eee project meeting, june 2014
TRANSCRIPT
MOOCs, SPOCs, NOOCs, DOCCs and - what next?
Dr. Yishay Mor, independent consultant, UK &
Educational Design Scientist, PAU Education
EEE Workshop, Valladolid, June 2014http://eee.gast.it.uc3m.es/
http://www.slideshare.net/yish/eee-yishaymor
OLDS MOOC participation
OLDS heritage
MOOCs are the future. They just need to figure out two things:
- Pedagogical model- Business model
CC By Mathieu Plourde, 2013 - flickr.com/photos/mathplourde/8620174342/
Phil Hill, July 24, 2012 'Four Barriers That MOOCs Must Overcome To Build a Sustainable Model' mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/
cMOOC
xMOOC
iMOOC
pMOOC
COOC
SOOC
SPOC
BOOC
DOCC
MOOC
TOOC
blog.yesnyou.com/?p=829 and others
Inquiry
Small Private
Self-paced
Project
Distributed Online Collaborative
Practice
Small
Corporate
Community
TrueBig
NOOCNiche
GOCCGood Old Classroom
A bit of perspective..
1844 1858 1946 1969
Alan Tait, 2013, 'Reflections on Student Support in Open and Distance Learning' irrodl.org/index.php/irrodl/article/view/134/214
2012: OMG! We can teach online!
Tait, Laurillard, Weller, and others:Videos don't teach people – people teach people
Medieval Studia Generale 19c Bell-Lancaster Monitorial school 60s / 70s University without walls
David Boven, 2013, 'The next game changer..'
Three Generations of Distance Ed
1st Generation: predominant use of single tech, no student interaction.
2nd Generation: multiple media, designed for distance, interaction mediated by 3rd person.
3rd Generation: variety of interactive media, two-way communication course team – students & students – students.
Tony Bates, 2005, Technology, E-learning and Distance Education
Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Christine Redecker, JRC Institute for Prospective Technological Studieswww.slideshare.net/ChristineRedecker/scenarios-for-open-higher-education-2030
Still missing..
Pedagogical model(s) Business model(s)
EU MOOCs for web talent project
openeducationeuropa.eu/en/groups/startup-europe-using-moocs-foster-web-talent-europe
www.moocdesign.cde.london.ac.uk
ilde.upf.edu/moocs
From Design Narratives...
I convinced my university that we beed to experience with moocs. And I succeeded! From January to April we built the cope14 MOOC: competences for global collaboration, which is running from 22.4. - 2.6. (so it is active, today starts week 6). I love cMOOCs but in the project team we opted for a mixture of c and x. Im glad that cope14 is open, we use a wordpress blog. There are questions and links and assigments and videos of course.And - we have two moderators who are monitoring the learning processes and try to support the learners a little bit. Link to blogpost about my ideas of moderating cope14 http://zmldidaktik.wordpress.com/2014/04/26/interacting-as-moderator-and-facilitator-inthe- cope14-mooc/ Link to cope14: www.cope14.at
… to Design Patterns
Pattern: Chatflow
This is relevant if the platform doesn't offer threaded discussion tools.
Chatflow (cont.)
SolutionUse a third party tool off platform to provide a more managable discussion.
ExamplesAt Leeds University synchronous events are recorded via adobe connect, transcribed it (google doc) then users could comment on specific parts of discussion (off platform) - Then afterwards should there be the opportunity for a discussion around the recorded session.In Commonwealth of Learning MOOC on mobile for development learner lead use of Google doc as a collaborative document creation. (off platform)
Pattern: Adjacent Platform
Platforms which support/underpin MOOCs - often used to provide places to share resources or bespoke tools to create learning objects. Used when the mooc platform falls short (usually technical, could be for quality or other reasons).
ProblemCoursera / FutureLearn / edX etc are new, limited in some of their scope. When extra functionality is required course teams / learners make things outside to share.
SolutionAccept that people use a range of platforms, tools, approaches for online teaching and learning - build this into design patterns. Integrate platforms together - i.e. LTI etc.
ExamplesTwitter hashtagsGoogle HangoutsBB CollaborateWordpress
Pattern: Bend, don't breakProblem
In a MOOCs setting, 'flexible' can potentially entail jettisoning the 'massive', the 'online' and the 'course', leaving just the 'open'.
How flexible can a Mooc be before it either disappears, or is spoilt, or (in some cases) becomes a misleading rider for a more formal distance learning course?
Which learners do you lose if you aren't flexible, and what part of MOOC do you lose if you are flexible?
Systems view
> Employablity> Knowledge> Contacts< Time< Money
> Income> Impact> Brand> Quality (teaching / research)< Overheads< Disruption< Risk
> Knowledge> Reputation> Research< Effort< Change
> Provision> Economy> Quality> Inclusion> Standards< Cost< Complexity
Role Play!
pMOOCSPOCxMOOC GOCCcMOOC
?????
Form groups of 4-6 Choose a role Choose the course format you
prefer, and explain to the others why Try to “pull” the others' format to
your side Negotiate a new format
Thank You
www.yishaymor.org
http://www.slideshare.net/yish/eee-yishaymor