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Prof. Dr. Sabine Seufert
A pedagogical perspective on MOOCs: Implications for Learning and Teaching in HE?
2
My Research Background? (Digital) Innovations in Learning
GAFA
Curricular Innovations
Cultural Innovations
Methodical Innovations
Information Literacy Schools as learning organisations Roles of teachers and learners
Road Map of My Talk
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students? Companies?
Faculty/ Business Schools?
Role of Libraries?
MOOCs Pedagogy in Higher Education
MOOCs Pedagogy: what is «new»?
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
M = Massive
O = Open
C = Course
O = Online
MOOCs Pedagogy in Higher Education
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
MOOCs Pedagogy: Two different worlds…
c = connectivsm x = extension
Atkinson (2012) https://woknowing.wordpress.com/2011/08/28/comparing-moocs-mits-opencourseware-and-stanfords-massive-ai-course/
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
MOOCs Pedagogy: What is a xMooc? Instruction: Learning results from the transmission of
information from an expert to novices
Specially designed platform software Video lectures as Instruction Method Computer-marked assignments Peer assessment Supporting materials: e.g. copies of slides, supplementary audio
files, urls to other resources, online articles A shared comment/discussion space No or very light discussion moderation Badges or certificates, some kind of recognition for successful
completion of a course, based on a final computer-marked assessment employer acceptance of MOOC qualifications.
Learning analytics (“Big Data”)
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
MOOCs Pedagogy: What is a cMooc? “Connectivsm”, Construction: Learning results from sharing
knowledge between participants and emerges through learning experiences
Use of social media: supported by a range of ‘connected’ tools and media.
Participant-driven content: all participants contribute to and share content.
Distributed communication: a self-organising network with many sub-components.
Assessment: no formal assessment, although participants may seek feedback from other, more knowledgeable participants, on an informal basis.
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
MOOCs Pedagogy: Profiling MOOCs? Open Massive Use of multimedia Degree of communication Degree of collaboration Learning pathway Quality Assurance Amount of reflection Certification Formal learning Autonomy Diversity
Degree of Evidence Low Medium High
Dimension
«Rather xMooc»
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
MOOCs Pedagogy: A Taxonomy
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction
Reich (2012) http://blogs.edweek.org/edweek/edtechresearcher/2012/04/all_edtech_summarized_in_one_slide_market_open_and_dewey.html
Road Map of My Talk
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students? Companies?
Faculty/ Business Schools?
Role of Libraries?
MOOCs Pedagogy in Higher Education
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students: Implications?
NOT WORKING!
cMooc Pedagogy
Construction
Irregular Students mainly with Academic Background Motif to study: “learn more about the subject” (96%), “trying out online learning” (78%), “to get to know MOOCs” (72%), “to look over course content” (69%), “to get a certificate” (62%), “to improve carrer opportunity” (49%) “to become part of an online- community” (49%) (e.g. University of Edinburgh)
xMooc Pedagogy
Instruction
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students: Implications?
“On the internet, if you’re not paying for the product, you are the product.”
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students: Implications?
NOT WORKING!
Regular Students on Campus Raising expectations for «innovative pedagogy»? What happens in the classroom (added value to come)? Flipped Classroom Model?
cMooc Pedagogy
Construction
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students: Implications?
http://www.uq.edu.au/tediteach/ flipped-classroom/what-is-fc.html
Road Map of My Talk
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students? Companies?
Faculty/ Business Schools?
Role of Libraries?
MOOCs Pedagogy in Higher Education
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction
Public debate Internal discussion Focus of studies so far Many research relates to the US
Business Schools: Implications?
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Media attention over the past year – far greater attention than their actual impact
http://www.onlinelearningsurvey.com/reports/gradechange.pdf
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
And it is a matter of size!
http://www.onlinelearningsurvey.com/reports/gradechange.pdf
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Business Schools: Implications?
