The Case of a Massive Online Open Course (MOOC) at a College of Education

The Case of a Massive Online Open Course (MOOC) at a College of Education Dalit Levy and Sarah Schrire Kibbutzim College of Education, Technology & Arts Tel Aviv, IsraelNMC Summer ConferenceMIT, Cambridge, MA, June 14, 2012

A NEW M.Ed. PROGRAM IN EDUCATIONAL TECHNOLOGYABOUT USMOTIVATION • Teacher education professors in IsraelsBACKGROUND largest college of educationCRITICAL LOOK • Public college supervised by the Ministry of Education and the national Council forTHE ISSUE Higher EducationTHE FIELDMETHODOLOGYFINDINGSNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

A NEW M.Ed. PROGRAM IN EDUCATIONAL TECHNOLOGYABOUT USMOTIVATION • Teacher education professors in IsraelsBACKGROUND largest college of educationCRITICAL LOOK • Public college supervised by the Ministry of Education and the national Council forTHE ISSUE Higher EducationTHE FIELD • Academization of teacher trainingMETHODOLOGY - “a masters degree for every teacher and educator in Israel” - B.Ed. programs with emphasis on social involvementFINDINGSNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

A NEW M.Ed. PROGRAM IN EDUCATIONAL TECHNOLOGYABOUT USMOTIVATION • Teacher education professors in IsraelsBACKGROUND largest college of educationCRITICAL LOOK • Public college supervised by the Ministry of Education and the national Council forTHE ISSUE Higher EducationTHE FIELD • Academization of teacher trainingMETHODOLOGY - “a masters degree for every teacher and educator in Israel” - B.Ed. programs with emphasis on social involvementFINDINGS • Examine models for teacher education inNEXT STEPS the knowledge societyLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

MOTIVATION FOR THIS CASE STUDYABOUT USMOTIVATION Two fold:BACKGROUND • Provide experiences that prepareCRITICAL LOOK future teachers for education in theTHE ISSUE digital age and for work in theTHE FIELD knowledge economyMETHODOLOGY • Realize the aspects of theFINDINGS organizational culture that supportNEXT STEPS innovative pedagogy/technologyLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

WHAT IS LEARNING?ABOUT USMOTIVATION CommognitionBACKGROUND “…thinking is an communicating form of Thinking as individualizedCRITICAL LOOK interpersonal communication… whatever oneTHE ISSUE creates isLearning as of collective doing. Even a product communicatingTHE FIELD BI when sitting alone at her desk and deeply immersed in thoughts, part in a discourse in To learn is to take a person is engagedMETHODOLOGY a conversation with others.” (Sfard, 2008)FINDINGS Learning outcomes are products of Sfard, A. (2008). Thinking as communicating: Human development, the growthNEXT STEPS collective doing of discourses, and mathematizing. (pp. xiii - xix) Cambridge, UK: Cambridge University Press.Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

