OOCs for Minerva
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OOCs for Minerva

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Discussion at Brookes on MOOCs

Discussion at Brookes on MOOCs

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  • Just a very basic intro to OER. We could do a whole session but want to introduce you to the concept.Mention Creative CommonsMake sure to highlight Radar.
  • Learners: Flexibility, Access, self-directedUsers: quality resources to useCreators: reputational, feedback on materials, collaborationInstitutions: reputation, marketing, e.g. MIT long before MOOCs put course materials online for anyone to use. MOOCS have subsumed some of the arguments around OERS
  • This course is actually described as blended learning!
  • The class was based around summarising main content and doing activities to help learning, e.g. doing a quick student evaluation, writing evaluation questions, discussing the different evaluation mechanisms.

OOCs for Minerva OOCs for Minerva Presentation Transcript

  • MOOCs, OOCs, OOPs! for the rest of us Neil Currant, Liz Lovegrove, George Roberts, Fiona Smith, Marion Waite OCSLD, Oxford Brookes University, Minerva, March 2013
  • Background
  • Our MOOC • First Steps into Learning and Teaching in Higher Education (FSLT12)
  • Over 200 signed up • 60 participated throughout the 6 weeks • We reached our constituency • 14 undertook the assessment and received a certificate • Participants were from 24 different countries including Australia, Canada, India, South Africa, as well as many European countries &US Research continuing • How people learned • Differential participation • Design principles Evaluation
  • • Bonk (2013) identifies 22 types of MOOC with 20 Leadership Principles and 12 business models. • The numbers are changing and boundaries are fuzzy. • There is stratification going on at the innovative end of traditional educational institutions. A bubble?
  • Andy Wharhol, 1986 • Monetize – Accreditation – Tuition – Publications – Recruitment – ??? • Or… sell picks and shovels to the Klondikers – MOOCs as platforms Cowboy economics?
  • Tiger photo © 2009 by Siddhartha Lammata (Siddy Lam) http://www.flickr.com/photos/siddylam/4130020318/sizes/l/in/photostream/ Creative commons attribution non-commercial licence
  • Discourses around higher education are: “… a field of competition for the legitimate exercise of symbolic violence, … an arena of conflict between rival principles of legitimacy, and competition for political, economic and cultural power (Bourdieu 1993, 121)
  • Shere Khan bites Baloo from Walt Disney’s Jungle Book
  • MOOC experiences
  • • A focus on the course and the platform ignores the experience of the MOOC learner • MOOCs offer an unlimited number of possibilities for hybridization because, whatever else, they offer participants the opportunity to fashion their own learning according to their own needs.
  • Question 1 • At your table, what has the MOOC experience/perception been?
  • Expert participants Our Research…
  • “This opened my eyes as a teacher” • diversity of other participants • The 'Vet' presence highlighted some of the difficulties which the ‘newbies’ were experiencing and also provided a reciprocal zone of proximal development and triggers for active participation.
  • Three main themes 1. Navigation 2. Transformative reflective practice 3. Making sense of community
  • Navigation New participants felt overwhelmed by technology, multiple channels & perceived need to multi-task. Experienced MOOCers were judicious about planning their route and orienting their participation.
  • Transformative reflective practice Ultimately learners experienced a transformative shift … but it required reflection on practice, community support and self-organization
  • Making sense of community New learners needed time to determine their audience and core community… and to realize reciprocal relationships.
  • Skilled orienteers Active MOOC participants are skilled orienteers. Leveraging local expertise of experienced MOOC learners and developing participatory skills in new learners is a key strategy for those who organize and facilitate MOOCs.
  • Question • We aim to develop a network of expert participants. • Expert participants may be disciplinary experts, online experts or other… • What could you bring to the expert participant role?
  • Flip teaching The new black…
  • BLENDED LEARNING: THE ROLE OF OER http://www.educause.edu/research-and-publications/books/learning- spaces/chapter-11-designing-blended-learning-space-student-experience
  • OPEN EDUCATIONAL RESOURCES What are OERs? “learning and teaching materials available for free online for anyone to use. Examples include full courses, course modules, lectures, games, teaching materials and assignments.” JISC Where would I find them? iTunes U, Slideshare, Youtube, Repositories: e.g. Jorum, Brookes Radar. Licensing: Creative Commons
  • LEVELS OF ENGAGEMENT Use  Use existing resources created by others Adapt / repurpose  Adapt existing resources for your own purpose Create / produce  Create and share your own resources
  • BENEFITS Learners Staff users Creators Institutions See - https://openeducationalresources.pbworks.com for a full list of benefits
  • FLIP TEACHING Class time focuses on understanding the material Delivery of content happens outside of class time, e.g. online http://www.youtube.com/watch?v=26pxh_qMppE&feature= player_embedded
  • DOES YOUR MOODLE LOOK LIKE THIS?
  • OER – video in Youtube – key content of topic OER – text in RADAR
  • OERS, FLIP & BLENDED: MAKING THE LINKS Discussion: How can you make this work for your practice?
  • DISCUSSION And for the rest of us?
  • Reasons for developing OOCs • Improving the global learner experience • Fulfilling the university’s social/global/community educative mission • Enhancing reputation and increasing visibility • Showcase own expertise • Sell books • Increasing reach – Better serve (retain) existing clients – Attract new clients – Earn more revenue
  • • What would your reasons for be for developing open online “courses”? • What would you like to do with MOOCs? • What support would you like? • What are the challenges for Brookes?
  • Thank you OCSLD Oxford Brookes University March 2013 groberts@brookes.ac.uk
  • Research • Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013). Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (in submission 2013). x v c: Hybrid learning in, through and about MOOCs. OER13/JIME • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). What is necessary and what is contingent in design for a massive open online course? In Open Horizons: Sharing the Future. Aston University, Birmingham: Higher Education Academy. Retrieved from http://www.slideshare.net/georgeroberts/what-is-necessary-and- what-is-contingent-in-mooc-design • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). Not just moocin’ about. In ALT-C 2012: A confrontation with reality. Presented at the ALT- C, Manchester, UK. Retrieved from http://www.slideshare.net/georgeroberts/not- just-moocin-about • Roberts, G. (2012). OpenLine Project Final Report (JISC Project Report). Oxford: Oxford Brookes University. Retrieved from http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC1_Oxford_Brookes
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