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 ...

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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The MOOC in Review: Contributions to Teaching and Learning The MOOC in Review: Contributions to Teaching and Learning Presentation Transcript

  • The MOOC in Review: Contributions to Teaching and Learning Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE October 2013
  • 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  disengagement:  Analyzing  learner  subpopula5ons  in  Massive  Open  Online  Courses    
  • Feathering   High   College     Work     School   2  years   2  years  
  • 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  
  • 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 research experiment)
  • 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 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
  • 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?
  • 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?
  • “we  inform  our  innova5on  through  our  users,     who  teach  us  about  all  the  ways  they  learn”  
  • 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   Competency   based  learning    
  • 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-focussession/2013 http://tinyurl.com/elimooc
  • 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
  •   Veronica  Diaz  PhD   @drvdiaz   vdiaz@educause.edu   Associate  Director   EDUCAUSE  Learning  Ini5a5ve   EDUCAUSE