MOOC Framework
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Framework for MOOCs

Framework for MOOCs

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MOOC Framework Presentation Transcript

  • 1. Lessons for MOOCs from Traditional Online Learning: Developing a MOOC Framework George Siemens, PhD October 25, 2013
  • 2. CTV: 1966-1983 Degree-level courses University partnerships Delivered 6:00-9:00 am
  • 3. Continental Classroom NBC: 1958-1963
  • 4. Radio instruction 1930’s 
  • 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. UNESCO, 2013
  • 7. Researchers Marti Cleveland-Innes (Athabasca U) Pierre Dillenbourg (EPFL) George Siemens (Athabasca U)
  • 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. 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. Research Fields considered DE Online learning Grey Literature Learning sciences LA/EDM
  • 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. Important contribution to MOOCs Design and operation of learning systems
  • 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. Important contribution to MOOCs Role of technology/media, learner profile, social learning, quality, interactive & participatory learning/teaching
  • 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. Important contribution to MOOCs Energy, ideas, research space
  • 17. Learning Sciences Established, highest quality research community Cross-disciplinary Cognition, engagement, motivation, cultural, knowledge building Grounded in constructivism CSCL Heavily learner focused
  • 18. Important contribution to MOOCs Cognition, “soft learning factors”, learning, evidence, research quality
  • 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. Important contribution to MOOCs Evidence-based, granular, insight at scale, new learning/tech models
  • 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. MOOCs as a keystone concept in helping higher education transition to digital networked learning
  • 23. A MOOC framework should help decision makers/admin/designers/academic s plan and deploy MOOCs based on goals, context, expertise,
  • 24. MOOC Frameworks “MOOC Canvas model” Alario-Hoyos et al Design and Evaluation Framework Grover et al xMOOC/cMOOC/pMOOC/anyrandomconsonantM OOC
  • 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. What is missing?
  • 27. Conference December 5-6, 2013 University of Texas Arlington http://www.moocresearch.com/
  • 28. Twitter/Gmail: gsiemens