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Lessons for MOOCs from
Traditional Online Learning:
Developing a MOOC Framework
George Siemens, PhD
October 25, 2013
CTV: 1966-1983
Degree-level courses
University partnerships
Delivered 6:00-9:00 am
Continental Classroom

NBC: 1958-1963
Radio instruction
1930’s 
Distance Education
“Composition through the medium of the post”
1833
(see Simonson et al, p. 37)

Frederick Jackson Turner...
UNESCO, 2013
Researchers

Marti Cleveland-Innes (Athabasca U)
Pierre Dillenbourg (EPFL)
George Siemens (Athabasca U)
Three goals with this work
1. General evaluation of literature in
online/blended learning
2. Conceptual framework for MOOC...
The approach
1. Literature review of “what do we know
about online learning (Robert Lawson)
2. Generation of MOOC framewor...
Research Fields considered
DE
Online learning
Grey Literature
Learning sciences
LA/EDM
Distance education research
Extensive literature on systems of learning and
methods to support learning
Instructional/lear...
Important contribution to MOOCs

Design and operation of learning systems
Online learning research
Various frameworks for interaction, notably
Community of Inquiry
Social learning, networks
Perpet...
Important contribution to MOOCs
Role of technology/media, learner profile,
social learning, quality, interactive &
partici...
Grey Literature
Where all the fun and innovative stuff happens:
- Blogs
- Web 2.0/social media
- Distributed networked lea...
Important contribution to MOOCs

Energy, ideas, research space
Learning Sciences
Established, highest quality research
community
Cross-disciplinary
Cognition, engagement, motivation, cu...
Important contribution to MOOCs

Cognition, “soft learning
factors”, learning, evidence, research quality
Learning analytics and data mining
Coursera, edX, FutureLearn embody the
“data driven” view of research
Learning analytics...
Important contribution to MOOCs

Evidence-based, granular, insight at scale,
new learning/tech models
MOOCs have much to learn from literature
in online learning.
Online learning researchers have an
opportunity to engage wit...
MOOCs as a keystone concept in
helping higher education transition
to digital networked learning
A MOOC framework should help
decision
makers/admin/designers/academic
s plan and deploy MOOCs based
on goals, context, exp...
MOOC Frameworks
“MOOC Canvas model”
Alario-Hoyos et al

Design and Evaluation Framework
Grover et al

xMOOC/cMOOC/pMOOC/an...
Elements of a MOOC conceptual model
(think spectrum, not points)
Design: structured, adaptive. LD process, outcomes, goals...
What is missing?
Conference
December 5-6, 2013
University of Texas Arlington
http://www.moocresearch.com/
Twitter/Gmail:
gsiemens
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MOOC Framework

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  • http://www.broadcasting-history.ca/index3.html?url=http%3A//www.broadcasting-history.ca/programming/television/programming_popup.php%3Fid%3D1925
  • http://iite.unesco.org/pics/publications/en/files/3214722.pdf
  • http://jennymackness.wordpress.com/
  • http://www.stanford.edu/~cpiech/bio/papers/deconstructingDisengagement.pdf
  • Transcript of "MOOC Framework"

    1. 1. Lessons for MOOCs from Traditional Online Learning: Developing a MOOC Framework George Siemens, PhD October 25, 2013
    2. 2. CTV: 1966-1983 Degree-level courses University partnerships Delivered 6:00-9:00 am
    3. 3. Continental Classroom NBC: 1958-1963
    4. 4. Radio instruction 1930’s 
    5. 5. Distance Education “Composition through the medium of the post” 1833 (see Simonson et al, p. 37) Frederick Jackson Turner: U of Wisc: correspondence late 1800 Anna Eliot Ticknor: Society to Encourage Studies at Home, 1873
    6. 6. UNESCO, 2013
    7. 7. Researchers Marti Cleveland-Innes (Athabasca U) Pierre Dillenbourg (EPFL) George Siemens (Athabasca U)
    8. 8. Three goals with this work 1. General evaluation of literature in online/blended learning 2. Conceptual framework for MOOCs: - Detail dimensions, application, guide for decision makers, faculty, designers, etc. 3. Explore applications and case studies
    9. 9. The approach 1. Literature review of “what do we know about online learning (Robert Lawson) 2. Generation of MOOC framework 3. Community input (Nov) 4. Presentation of MOOC framework (Dec)
    10. 10. Research Fields considered DE Online learning Grey Literature Learning sciences LA/EDM
    11. 11. Distance education research Extensive literature on systems of learning and methods to support learning Instructional/learning design (Reigluth, Clark, Kozma, Jonassen) Theories of interaction (Moore, Anderson) Philosophical foundation of open universities
    12. 12. Important contribution to MOOCs Design and operation of learning systems
    13. 13. Online learning research Various frameworks for interaction, notably Community of Inquiry Social learning, networks Perpetual navel gazing “are we as good as classrooms”? Synch/asynch Cost/efficiency (see Bowen ILO public univ) Meta-analysis (Tamim, Bernard et al, Means, Tallent-Runnels)
    14. 14. Important contribution to MOOCs Role of technology/media, learner profile, social learning, quality, interactive & participatory learning/teaching
    15. 15. Grey Literature Where all the fun and innovative stuff happens: - Blogs - Web 2.0/social media - Distributed networked learning - A “doing space” - Active experimentation (see Downes, Couros, Wiley, Mackness, Sui Fai John Mak, Cormier, Stewart, Kop, Groom, Levine, m any many others)
    16. 16. Important contribution to MOOCs Energy, ideas, research space
    17. 17. Learning Sciences Established, highest quality research community Cross-disciplinary Cognition, engagement, motivation, cultural, knowledge building Grounded in constructivism CSCL Heavily learner focused
    18. 18. Important contribution to MOOCs Cognition, “soft learning factors”, learning, evidence, research quality
    19. 19. Learning analytics and data mining Coursera, edX, FutureLearn embody the “data driven” view of research Learning analytics are prominent in guiding pedagogy and design (often) rediscovering what is already in literature Autograding, personalization, adaptation (all in response to scale)
    20. 20. Important contribution to MOOCs Evidence-based, granular, insight at scale, new learning/tech models
    21. 21. MOOCs have much to learn from literature in online learning. Online learning researchers have an opportunity to engage with new research methods (analytics) and new datasets to test existing theories and improve design/teaching/learning practices
    22. 22. MOOCs as a keystone concept in helping higher education transition to digital networked learning
    23. 23. A MOOC framework should help decision makers/admin/designers/academic s plan and deploy MOOCs based on goals, context, expertise,
    24. 24. MOOC Frameworks “MOOC Canvas model” Alario-Hoyos et al Design and Evaluation Framework Grover et al xMOOC/cMOOC/pMOOC/anyrandomconsonantM OOC
    25. 25. Elements of a MOOC conceptual model (think spectrum, not points) Design: structured, adaptive. LD process, outcomes, goals, audience Learner profile: history, capacity, familiarity, activity (see Kizilcic) Pedagogy: instructivist/participatory. Teaching & learning strategies. Individual/community. Media: Video, text, games Time: synch/asynch, realtime/archive Support: TA/tutor, peer, meetups Assessment: auto, peer, faculty. Microcredentialing, competency, cross learning spaces Space: learning-owned, institution-provided Content: level, type, match to teaching/learning approaches UNDERPINNING: Technology, system design, system/course evaluation & improvement
    26. 26. What is missing?
    27. 27. Conference December 5-6, 2013 University of Texas Arlington http://www.moocresearch.com/
    28. 28. Twitter/Gmail: gsiemens
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