners 19. Case study 14 20. Aims Offering: keep up with e-learning profession (not interested in program) High degree flexibility (e.g. learning needs) Experimenting with MOOC: Appropriate for professional development? Meaningful learning experience with student-teacher interaction? Alternative for cMOOC and xMOOC 15 21. Set up Study tasks (different assignments). E.g. learning theories and e-learning, pedagogy and e-learning (partly based on learners needs) Online live sessions (interviews, chat) 45 (discussion) assignments Self tests 100 resources (articles, papers, videos) Feedback by teachers Dutch 16 22. Set up (2) Turnaround time: 18 weeks Study load: max. 120 hours (cherry picking was promoted) Certificate (285 euro) 17 23. 12 Dimensional Classification Schema (Conol, 2014) Degree of openness: full (except registration and certificate) Scale of participation: 890 learners subscribed Use of multimedia: live sessions, video Amount of communication Collaboration (peer feedback) Content mainly teacher-led, choices by learner Reflection by assignments (e.g. blog posts) No formal assessment 18 24. Hordenloop naar open en online onderwijs 25. Hordenloop naar open en online onderwijs Experiences with MOOC 26. Hordenloop naar open en online onderwijs See how we designed a MOOC 27. Hordenloop naar open en online onderwijs Acquiring knowledge about new profession 28. Hordenloop naar open en online onderwijs Keeping up to date about existing profession 29. Hordenloop naar open en online onderwijs Certification 30. Hordenloop naar open en online onderwijs Extent to which MOOC met reasons participation (N=226) Experiences with MOOC See how we designed a MOOC Acquiring knowledge about new profession Keeping up to date about existing profession Certification Other 31. Satisfaction 45 participants: participated sufficiently to provide feedback MOOC 24,5% (very) dissatisfied, 44,5% (very) satisfied Mainly satisfied about online live sessions, resources, self assessments. Satisfaction influenced by. 32. Participation 226 respondents: 80% started Drop out: 40% after 3 weeks, then gradually > 82%: did not (at all) study intensively, 6% did study (very) intensively 23 participants logged in 3 weeks after closure 33. Participation (2) Lot of content used, relatively low degree of interaction About 20% participated in group discussions 88,5% less intensive than planned, 9,6% as much as planned Has my contribution added value? Issues with schedule largest barrier Participants learn outside online environment 34. Lessons learned 35. Pedagogy and quality Turnaround time: 8 weeks, study load 3 hours a week Adapted release? Offering different levels needed Interaction: less intense as expected, high quality High degree permissiveness (cherry picking) 36. Pedagogy and quality (2) Massive Open Online Content MOOC regular course (permissiveness) Motivation learners MOOC differ from learners regular course Able to learn self-directed, learning preferences (passive learning), priority for learning in a MOOC 37. Costs and benefits 27 38. Costs and benefits 27 Average convertion rate: 2,4% 39. Please join me in calculating 28 40. Please join me in calculating Investments in hours: 413 28 41. Please join me in calculating Investments in hours: 413 In euros: 40.000 euro (development & implementation) 28 42. Please join me in calculating Investments in hours: 413 In euros: 40.000 euro (development & implementation) Income per certificate: 80 euro 28 43. Please join me in calculating Investments in hours: 413 In euros: 40.000 euro (development & implementation) Income per certificate: 80 euro Needed: 500 paying participants 28 44. Please join me in calculating Investments in hours: 413 In euros: 40.000 euro (development & implementation) Income per certificate: 80 euro Needed: 500 paying participants Conversion ratio: 2,4% (=500 participants) 28 45. Please join me in calculating Investments in hours: 413 In euros: 40.000 euro (development & implementation) Income per certificate: 80 euro Needed: 500 paying participants Conversion ratio: 2,4% (=500 participants) 20834 participants needed 28 46. Average amount of registrations was 20.000 29 Bron: http://www.katyjordan.com/MOOCproject.html 47. Benefits 30 48. Benefits Laboratory 30 49. Benefits Laboratory Validation 30 50. Benefits Laboratory Validation Reaching new target group 30 51. Benefits Laboratory Validation Reaching new target group Creating opportunity lifelong learning 30 52. Benefits Laboratory Validation Reaching new target group Creating opportunity lifelong learning PR and branding 30 53. Benefits Laboratory Validation Reaching new target group Creating opportunity lifelong learning PR and branding Additional financing (temporarily) 30 54. Benefits Laboratory Validation Reaching new target group Creating opportunity lifelong learning PR and branding Additional financing (temporarily) Data for research 30 55. Overall conclusions MOOCs suitable for professional development (in case of self-directed learning, if learners process content, certification fosters) Do not compare MOOCs with regular courses (motivation, drop out rate) Laboratory for learning innovations (e.g. large scale interactions, self testing) Combine content MOOCs with small scale online learning, F2F, informal learning 31 56. Overall conclusions (2) Serious doubts business model Teachers pay the bill (development in own time) Large scale participation: passive learning (LittleJohn, 2014) Is student-teacher interaction a must for learning (compensation possible)? (Anderson, 2014) ! 32 57. Overall conclusions (3) Explicit attention for practical application: requirement relevance corporate learning Disruptive innovation depends on societal recognition Pew Research 2014: employers still prefer diplomas (MOOCs not a meaningful alternative) 33 58. MOOC: whats in a name? 34 59. MOOC: whats in a name? 34 60. MOOC: whats in a name? 34 Massive Open Offline Concert 61. MOOC: whats in a name? 35 62. MOOC: whats in a name? A MOOC is a MOOC if it is a MOOC 35 63. MOOC: whats in a name? A MOOC is a MOOC if it is a MOOC There is nothing wrong with an ordinary e- learning (open) course (of good quality) 35 64. MOOC: whats in a name? A MOOC is a MOOC if it is a MOOC There is nothing wrong with an ordinary e- learning (open) course (of good quality) Cheap standard courses: fixed low monthly fee 35 65. MOOC: whats in a name? A MOOC is a MOOC if it is a MOOC There is nothing wrong with an ordinary e- learning (open) course (of good quality) Cheap standard courses: fixed low monthly fee Curatr: facilitating social learning, gamification and curation 35 66. MOOC: whats in a name? A MOOC is a MOOC if it is a MOOC There is nothing wrong with an ordinary e- learning (open) course (of good quality) Cheap standard courses: fixed low monthly fee Curatr: facilitating social learning, gamification and curation 35 67. Questions? wilfred.rubens@ou.nl @wrubens http://www.wilfredrubens.com