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OOCs   for the rest of us      George RobertsOCSLD, Oxford Brookes University      ELESIG, March 2013
Background
Discourses around higher education are:  “… a field of competition for the   legitimate exercise of symbolic              ...
If you cannot answerQUESTION: If SOPA/PIPA hadbeen passed into U.S. law in  that question, you are2002, would Wikipedia ex...
Literacy - including digital - isthe practice of enunciation in a          community:  “speaking” in the broadest sense, p...
Question 1• Might MOOCs help address the digital literacy  deficit?• How?
• Native – Immigrant                                (Prensky 2001)• Visitor – Resident                       (White & Le C...
Christ Handing the Keys to St. Peter, Perugino, 1481
Open online academic practice offers a radical challenge to the “polyarchic”   limits to the discussion of digitalliteracy...
Liminal participants & skilled orienteers: A case study oflearner participation in a MOOC for new lecturers               ...
Over 200 signed up             • 60 participated throughout the 6               weeks             • We reached our constit...
MOOCs as threshold concept• Opening a portal to understanding previously  unknown knowledge• Preceded by troublesome knowl...
Three main themes1. Navigation2. Transformative reflective practice3. Making sense of community
NavigationNew participants felt overwhelmed bytechnology, multiple channels &perceived need to multi-task.Experienced MOOC...
Transformative reflective practice Ultimately learners experienced a transformative shift … but it required reflection on ...
Making sense of communityNew learners needed time todetermine their audience and corecommunity…and to realize reciprocalre...
Question 2• At your table, what has the MOOC  experience been like?• Liminal participation?• Skilled orienteering?
Forget the massiveOOCs for the rest of us?
MOOCs as third space• Rapidly hybridising novel expressions of  higher education (Roberts, et al 2013)  – cMOOCs, xMOOCs, ...
• A focus on the course and the platform  ignores the experience of the MOOC learner• MOOCs offer an unlimited number of  ...
A bubble?• Bonk (2013) identifies 22  types of MOOC with 20  Leadership Principles and  12 business models.• The numbers a...
Cowboy   economics?• Monetize  –   Accreditation  –   Tuition  –   Publications  –   Recruitment  –   ???• Or… sell picks ...
Forget the massive
Reasons for developing OOCs• Improving the global learner experience• Fulfilling the university’s social/global/community ...
OOC PedagoiesOpen academic practice• Expert participation• Distributed collaboration• Academic multimedia• Flipped teachin...
Question 3• What would your reasons for be for  developing open online courses?
Thank you       Dr George RobertsOCSLD, Oxford Brookes University          March 2013    groberts@brookes.ac.uk
Copyright and Takedown NoticeIf you are a rights holder and are concerned that you have foundmaterial on our website or le...
OOCs for the rest of us
OOCs for the rest of us
OOCs for the rest of us
OOCs for the rest of us
OOCs for the rest of us
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Presentation to ELESIG Symposium 11 March 2013

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Transcript of "OOCs for the rest of us"

  1. 1. OOCs for the rest of us George RobertsOCSLD, Oxford Brookes University ELESIG, March 2013
  2. 2. Background
  3. 3. 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, andcompetition for political, economic and cultural power (Bourdieu 1993, 121)
  4. 4. If you cannot answerQUESTION: If SOPA/PIPA hadbeen passed into U.S. law in that question, you are2002, would Wikipedia exist not literate nor are youtoday? If either law had passed in in control of your life—2012, would Wikipedia exist in2022? Why or why not? Discuss.even if you think you are.
  5. 5. Literacy - including digital - isthe practice of enunciation in a community: “speaking” in the broadest sense, projecting an identity with, through and to others who concur
  6. 6. Question 1• Might MOOCs help address the digital literacy deficit?• How?
  7. 7. • Native – Immigrant (Prensky 2001)• Visitor – Resident (White & Le Cornu 2011)• Voyeur – Flaneur (boyd 2011)• Liminal participant - Skilled orienteer (Waite et al 2013)
  8. 8. Christ Handing the Keys to St. Peter, Perugino, 1481
  9. 9. Open online academic practice offers a radical challenge to the “polyarchic” limits to the discussion of digitalliteracy within institutions, which are in conflict with themselves. (Hall 2012)
  10. 10. Liminal participants & skilled orienteers: A case study oflearner participation in a MOOC for new lecturers (Waite et al 2013)MOOC experiences
  11. 11. Over 200 signed up • 60 participated throughout the 6 weeks • We reached our constituency • 14 undertook the assessment andEvaluation 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
  12. 12. MOOCs as threshold concept• Opening a portal to understanding previously unknown knowledge• Preceded by troublesome knowledge• Liminality: “A suspended state of partial understanding or stuck place” (Meyer & Land 2003, Perkins 2006)
  13. 13. Three main themes1. Navigation2. Transformative reflective practice3. Making sense of community
  14. 14. NavigationNew participants felt overwhelmed bytechnology, multiple channels &perceived need to multi-task.Experienced MOOCers were judiciousabout planning their route andorienting their participation.
  15. 15. Transformative reflective practice Ultimately learners experienced a transformative shift … but it required reflection on practice, community support and self-organization
  16. 16. Making sense of communityNew learners needed time todetermine their audience and corecommunity…and to realize reciprocalrelationships.
  17. 17. Question 2• At your table, what has the MOOC experience been like?• Liminal participation?• Skilled orienteering?
  18. 18. Forget the massiveOOCs for the rest of us?
  19. 19. MOOCs as third space• Rapidly hybridising novel expressions of higher education (Roberts, et al 2013) – cMOOCs, xMOOCs, pMOOCs, etcMOOCs – Intermediate forms, syntheses, compromises or novel solutions, arise• Proxy for the historical conversation about continuing, professional, open, online, distance and blended learning (Stewart 2012)
  20. 20. • 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 needs.
  21. 21. A bubble?• 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.
  22. 22. Cowboy economics?• Monetize – Accreditation – Tuition – Publications – Recruitment – ???• Or… sell picks and shovels to the Klondikers – MOOCs as platforms Andy Wharhol, 1986
  23. 23. Forget the massive
  24. 24. 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• Increasing reach – Better serve (retain) existing clients – Attract new clients – Earn more revenue
  25. 25. OOC PedagoiesOpen academic practice• Expert participation• Distributed collaboration• Academic multimedia• Flipped teaching (the new black)
  26. 26. Question 3• What would your reasons for be for developing open online courses?
  27. 27. Thank you Dr George RobertsOCSLD, Oxford Brookes University March 2013 groberts@brookes.ac.uk
  28. 28. Copyright and Takedown NoticeIf you are a rights holder and are concerned that you have foundmaterial on our website or legitimately under our name elsewhere, forwhich you have not given permission, or is not covered by a limitationor exception in laws of the UK or other countries (as relevant), pleasecontact us in writing stating the following:• Your contact details• The full bibliographic details of the materials• The exact and full URL or other location where you found the material• Proof that you are the rights holder and a statement that, under penalty of perjury, you are the rights holder or are an authorised representativeUpon receipt of notification the Oxford Brookes University Notice andTake down procedure [LINK] is then invoked.© 2013 Oxford Brookes University, Headington Campus, Gipsy Lane, Oxford OX3 0BP, UKTel: +44 (0)1865 74 1111
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