Open Education 2013

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Presented to 10th Annual Open Education Conference Park City, Utah

Text of Open Education 2013

  • MOOCs: How did we George Siemens get here? Nov 6, 2013
  • 1.Bit of history 2.Bit about current state 3.Bit of angst 4.Bit of hope
  • 1.Bit of history 2.Bit about current state 3.Bit of angst 4.Bit of hope
  • The core components of the current design (used for my Fall 2007 Intro to Open Ed course) include: Running everything in the open
  • Openness and transparency created a space of innovation and ability to build on what others were doing
  • An alternative to Institutional controlled technologies Monolithic self-contained/locked-in platforms Transmission pedagogies
  • Wheels Steam Viability Motion Transportation need Entrepreneurship Scientific progress Metal workers: cylinders
  • a thousand threads that lead from the locomotive to the very beginning of the modern world Rosen, 2010
  • The process may be more like stitching together known parts than pioneering a complete route from scratch W. Bryan Arthur, 2006
  • Simply: We need open, accessible, buildable, improvable, extendable, remixable, content, curriculum, pedagogy, and learning systems
  • http://edutechnica.com/moocmap/
  • http://edutechnica.com/moocmap/
  • But its not all new
  • Distance Education Composition through the medium of the post 1833 (see Simonson et al, p. 37) Frederick Jackson Turner: U of Wisc: correspondence late 1800 Anna Eliot Ticknor: Society to Encourage Studies at Home, 1873
  • CTV: 1966-1983 Degree-level courses University partnerships Delivered 6:00-9:00 am
  • Continental Classroom NBC: 1958-1963
  • 1.Bit of history 2.Bit about current state 3.Bit of angst 4.Bit of hope
  • So, why MOOCs? Why now?
  • MOOCs: A supply-side answer to decades of change in demand-side learning needs
  • McKinsey Quarterly, 2012
  • Increasing diversity of student profiles The U.S. is now in a position when less than half of students could be considered fulltime students. In other words, students who can attend campus five days a week nine-to-five, are now a minority. (Bates, 2013)
  • Favours women over men More learners as % (up to 60%) Average entrance age increasing Top three countries for entering students: China, India, USA Traditional science courses waning in popularity Greater international student OECD 2013
  • What is happening in MOOC research?
  • Phase 1 Stats 266 total submissions 37 countries represented Top countries: - USA - Canada - China - UK - Spain - Australia http://www.moocresearch.com/
  • Phase 2 Stats 78 total submissions 15 countries represented Top Countries: - USA - Canada - UK - China - Australia
  • Methodologies per field
  • Final selection MOOC platforms represented: - Coursera: 12 edX: 4 Multiple: 5 Non-Major: 6 Countries: 4 (USA, Canada, UK, Australia) Institutions: ~28
  • 1.Bit of history 2.Bit about current state 3.Bit of angst 4.Bit of hope
  • What worries me about MOOCs (and whatever follows after)
  • 1. Most MOOCs dont prepare learners to create, generate, solve, innovate We need stuff that stirs the soul. (learning to code to optimize web clicks does not address societys most pressing challenges)
  • What should MOOCs do? a. Respond to learning needs of society that universities are missing b. Prepare learners for complex knowledge activities to address growing and urgent needs of society Currently do a) but not b)
  • We are not getting the type of learning that we need for the types of challenges that we (society) faces
  • 2. Openness is being lost Easy will usually win over open and complex
  • What happened
  • between here
  • MIT OpenCourseWare makes the materials used in the teaching of almost all of MIT's subjects available on the Web, free of charge. With more than 2,000 courses available, OCW is delivering on the promise of open sharing of knowledge.
  • and here?
  • All content or other materials available on the Sites, including but not limited to code, images, text, layouts, arrangements, displays, illustrations, audio and video clips, HTML files and other content are the property of Coursera and/or its affiliates or licensors and are protected by copyright, patent and/or other proprietary intellectual property rights under the United States and foreign laws.
  • or here
  • All of our educational content can be reused according to the Creative Commons licensing that we have adopted and where this logo is seen:
  • and here?
  • The Online Content and Courses IPR is protected to the fullest extent possible by copyright laws. All such rights are reserved.
  • 3. Lack of Innovation
  • Settling too soon on pedagogies and models (normalizing to edX/Coursera). Once we have a revenue model, future innovation will serve that model. (i.e. Google adwords)
  • What about a revenue/business model? Who cares.
  • What about high dropout rates? Who cares.
  • Still trying to define the new system by the metrics and methods of the old
  • 4. MOOC providers disconnected from existing learning sciences & related research communities
  • -The efficacy of online learning -The importance of retrieval and testing for learning -Mastery Learning -Peer assessments -Active learning in the classroom
  • 1.Bit of history 2.Bit about current state 3.Bit of angst 4.Bit of hope
  • Today in education, we are witnessing an unbundling of previous network structures. And a rebundling of new network lock-in models.
  • MOOCs are a keystone concept in reformulating education models and creating new ecosystems
  • But the landscape can still be shaped
  • MOOCs Now reach 7+ million learners (side note, over 21 million distance learners) Hundreds of millions of $$ invested Hundreds/thousands of academics involved Media exposure in mainstream publications Learning/education is now a prominent public conversation
  • MOOCs as generative, knowledge-building learning is not yet lost
  • Downes, 2013 (Antalya, Turkey presentation)
  • Conference December 5-6, 2013 University of Texas Arlington http://www.moocresearch.com/
  • Twitter/Gmail: gsiemens