AI (After the Internet): CONNECTIVISMABOUT USMOTIVATION • knowledge is distributed across aBACKGROUND network of connectionsCRITICAL LOOK • learning consists of the ability toTHE ISSUE construct and traverse thoseTHE FIELD networks (commognition?)METHODOLOGY Connectivism is the combined effect of threeFINDINGS components: chaos theory, networks, and theNEXT STEPS interplay of complexity and self-organization. George Siemens, Stephen Downes, Dave CormierLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THREE CONNECTIVIST LEARNING EXPERIENCESABOUT USMOTIVATIONBACKGROUND PLENK2010 - Massive Open Online Course Many resources, many participants, manyCRITICAL LOOK communication typesTHE ISSUETHE FIELDMETHODOLOGYFINDINGS “all-at-once-ness”NEXT STEPS Learning Experience I, 10.10.10Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THREE CONNECTIVIST LEARNING EXPERIENCESABOUT USMOTIVATION During the last synchronous session of “the mother of all MOOCs” (11:50-11:54)BACKGROUNDCRITICAL LOOKTHE ISSUETHE FIELDMETHODOLOGYFINDINGSNEXT STEPS Learning Experience II, 05.16.12Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THREE CONNECTIVIST LEARNING EXPERIENCESABOUT USMOTIVATION Imagine yourself participating in a synchronous MOOCBACKGROUND session while the facilitators and the other participants are speaking a different language than you doCRITICAL LOOK ListenTHE ISSUE ReadTHE FIELDMETHODOLOGY WriteFINDINGSNEXT STEPS Learning Experience IIILevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE LANGUAGE OF MOOCsABOUT USMOTIVATION The importance of experiencingBACKGROUND connectivist learning in MOOCs (i.e.CRITICAL LOOK communicating across networks) :THE ISSUETHE FIELD • Interest in MOOCs has taken a significant leap forward in the last year (Twitter, Google Insights)METHODOLOGYFINDINGSNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE LANGUAGE OF MOOCsABOUT USMOTIVATION The importance of experiencingBACKGROUND connectivist learning in MOOCs (i.e.CRITICAL LOOK communicating across networks) :THE ISSUETHE FIELD • Interest in MOOCs has taken a significant leap forward in the last year (Twitter, Google Insights)METHODOLOGYFINDINGS • However, the rising interest relates to aNEXT STEPS different kind of learning experience!Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE LANGUAGE OF MOOCsABOUT USMOTIVATION “Lately when I write about MOOCs (and I admit, I do writeBACKGROUND about MOOCs a lot lately), I feel the need to attach a bunch of adjectives to clarify what I mean by the term: theCRITICAL LOOK Stanford-model MOOC. New MOOCs. The OG MOOC. TheTHE ISSUE ur-MOOC. The MOOCs-come-lately. VC MOOCs. Tech MOOCs. Mother of all MOOCs. Change11. DS106.THE FIELD MOOCGuffin (I just totally made that up. Sorry.)”METHODOLOGYFINDINGS (Audrey Watters, Hack Education blog, June 7, 2012).NEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE LANGUAGE OF MOOCsABOUT USMOTIVATION “there are really two variations of MOOCs with quite different approaches – witness the Stanford and MITxBACKGROUND version vs. the rhizomatic version”.CRITICAL LOOK (Phil Hill, e-Literate blog, March 15, 2012).THE ISSUE Rhizome:THE FIELD An expandingMETHODOLOGY underground root system, sending upFINDINGS above ground shoots to form aNEXT STEPS vast network. Rhizomatic learning - Dave Cormier (2011) following Deleuze and Guattari (1987)Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE LANGUAGE OF MOOCsABOUT USMOTIVATION The Connectivist Model The “Stanford” ModelBACKGROUND “…highly social. The learning comes “The goal is to ensure a high quality from content presented by a lecturer, learning experience to anyone withCRITICAL LOOK and then dialog via social media, sufficient technical ability and access where the contributions of the to the Internet... the experience is,THE ISSUE participants are shared.” effectively, solo.”THE FIELD • CCK08, CCK09, CCK11 • Udacity • PLENK2010 • UdemyMETHODOLOGY • MobiMOOC (2011) • MITx • LAK11 • EdXFINDINGS • DS106 • Coursera • CHANGE (began 2011, ended 2012) …NEXT STEPS … All newborns (2012) (Clark Quinn, 2.29.12)Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE LANGUAGE OF MOOCsABOUT USMOTIVATION 21th century education: 20th century education:BACKGROUND From many (info resources) From one (teacher) To one (learner) To many (learners)CRITICAL LOOKTHE ISSUETHE FIELDMETHODOLOGYFINDINGS (Levy, 2011)NEXT STEPS We refer to the connectivist origins and envision MOOCs as highly interactive communicative spaces.Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

MOOC AT A COLLEGE OF EDUCATIONABOUT USMOTIVATION Setting up connectivist MOOCs in ourBACKGROUND language:CRITICAL LOOK (Translation: “That is how we will all learn in the future”)THE ISSUETHE FIELD Current and future teachers should:METHODOLOGY • Participate in MOOCs as learnersFINDINGS • Gain experience in facilitating learning inNEXT STEPS MOOCs (plus in instructional design)Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

MOOC AT A COLLEGE OF EDUCATIONABOUT USMOTIVATION Connectivist MOOCs as innovativeBACKGROUND pedagogy for teacher educationCRITICAL LOOK • Green light from stake holdersTHE ISSUE • Convince collaborators (professors and techTHE FIELD team)METHODOLOGY • Build support system:FINDINGS understand needs, conceptions, constraintsNEXT STEPS • Design and codeLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

ORGANIZATIONAL CULTURE AT THE KIBBUTZIM COLLEGE OF EDUCATIONABOUT USMOTIVATION • Public college founded by the KibbutzimBACKGROUND movement • “The college offers up-to-date programs corresponding toCRITICAL LOOK the current social agenda in Israel alongside practicalTHE ISSUE teacher training, with emphasis on social and community involvement.”THE FIELD • 2 Credits for 60 hours of social involvementMETHODOLOGY outside the campusFINDINGS • 1 required credit for an in-campus classNEXT STEPS (selected from a list of several “social seminars”)Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts

SOCIAL INVOLVEMENT SEMINARSABOUT USMOTIVATION • All the undergraduate students must takeBACKGROUND one seminar (a few hundred each year)CRITICAL LOOK • The in-campus seminar is often connected to the off-campus activityTHE ISSUE • Twelve different teachers, most of themTHE FIELD are adjunctsMETHODOLOGY • Less institutional boundaries (?)FINDINGSNEXT STEPS An experimental field for MOOCLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

