The MOOC in Review: Contributions to Teaching and Learning

1,425 views
1,271 views

Published on

Over the past year, the massive open online course (MOOC) has emerged as a significantly different course model. So, what we have learned about the MOOC and its potential to support learning? In this session I’ll review examples of how the MOOC is being utilized along with several related issues: implementation and deployment approaches; student success data; MOOC innovations; financial models; connections to traditional programs; and future developments. Resource list: http://tinyurl.com/elimooc

Published in: Technology, Education
0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,425
On SlideShare
0
From Embeds
0
Number of Embeds
211
Actions
Shares
0
Downloads
27
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

The MOOC in Review: Contributions to Teaching and Learning

  1. 1. The MOOC in Review: Contributions to Teaching and Learning Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE October 2013
  2. 2. What is it? So what? But what about? What’s next? Where do I put this?
  3. 3. A  what??  
  4. 4. Source:  h/p://www.educause.edu/ero/ar5cle/online-­‐educa5onal-­‐delivery-­‐models-­‐descrip5ve-­‐view    
  5. 5. the  last  12  months  
  6. 6. the  last  12  months  
  7. 7. Source:  h/p://en.wikipedia.org/wiki/Massive_open_online_course#cite_note-­‐20    
  8. 8. Source:  h/p://www.pearsonlearningsolu5ons.com/assets/downloads/reports/changing-­‐course-­‐survey.pdf  
  9. 9. So  what?  
  10. 10. Disengaging Completing Sampling Auditing  Kizilcec,  Piech,  &  Schneider  (2013),  Deconstruc5ng  disengagement:  Analyzing  learner  subpopula5ons  in  Massive  Open  Online  Courses    
  11. 11. Feathering   High   College     Work     School   2  years   2  years  
  12. 12. VP  Business   &  Finance   CIO  +  IT   Department   Academic   Media     Tech   External   Pla?orm   Provost   Vice  Provost   Teaching  &     Learning   Center   Legal   Academic     Divisions   Biology   Chemistry   Engineering  &   Applied  Sci   +   Marke-ng   Development   Geological  &   Planetary   Humani-es  &   Social  Sci   Physics,  Math,   Astronomy   Alumni   Students/TAs  
  13. 13. What  is  our  online  strategy?  
  14. 14. But  what  about…  
  15. 15. Source:  h/p://wcetblog.wordpress.com/2013/07/25/ace-­‐review-­‐moocs-­‐for-­‐credit/  
  16. 16. Source:  h/ps://www.udacity.com/course/ma008    
  17. 17. So,  what’s  holding  up  the     Revolution?  
  18. 18. Got  SMOOC?     …Success  in  the     MOOC  
  19. 19. Source:  h/p://mfeldstein.wpengine.netdna-­‐cdn.com/wp-­‐content/uploads/2013/03/studentPa/ernsInMoocs3-­‐2.jpg    
  20. 20. MOOC  Comple5on  Rates:  The  Data   Source:  h/p://www.katyjordan.com/MOOCproject.html  
  21. 21. MOOC  Comple5on  Rates:  The  Data  
  22. 22. MOOC  Comple5on  Rates:  The  Data  
  23. 23. What’s next for the MOOC?
  24. 24. SMOC Synchronous Massive Online Class (somewhere between a MOOC, a latenight television show, and a real-time research experiment)
  25. 25. SPOC   small  private  online  course  
  26. 26. the not so disruptive MOOC
  27. 27. How  will  MOOCs  Affect  Fair  Use  and  Copyright  Compliance?  
  28. 28. Research Directions: Gates Foundation §  Drive scaled adoption of MOOCs for intro and remedial learning content and competencies, for low-income young adults, and in the blended format §  Research use cases, efficacy, and cost savings of MOOC implementations §  Drive evolution of MOOC conversations and MOOC platforms toward higher quality, improved pedagogy, and improved authoring/ integration support
  29. 29. Research Questions §  What data needs to be captured and how open will it be for the advancement of learning? §  What are the purposes and designs of different types of MOOCs? §  Related to the above, what are the various instructional models? §  For which students, courses, and contexts are MOOCs effective and where are they not? §  How rich and deep is the learning with MOOCs – e.g., knowledge transfer vs. connectivism, deeper learning outcomes?
  30. 30. Research Questions §  Which components drive impact for our target learners and what additional supports need to be added online or face-to-face? §  What is the faculty role, time commitments, and work conditions versus face-to-face and traditional online? Which faculty are well suited? §  What are the costs and barriers for development? Local customization? Implementation? §  How can MOOCs serve broader goals of both students and institutions?
  31. 31. “we  inform  our  innova5on  through  our  users,     who  teach  us  about  all  the  ways  they  learn”  
  32. 32. degree   resume   interview   test  
  33. 33. test   interview   resume   degree  
  34. 34. 1.     Matricula5on     2.     Transferable  credit  
  35. 35. 10%  
  36. 36. Increase  agility  and   innova-on  in  the   other  por?olio  areas  
  37. 37. MOOC  
  38. 38. Disaggregated   instruc5on   Adap5ve   learning/ assessments   Learner   authen5ca5on   Learner   analy5cs   Competency   based  learning    
  39. 39. Uninformed   consumer   Rising  costs   Diminishing   returns   Poor  access  
  40. 40. ELI Online Spring Focus Session Learning and the MOOC ….. http://www.educause.edu/eli/ events/eli-online-spring-focussession/2013 http://tinyurl.com/elimooc
  41. 41. Learning and the MOOC •  Getting the MOOC Off the Ground: What You’ll Need to Deploy •  Weaving the MOOC Into Campus Practice •  MOOC Quality Assurance and Analytics •  Exploring MOOC Delivery Options
  42. 42.   Veronica  Diaz  PhD   @drvdiaz   vdiaz@educause.edu   Associate  Director   EDUCAUSE  Learning  Ini5a5ve   EDUCAUSE    

×