0
The MOOC in Review:
Contributions to
Teaching and Learning
Veronica Diaz, PhD
Associate Director
EDUCAUSE Learning Initiat...
What is it?
So what?
But what about?
What’s next?
Where do I put this?
A	
  what??	
  
Source:	
  h/p://www.educause.edu/ero/ar5cle/online-­‐educa5onal-­‐delivery-­‐models-­‐descrip5ve-­‐view	
  	
  
the	
  last	
  12	
  months	
  
the	
  last	
  12	
  months	
  
Source:	
  h/p://en.wikipedia.org/wiki/Massive_open_online_course#cite_note-­‐20	
  	
  
Source:	
  h/p://www.pearsonlearningsolu5ons.com/assets/downloads/reports/changing-­‐course-­‐survey.pdf	
  
So	
  what?	
  
Disengaging

Completing

Sampling

Auditing

	
  Kizilcec,	
  Piech,	
  &	
  Schneider	
  (2013),	
  Deconstruc5ng	
  dise...
Feathering	
  
High	
  
College	
  	
   Work	
  	
  
School	
  
2	
  years	
  

2	
  years	
  
VP	
  Business	
  
&	
  Finance	
  
CIO	
  +	
  IT	
  
Department	
  

Academic	
  
Media	
  	
  
Tech	
  

External	
  
P...
What	
  is	
  our	
  online	
  strategy?	
  
But	
  what	
  about…	
  
Source:	
  h/p://wcetblog.wordpress.com/2013/07/25/ace-­‐review-­‐moocs-­‐for-­‐credit/	
  
Source:	
  h/ps://www.udacity.com/course/ma008	
  	
  
So,	
  what’s	
  holding	
  up	
  the	
  	
  

Revolution?	
  
Got	
  SMOOC?	
  
	
  

…Success	
  in	
  the	
  	
  
MOOC	
  
Source:	
  h/p://mfeldstein.wpengine.netdna-­‐cdn.com/wp-­‐content/uploads/2013/03/studentPa/ernsInMoocs3-­‐2.jpg	
  	
  
MOOC	
  Comple5on	
  Rates:	
  The	
  Data	
  
Source:	
  h/p://www.katyjordan.com/MOOCproject.html	
  
MOOC	
  Comple5on	
  Rates:	
  The	
  Data	
  
MOOC	
  Comple5on	
  Rates:	
  The	
  Data	
  
What’s next for the MOOC?
SMOC




Synchronous Massive Online Class

(somewhere between a MOOC, a latenight television show, and a real-time
researc...
SPOC

	
  

small	
  private	
  online	
  course	
  
the not so disruptive 

MOOC
How	
  will	
  MOOCs	
  Affect	
  Fair	
  Use	
  and	
  Copyright	
  Compliance?	
  
Research Directions: Gates Foundation
§  Drive scaled adoption of MOOCs for intro and
remedial learning content and compe...
Research Questions
§  What data needs to be captured and how open will it be
for the advancement of learning?
§  What ar...
Research Questions
§  Which components drive impact for our target
learners and what additional supports need to be
added...
“we	
  inform	
  our	
  innova5on	
  through	
  our	
  users,	
  	
  
who	
  teach	
  us	
  about	
  all	
  the	
  ways	
 ...
degree	
  

resume	
  

interview	
  

test	
  
test	
  

interview	
  

resume	
  

degree	
  
1. 	
  	
  Matricula5on	
  	
  
2. 	
  	
  Transferable	
  credit	
  
10%	
  
Increase	
  agility	
  and	
  
innova-on	
  in	
  the	
  
other	
  por?olio	
  areas	
  
MOOC	
  
Disaggregated	
  
instruc5on	
  
Adap5ve	
  
learning/
assessments	
  

Learner	
  
authen5ca5on	
  
Learner	
  
analy5cs	...
Uninformed	
  
consumer	
  

Rising	
  costs	
  
Diminishing	
  
returns	
  
Poor	
  access	
  
ELI Online Spring Focus Session

Learning and the
MOOC
…..
http://www.educause.edu/eli/
events/eli-online-spring-focussess...
Learning and the MOOC
•  Getting the MOOC Off
the Ground: What
You’ll Need to Deploy
•  Weaving the MOOC
Into Campus Pract...
 
Veronica	
  Diaz	
  PhD	
  
@drvdiaz	
  
vdiaz@educause.edu	
  
Associate	
  Director	
  
EDUCAUSE	
  Learning	
  Ini5a5...
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
The MOOC in Review: Contributions to Teaching and Learning
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The MOOC in Review: Contributions to Teaching and Learning

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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

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Transcript of "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    
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