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Talk about moocs 2013-05-15
 

Talk about moocs 2013-05-15

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Presentation and discussion at University of Hertfordshire Business School

Presentation and discussion at University of Hertfordshire Business School

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  • Tradition, challenge, status, technology, learning

Talk about moocs 2013-05-15 Talk about moocs 2013-05-15 Presentation Transcript

  • Let’s talk about MOOCs Business models, research and pedagogy: the year after the year of the MOOC George Roberts OCSLD, Oxford Brookes University May 2015
  • Agenda • Introduction • Research • Pedagogy • Business models
  • INTRODUCTION
  • QUESTION: If SOPA/PIPA had been passed into U.S. law in 2002, would Wikipedia exist today? If either law had passed in 2012, would Wikipedia exist in 2022? Why or why not? Discuss. If you cannot answer that question, you are not literate nor are you in control of your life— even if you think you are.
  • Background
  • cMOOCs from 2008 MOOCs were … were intended to be a challenge to the traditional notion of a course (Jenny Mackness) • Explicit pedagogical perspective – Social constructivist, dialogic, actor networks • Distributed, open source platform components – Wikis, WordPress, Moodle • Intentional social media conversations – Twitter, Facebook, Blogs • Open challenge to institutions – Access, environment, IPR, assessment
  • xMOOCs from 2011 When the cavalry charge is being led by the most prestigious higher ed institutions … it is hard to imagine it will all blow over… (Bon Stewart) • Tacit pedagogical perspective – Instructivist, pragmatic, realist, – Authentic: employment oriented • Consolidated platforms – Incidental social media • Institutional counter-position – Elite, neo-colonial (?)
  • Our MOOC • First Steps into Learning and Teaching in Higher Education (FSLT12, FSLT13)
  • OER
  • 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
  • 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)
  • RESEARCH http://openbrookes.net/firststeps12/research/dissemination/
  • Question • At your table, what has the MOOC experience been? • Card sort
  • • Native – Immigrant (Prensky 2001) • Visitor – Resident (White & Le Cornu 2011) • Voyeur – Flaneur (boyd 2011) • Liminal participant - Skilled orienteer (Waite et al 2013)
  • MOOCs as threshold concept Navigation, transformation, community • 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)
  • 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.
  • Transformation Ultimately learners experienced a transformative shift … but it required reflection on practice, community support and self-organization
  • Community New learners needed time to determine their audience and core community… and to realize reciprocal relationships.
  • 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)
  • PEDAGOGIES
  • Pedagogies Structured, dialogic, conversational & connected activity-based pedagogies of engagement • self, peer and tutor feedback • Socially constructed – knowledge, community, roles, rules, tools, actors and outcomes • Learner-centered, participatory design for inclusion, – access, diversity, equality problems remain • Scholarly and professional – critical reflection – academic credit & marking criteria • Live sessions with special guests • Intentional social media conversations • Technology supported, open platform
  • • 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.
  • • Aggregate – Filter, select and gather information meaningful to the individual, • Remix – Interpret this information bringing one’s own perspective and insights, • Repurpose – Refashion it to suit individual purposes, and then • Feed forward – Share it with others, to learn from each other The other kind of MOOC embraces a simple business ideology, and as such is almost the antithesis to [this] kind. Peter Sloep http://bit.ly/LBwImp • Explicit pedagogical perspective – Social constructivist, dialogic, actor networks • Distributed, OS platform – WordPress, Moodle, Wikis • Intentional social media conversations Approach Open Academic Practice
  • BUSINESS MODELS
  • • 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?
  • Forgetthemassive?
  • 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
  • Question • What would your reasons for be for developing open online “courses”? • Card sort
  • Thank you Dr George Roberts OCSLD, Oxford Brookes University May 2013 groberts@brookes.ac.uk
  • Copyright and Takedown Notice If you are a rights holder and are concerned that you have found material on our website or legitimately under our name elsewhere, for which you have not given permission, or is not covered by a limitation or exception in laws of the UK or other countries (as relevant), please contact 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 representative Upon receipt of notification the Oxford Brookes University 'Notice and Take down' procedure [LINK] is then invoked. © 2013 Oxford Brookes University, Headington Campus, Gipsy Lane, Oxford OX3 0BP, UK Tel: +44 (0)1865 74 1111