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Sustainability and MOOCs in   Historical PerspectiveStephen Downes, Bogota, November 15, 2012
Online Learning: Two Origins1. A basis in distance learning – managed   learning, course packs, independent study2. A basi...
Pedagogies• Transmission model – Moore’s ‘transactional  distance’ - based in communications theory• Constructivism – base...
Learning Management Systems• Blackboard, WebCT, Desire2Learn• Moodle, Sakai• Two models: hosted, installed
Conferencing• Mailing lists and early massive email classes  (listserv, majordomo)• Conferencing systems and discussion bo...
Learning Objects•   IMS LOM•   Content Packaging•   Learning Design•   Interoperability•   SCORM
Repository Networks• National projects – EdNA, Edusource, Globe• Open Content – OAI, DSpace                          GLOBE...
Learning Communities• Wenger – Communities of Practice• Portal sites• Online Communities – Net.Gain  OLDaily              ...
Open Educational Resources• Open Content – David Wiley• Open Licensing – Creative Commons
Models of Sustainability•   Author-pay models•   Foundation models•   Public service models•   Community models
E-Learning 2.0• Blogging and RSS• Social networks• Personal learning networks (= personal  communities)• The web as platfo...
Aggregation and Remixing              http://www.downes.ca/mygluframe.htm
Connectivism• The idea of learning in a network• Siemens – Connectivism as a pedadogy - “I  store my knowledge in my frien...
Informal Learning• Learning as Self-Directed• Learning ‘Camps’ – eg Educamp Colombia
Personal Learning Environment
Open Courses• OpenCourseware  – MIT OCW, Rice Connexions, OpenLearn  – WikiEducator, Curricki, Wikiversity• Wiley Wiki• Op...
Massive Open Online Course• Combines the idea of open courses and e-  learning 2.0• First MOOC:  – CCK08, 2008
Semantic Principle•   Autonomy•   Diversity•   Openness•   Interactivity
Diversity• You need a mixture of materials – you cannot  grow organically from carbon alone, or water  alone
Openness• Closed systems become stagnant• Raw materials are depleted• The system becomes clogged with the  ‘creative produ...
Autonomy• The simple cloning of entities does not allow  for progress or development• Each individual entity must manage i...
Interactivity• A system cannot grow unless its parts interact  – flowers need bees, cows need grain, beavers  need trees• ...
MOOC Pedagogy• Self-directed / informal learning• Process more important than content• Emphasis on finding resources, sele...
MOOC Technology• Formal and Informal Repositories     – Khan Academy     – SWORD (UK) deposit protocol, CORE (connecting)•...
gRSShopper
Dimensions of Openness• Open Content /  Resources• Open Teaching /  Open Classes• Open  Assessment               http://ww...
Follow-up MOOCs• CCK09 – students return, become teachers• ds106 – emphasis on projects and creativity• Critical Literacie...
Commercial MOOCs• Stanford AI course – 160,000 registrations• Commercial Spin-offs: Coursera, Udacity  – Based on Khan Aca...
A World of MOOCswww.mooc.ca
Types of MOOCs            cMOOC vs                                 xMOOChttp://advanceducation.blogspot.com/2012/11/when-i...
For xMOOC to be truly viable, it will inevitably have to move in thedirection of cMOOC.
Soon: Open Educational Apps• Based on the ‘App Store’ model• Publishers will distribute commercial  educational apps• Supp...
Open       Educational       AppMOOC
Course as Network• Near Future – consortia combining to form a  single course• Far Future – no central ‘home’ for a course...
Assessment Models• Near Future: open courses, commercialized  assessment  – testing centres – eg. Brainbench  – badges, op...
Sustainability• Public (government) support – basic  infrastructure, ‘core’ or critical content• Community infrastructure ...
• Stephen Downes• http://www.downes.ca
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Sustainability and MOOCs in Historical Perspective

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Overview of the historical factors leading to the development of massive open online courses, and discussion of what this history can tell us of the sustainability of MOOCs in the future. For audio and video please see http://www.downes.ca/presentation/304

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Transcript of "Sustainability and MOOCs in Historical Perspective"

