140509 (wr) v1 presentation moocs beyond the hype

Massive Open Online Courses: Beyond the Hype

Wilfred Rubens http://www.wilfredrubens.com

http://www.wilfredrubens.com

Project leader, e-learning consultant, blogger

Lector e-learning NTI

Project leader, e-learning consultant, blogger

Lector e-learning NTI

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.

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#EUMoocs http://europeanmoocs.eu/

EMMA

• System for delivery of MOOCsin multiple languages from different European universities

• To help preserve Europe’s rich cultural, educational and linguistic heritage

• To promote real cross-cultural and multi-lingual learning

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#EUMoocs http://europeanmoocs.eu/

Who of you already….

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• Subscribed for a MOOC?

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• Started a MOOC?

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• Started a MOOC?

• Completed a MOOC?

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Research on satisfaction and

participation

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?

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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

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Foto: Audrey Watters

http://www.flickr.com/photos/surreal_badger/8573233746/sizes/m/

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

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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)

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12 Dimensional Classification Schema (Conolé, 2014)

• Degree of openness

• Scale of participation (massification)

• Amount of use of multimedia

• Amount of communication

• Extent collaboration is included

• Learner-centred - teacher-centred

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• Level of quality assurance

• Extent to which reflection is encouraged

• Level of assessment

• Degree of formality

• Degree of autonomy

• Diversity of learners

http://e4innovation.com/?p=799

Case study

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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

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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

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Set up (2)

• Turnaround time: 18 weeks

• Study load: max. 120 hours (cherry picking was promoted)

• Certificate (285 euro)

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12 Dimensional Classification Schema (Conolé, 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

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http://e4innovation.com/?p=799

Hordenloop naar open en online onderwijs


Experiences with MOOC


See how we designed a MOOC


Acquiring knowledge about new profession


Keeping up to date about existing profession


Certification


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

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….

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

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

Lessons learned

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’)

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

Costs and benefits

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Costs and benefits

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Average convertion rate: 2,4%

Please join me in calculating…

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• Investments in hours: 413

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• In euro’s: 40.000 euro (development & implementation)

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• Income per certificate: 80 euro

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• Needed: 500 paying participants

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• Conversion ratio: 2,4% (=500 participants)

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• Conversion ratio: 2,4% (=500 participants)

• 20834 participants needed

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Average amount of registrations was 20.000

29 Bron: http://www.katyjordan.com/MOOCproject.html

http://www.katyjordan.com/MOOCproject.html

Benefits

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Benefits• Laboratory

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• Validation

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• Validation

• Reaching new target group

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• Validation


• Creating opportunity lifelong learning

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• Validation



• PR and branding

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• Validation



• PR and branding

• Additional financing (temporarily)

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• Validation



• PR and branding

• Additional financing (temporarily)

• Data for research

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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

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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) !

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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)

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MOOC: what’s in a name?

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Massive Open Offline Concert


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• A MOOC is a MOOC if it is a MOOC

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• A MOOC is a MOOC if it is a MOOC• There is nothing wrong with an ‘ordinary’ e-

learning (open) course (of good quality)

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learning (open) course (of good quality)• Cheap standard courses: fixed low monthly fee

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learning (open) course (of good quality)• Cheap standard courses: fixed low monthly fee• Curatr: facilitating social learning, gamification and

curation

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learning (open) course (of good quality)• Cheap standard courses: fixed low monthly fee• Curatr: facilitating social learning, gamification and

curation

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Questions?

• [email protected]

• @wrubens

• http://www.wilfredrubens.com

Education

140509 (wr) v1 presentation moocs beyond the hype