SOCIAL INVOLVEMENT SEMINARS AS AFIELD FOR EXPERIMENTING CONNECTIVISMABOUT USMOTIVATION 4 types of connectivist MOOC activities:BACKGROUND • Aggregate – read, watch and play with various resourcesCRITICAL LOOK • Remix – keep track of it all, using various (web)THE ISSUE technologies of one’s choiceTHE FIELD • Repurpose – constructing personal accounts, composing own thoughts, creating newMETHODOLOGY understandings of the course subjectFINDINGS • Feed Forward – share the learning with others,NEXT STEPS when and where each person chooses to do soLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

NARRATIVE INQUIRYABOUT USMOTIVATION Phases in setting up the socialBACKGROUND involvement MOOCCRITICAL LOOK • Green light from stake holdersTHE ISSUE • Convince collaborators (professors and techTHE FIELD team)METHODOLOGY • Build support system:FINDINGS understand needs, conceptions, constraintsNEXT STEPS • Design and codeLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

NARRATIVE INQUIRYABOUT USMOTIVATION InterviewsBACKGROUND Understand needs, conceptions, constraintsCRITICAL LOOK • The undergraduate school headTHE ISSUE • The faculty headTHE FIELDMETHODOLOGY • The program head (social involvement)FINDINGS • Teachers in the programNEXT STEPS • Educational technology expertsLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

EMERGENT THEMES IN THE INTERVIEW DATAABOUT USMOTIVATION A new meaning for “Breaking down theBACKGROUND classroom walls”CRITICAL LOOK • Network of facilitatorsTHE ISSUE • Network of studentsTHE FIELD • Network of communities (the College is oneMETHODOLOGY node)FINDINGS • Community of practice with regard to socialNEXT STEPS involvementLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

EMERGENT THEMES IN THE INTERVIEW DATAABOUT USMOTIVATION Natural Technology-Enhanced LearningBACKGROUND SpaceCRITICAL LOOKTHE ISSUE VersusTHE FIELDMETHODOLOGYFINDINGS Technology-Enhanced Learning ToolsNEXT STEPS supplied by the CollegeLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

EMERGENT THEMES IN THE INTERVIEW DATAABOUT USMOTIVATION How should Social Involvement beBACKGROUND Reflected in the College website?CRITICAL LOOKTHE ISSUE OpennessTHE FIELD ControlMETHODOLOGY CopyrightsFINDINGS OwnershipNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

EMERGENT THEMES IN THE INTERVIEW DATAABOUT USMOTIVATIONBACKGROUND Internet Interrelationships:CRITICAL LOOKTHE ISSUE The College MOOCsTHE FIELD The College LMSMETHODOLOGY The College WebsiteFINDINGSNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE PAST PLAN: QUAL MOOCABOUT USMOTIVATION 1st Cycle 1D-1 "curating" InstructionalBACKGROUND (2011-2012) design and content development of 2nd Cycle 1A 1B 1CCRITICAL LOOK "green light" "conviction" "support" the Qual MOOC (2012- Presenting Qual Creating Building a MOOC to the obligation among Hebrew support 2013)THE ISSUE managerial levels the Qual MOOC system for the and getting voluntary team of practitioners to 1D-2 reflect andTHE FIELD consent practitioners exchange ideas "coding" Technological design andMETHODOLOGY adaptation of aggregation tools to HebrewFINDINGSNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE PRESENT PLAN: SOCIAL INVOLVEMENT MOOCABOUT USMOTIVATION 2nd Cycle 1D-1 "curating" InstructionalBACKGROUND (2012-2013) design and content development of 3rd Cycle 1A 1B 1CCRITICAL LOOK "green light" "conviction" "support" the Social Involvement (2013- Presenting Social Creating Building a Involvement obligation among Hebrew support MOOC 2014)THE ISSUE MOOC to the the Social system for the managerial levels Involvement practitioners to 1D-2 reflect andTHE FIELD and getting consent MOOC voluntary team of exchange ideas "coding" Technological practitioners design andMETHODOLOGY adaptation of aggregation tools to HebrewFINDINGSNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

THE FUTURE PLAN: MORE MOOCsABOUT USMOTIVATION 3rd CycleBACKGROUND (2013-2014) 1A 1B 1C 1DCRITICAL LOOK "green light" "conviction" "support and "curating" Creating coding" Instructional obligation among Nurturing and design andTHE ISSUE No need for more and more updating content 4th Cycle additional voluntary team of the Hebrew development for support system (2014-THE FIELD consent? practitioners to include the various MOOC offerings 2015) newestMETHODOLOGY technologiesFINDINGSNEXT STEPSLevy & Schrire, Kibbutzim College of Education, Technology, and the Arts

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The Case of a Massive Online Open Course (MOOC) at a College of Education

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