old wine in new bottles? exploring moocs
DESCRIPTION
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”. The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development. MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.TRANSCRIPT
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Old Wine in New Bottles?
Professor Asha Kanwar President & Chief Executive OfficerCommonwealth of Learning
December 9, 2013
Exploring MOOCs
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COL VisionAccess to Learning is the Key to Development
Created by the Heads of Commonwealth at CHOGM 1987
Intergovernmental Organization1987 Commonwealth Heads of
Government Meeting (CHOGM), Vancouver, Canada
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WHAT IS IT FOR?
To help Commonwealth governments
and institutions use various technologies to improve and
expand learning for development
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Education for All(The Dakar Goals)
PeaceDemocracyEqualityGood governance
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COL Programme
Education Open schooling Teacher
Education Higher Education VUSSC
Livelihoods & Health TVSD
Learning for Farmers
Healthy Communities
models policy capacitymaterial
s
partnerships
Gender eLearning
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VUSSC Member States
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ODL for Development: towards empowerment & transformation
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Opening up access
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Higher Education for the masses
reaching the shoemaker in his garret…
University of London:
The People’s University
“”
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Emergence of the External Degree
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Correspondence Colleges: South Africa
INTEC, Cape Town (ICS) (1906) Lyceum College (Union College) (1917) Rapid Results College (1928) Success College (1940) Damelin Correspondence
College (1948) Turret Correspondence College (1970)
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Plan
The contextThe responseOld wine or new
brew?
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The context
DemandCostsTechnology
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Exploding demand for HE
2007: 150.6 million tertiary students globally
2012: 165 million
2025: 263 million
2007 2012 20250
50
100
150
200
250
300
2007
2012
2025
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70%
60%
50%
40%
30%
20%
10%
Access to Higher Education
Sub-Saharan
Africa 10%
South Asia 15%
OECD Average40-50%
HIGHER EDUCATION
Caribbean25%
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The Demand
4 new universities to cater to 30,000 needed each week to accommodate children who will reach enrolment age by 2025 go.nature.com/mjuzhu
Everitt, qtd Liyanagunawardena et al, 2013
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Rising Costs of Higher Education
Source: The Economist Dec 1st – 7th, 2012, Higher education, Not what it used to be.
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The Digital Divide (Commonwealth countries)
Source: International Telecommunications Unionhttp://www.itu.int/ITU-D/ICTEYE/Reporting/DynamicReportWizard.aspx
Africa Asia Caribbean Europe North America Pacific0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Proportion of households with Internet access Proportion of households with Computer access
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From digital divide to digital dividend The emergence of mobiles Use of appropriate technologies
that are affordable, accessible and available
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THE RESPONSE
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Massive Open OnlineCourses: MOOCs
… a MOOC is a type of online course aimed at large scale participation and open access via the web. MOOCs are a recent development in the area of distance education, and a progression of the kind of open education ideals suggested by OER Wikipedia, 20/09/12
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Massive Open Online
Courses: MOOCs
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MOOCs are typically
Free of charge Designed for large numbers Designed to encourage peer
to peer learning Meant to award completion
certificates rather than course credits
OBHE Report, 2012
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Stanford 2011
Artificial Intelligence course
160,000 registered
23,000 completed
All countries except North Korea
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The MOOC Effect
270 000Students enrolled in Udacity’s Computer Science MOOC
200 000US University first-year students intending to study Computer Science in 2968 4-year degree granting institutions
Source: Waldrop, M. M. (2013). Campus 2.0. Nature, 495, 160-163
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The MOOC Experience March 2013: 132 MOOCs (US) Participants mostly from US and Europe Courses in Computer Science (61);
Business & Management; (21); Humanities (14);
Success rates: less than 10% T Liyanagunawardena, S Williams, A Adams, ‘The
impact & reach of MOOCs: a developing countries’ perspective’, May 2013
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Student Origins
United States, 27.7 %
India, 8.8 %
Brazil, 5.1 %
United Kingdom, 4.4 %
Spain, 4 %
Canada, 3.6 %
Australia, 2.3 %
Russia, 2.2 %
Rest of the world, 41.9 %
Source: Waldrop, M. M. (2013). Campus 2.0. Nature, 495, 160-163.