  1. 1. Sustainability and MOOCs in Historical PerspectiveStephen Downes, Bogota, November 15, 2012
  2. 2. Online Learning: Two Origins1. A basis in distance learning – managed learning, course packs, independent study2. A basis in traditional classrooms – classes and cohorts, synchronous interaction, activities and projects
  3. 3. Pedagogies• Transmission model – Moore’s ‘transactional distance’ - based in communications theory• Constructivism – based on social interaction and negotiation of meaning; learners ‘construct’ their own knowledge
  4. 4. Learning Management Systems• Blackboard, WebCT, Desire2Learn• Moodle, Sakai• Two models: hosted, installed
  5. 5. Conferencing• Mailing lists and early massive email classes (listserv, majordomo)• Conferencing systems and discussion boards (First Class)• Instant messaging and SMS (ICQ, sms)
  6. 6. Learning Objects• IMS LOM• Content Packaging• Learning Design• Interoperability• SCORM
  7. 7. Repository Networks• National projects – EdNA, Edusource, Globe• Open Content – OAI, DSpace GLOBEhttp://globe- info.org/
  8. 8. Learning Communities• Wenger – Communities of Practice• Portal sites• Online Communities – Net.Gain OLDaily PEGGAsus
  9. 9. Open Educational Resources• Open Content – David Wiley• Open Licensing – Creative Commons
  10. 10. Models of Sustainability• Author-pay models• Foundation models• Public service models• Community models
  11. 11. E-Learning 2.0• Blogging and RSS• Social networks• Personal learning networks (= personal communities)• The web as platform – web of data – websites as applications
  12. 12. Aggregation and Remixing http://www.downes.ca/mygluframe.htm
  13. 13. Connectivism• The idea of learning in a network• Siemens – Connectivism as a pedadogy - “I store my knowledge in my friends” – learning is knowing how to create and traverse networks• Downes – knowledge is a network state; learning is to create a network
  14. 14. Informal Learning• Learning as Self-Directed• Learning ‘Camps’ – eg Educamp Colombia
  15. 15. Personal Learning Environment
  16. 16. Open Courses• OpenCourseware – MIT OCW, Rice Connexions, OpenLearn – WikiEducator, Curricki, Wikiversity• Wiley Wiki• Open Courses – Alec Couros
  17. 17. Massive Open Online Course• Combines the idea of open courses and e- learning 2.0• First MOOC: – CCK08, 2008
  18. 18. Semantic Principle• Autonomy• Diversity• Openness• Interactivity
  19. 19. Diversity• You need a mixture of materials – you cannot grow organically from carbon alone, or water alone
  20. 20. Openness• Closed systems become stagnant• Raw materials are depleted• The system becomes clogged with the ‘creative product’ of its members
  21. 21. Autonomy• The simple cloning of entities does not allow for progress or development• Each individual entity must manage its own grown in its own way
  22. 22. Interactivity• A system cannot grow unless its parts interact – flowers need bees, cows need grain, beavers need trees• Growth is created not by accumulation but by flow, by constant activation and interaction
  23. 23. MOOC Pedagogy• Self-directed / informal learning• Process more important than content• Emphasis on finding resources, selecting resources• Communication based on many points of view
  24. 24. MOOC Technology• Formal and Informal Repositories – Khan Academy – SWORD (UK) deposit protocol, CORE (connecting)• Social networks and syndicationhttps://www.conftool.net/or2012/index.php/Kelly-Open_Metrics_for_Open_Repositories-138_b.pptx
  25. 25. gRSShopper
  26. 26. Dimensions of Openness• Open Content / Resources• Open Teaching / Open Classes• Open Assessment http://www.col.org/blog/Lists/Posts/Post.aspx?ID=134
  27. 27. Follow-up MOOCs• CCK09 – students return, become teachers• ds106 – emphasis on projects and creativity• Critical Literacies – emphasis on basic skills needed
  28. 28. Commercial MOOCs• Stanford AI course – 160,000 registrations• Commercial Spin-offs: Coursera, Udacity – Based on Khan Academy, Traditional LMS Model – Companies are essentially commercial course repositories, Will be fee-based
  29. 29. A World of MOOCswww.mooc.ca
  30. 30. Types of MOOCs cMOOC vs xMOOChttp://advanceducation.blogspot.com/2012/11/when-is-mooc-not-mooc-what-mooc-means.html
  31. 31. For xMOOC to be truly viable, it will inevitably have to move in thedirection of cMOOC.
  32. 32. Soon: Open Educational Apps• Based on the ‘App Store’ model• Publishers will distribute commercial educational apps• Supported in MOOCs using IMS Learning Technology Interaction (LTI)• Open app market will emerge
  33. 33. Open Educational AppMOOC
  34. 34. Course as Network• Near Future – consortia combining to form a single course• Far Future – no central ‘home’ for a course; course is a common resource accessed by institutions
  35. 35. Assessment Models• Near Future: open courses, commercialized assessment – testing centres – eg. Brainbench – badges, open and closed• Far future: community assessment, assessment as reputation – simplistic model: Klout, LinkedIn endorsements – long-term: data analysis (big data)
  36. 36. Sustainability• Public (government) support – basic infrastructure, ‘core’ or critical content• Community infrastructure – communities of practice, shared courses• Specialized commercial content (+ body of open educational resources)• Commercialized assessment (paid for by employers)
  37. 37. • Stephen Downes• http://www.downes.ca
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