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction
Strategy of Business School? Support infrastructure for «innovative pedagogy»? Flipped Classroom Model?
Road Map of My Talk
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students? Companies?
Faculty/ Business Schools?
Role of Libraries?
MOOCs Pedagogy in Higher Education
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Companies: Implications?
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction
Scalability = attractive for corporate world Efficient Training methods Self-organized Learners as employees Employer acceptance of MOOC qualifications?
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Companies: Implications?
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction
Experimenting Field Learning Method in distributed multinational corporations A method to support change and innovation processes in companies
Road Map of My Talk
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Students? Companies?
Faculty/ Business Schools?
Role of Libraries?
MOOCs Pedagogy in Higher Education
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Moocs Pedagogy: A Taxonomy
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction
Coursera, Udacity, edX prefer to base their MOOCs Role of Librarians? Professional Development for Librarians
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Library: Implications?
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction Role of Library: Supporting Services to deal with Open Educational Resources for faculty / for students
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Moocs Pedagogy: A Taxonomy
NOT WORKING!
xMooc Pedagogy
cMooc Pedagogy
Instruction Construction
Role of Library: Supporting Services for developing Information Literacy of Students
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Role of Library: Possible Functions
Copyright clearance Content licensing Alerting MOOC developers to open content Helping to ensure that MOOC content is accessible
to all users, including those using assistive technologies Encouraging the use of open licensing Providing instruction in information literacy
Barnes, C. (2015) MOOCs: The Challenges for Academic Librarians. Australian Academic & Research Libraries, 44:3, 163-175
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Role of Library: Possible Functions Providing instruction in information literacy Examples: Providing Mini-MOOCs (scalable support,
xMOOC approach) Developing information research assignment
for formal courses (e.g. introduction to scientific writing courses)
Support for Information Literacy in cMOOCs MOOCs as a tool for developing best practice
(e.g. using data mining techniques to evaluate best practices in information literacy instruction)
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Future? http://www.tonybates.ca/2014/10/13/comparing-xmoocs-and-cmoocs-philosophy-and-practice/
They’re big, but will they survive?
© IWP, Universität St. Gallen Alle Rechte vorbehalten. 19.06.2015
Barnes, Cameron. MOOCs: The Challenges for Academic Librarians. Australian Academic & Research Libraries, 44:3, 163-175, 2015, DOI: 10.1080/00048623.2013.821048
Butler, Brandon. Issue Brief: Massive Open Online Courses: Legal and Policy Issues for Research Libraries. (Washington, D.C.: Association of Research Libraries, 2012). http://www.arl.org/storage/documents/publications/issuebrief-mooc-22oct12.pdf
Educause Executive Briefing. “What Campus Leaders need to know about MOOCs,” Educause, December 12, 2012, http://net.educause.edu/ir/library/pdf/PUB4005.pdf.
Kazakoff-Lane, Carmen. Environmental Scan and Assessment of OERs, MOOCs and Libraries: What Effectiveness and Sustainability Means for Libraries Impact on Open Education. (Chicago, IL. Association of College and Research Libraries, 2014). http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/Environmental%20Scan%20and%20Assessment.pdf
OCLC. “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge”? Symposium held at University of Pennsylvania, Philadelphia, Pennsylvania, March 18-19, 2013. http://www.oclc.org/research/events/2013/03-18.html?utm_source=WhatCountsEmail&utm_medium=OCLC%20Abstracts%20Test%20Group%201&utm_campaign=OCLC%20Abstracts.
Robertson, R. John. “What do Academic Libraries have to do with Open Educational Resources?” In Open Ed 2010 Conference Proceedings, (Barcelona, Spain, 2010). http://hdl.handle.net/10609/4847.
Yuan, Li, Sheila MacNeill, and Wilbert Kraan. Open Educational Resources - Opportunities and Challenges for Higher Education. (United Kingdom: JISC CETIS, 2008). http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf.
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