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Courses Offered
Mathematics, 6 %
Science, 30 %
Arts and humanities, 28 %
Information technology, 23 %
Business, 13 %
Source: Waldrop, M. M. (2013). Campus 2.0. Nature, 495, 160-163.
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MOOC for Development
Designed and offered by COL and IIT-Kanpur
Use of mobile devices and technologies in education, rural banking and agricultural extension
Delivery compatible with mobiles using Android
Experts from different countries for online mentoring
Over 2200 learners from 112 countries
Photo source: http://www.m4dev.org/m4d.pdf
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Would you have taken this course if there was no certificate offered?
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What is the business model?
‘freemium’ model—free content; paid services
Revenue through certification Licensing fees from universities Revenue generation from potential
employers
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xMOOCs
Cognitive-behaviourist pedagogy Teacher as expert Transmission of content Videos, automated quizzes, activities
X
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C
cMOOCs
Connectivist pedagogy Student-student interaction Autonomous learner Construct share and distribute learning
experiences
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Pedagogy
Flipped classroom Short chunks of learning resources Interactivity Peer-to-peer learning Continuous improvement because of
analytics
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Credentialling
Certificates of completion Badges Invigilated exams at testing centres Credits
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Do you believe students who succeed in your MOOC deserve formal credit from your institution?
YES28%
NO72%
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Issues for Quality
Can one size fit all? Student verification and academic
integrity Is a peer reviewed assessment
acceptable? Is there a delinking of the
institutions which teach and the institutions which credential?
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ODL WINE OR NEW BREW?
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Peer to peer interactions: new paradigm
MOOC platforms today provide for excellent online networking opportunities– Learner-Learner
‘instead of the classroom being the centre, it becomes just one node of the network of social interactions’ George Siemens, Oct 2013
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Dynamic pedagogy: Learning Analytics Predictive Systems can be developed
– An Early Warning System: an upcoming drop out can be noticed
Recommender Systems can be built– Tutor/Coach can observe frequent attempts
and failures in a particular activity and recommend remedial activities
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The advantage of Learning Analytics
Creates wholly new personalization pathways for learning from masses of data
Continuous feedback for ongoing improvement
Improved outcomes
Quality of learner experience enhanced
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Cost-effective opportunities: scaling up
There is NO need to use only the three or four Global brands– These are no more than particular online
platforms
Any University can set up own or shared platform– Based on Cloud services or– Reliable local hosting services
Can use OER wherever possible– Lower costs, higher quality
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New degrees of ‘open-ness’
Open platforms Open content Open interactions
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Implications for HE
‘Unbundle’ services offering more flexibility
Build on established and successful Open Content & Practices
Improve teaching-learning experience
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Pedagogy: Coursera; Udacity
“ Interestingly, while Coursera courses followed a format that resembles the traditional lecture/text – testing routine of traditional university courses spread over multiple weeks with hard deadlines, Udacity courses all followed a format that resembles nothing so much as the programmed learning approach developed by B. F. Skinner (1954).”Karen Swan from the University of Illinois (http://sloanconsortium.org/conference/2013/aln/exploring-mooc-pedagogy
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SPOCs: Small private online courses, Harvard
FreeDelivered onlineRestricted through a selection processMore rigorous assessment BBC Business, Sept, 2013
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Mind to MOOCs: recommendations
Equity: inclusion, social justice Diversity: attention to context Innovation & Quality: improve
pedagogic practice ICDE, Beijing, Oct.,2013
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Design principles for MOOCs
Autonomy Diversity Openness Interactivity Stephen Downes
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Finally,
MOOCs are an evolution of past open education practice rather than a revolution
Being used for continuing professional development in developing countries
Will refresh pedagogic practice Will supplement rather than replace
traditional institutions
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THANK YOUwww.col.org