Collaboration, MOOCs and Futurelearn
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Collaboration, MOOCs and Futurelearn

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A presentation to the M25 Libraries conference April 2013.

A presentation to the M25 Libraries conference April 2013.

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Collaboration, MOOCs and Futurelearn Collaboration, MOOCs and Futurelearn Presentation Transcript

  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONIncreasing Collaborationthrough MOOCsAnd working with FurturelearnHugh Davis:23rd April 2013
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONWhat are MOOCsDisruptive Technologies: Is there an avalanche coming?Why Southampton are doing thisFuturelearnCollaboration within FuturelearnLearning Resources in MOOCsThis Talk2
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONMassive - some have 10,000s registered.Open = free, and anyone can registerOnline although many have a parallel blended incarnationCourse (but not necessarily accredited for anything)What is a MOOC?3
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION• Many short videos• Some talking heads• Some “worked examples”• Some experiments etc.• On-line papers etc.• Discussion forums• On-line activities• Formative assessmentsAssessment (and feedback) will needto be• Objective (multiple choice etc.)• Peer review• Self evaluationLearning Design Workflow andLearning Analytics are centralThe emphasis must be on thestudent as a self-motivated learner.Most Courses consist of4
  • Why theAvalanche Alert?5Barber, M. Donnelly, K & Rizvi, S. (March 2013).An Avalanche is Coming; Higher Education and the Revolution Ahead.Institute for Public Policy Research.
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION6The cost of a degree is rising inreal terms while the value of adegree is fallingContent is ubiquitous(and free)Private providers can producecheaper qualification routes(or wish to be allowed to)The world distribution of wealthmeans that most potentialstudents cannot afford highereducationIt would not be possible to buildenough universities to educatethe emerging Chinese marketThe classic university is educatingfor 20th century skillsEmployers attitudes to formalqualifications are changing in favourof demonstration of skillsThe three of four year degree courseis no longer standardEducation is having itsNapster momentContract cheatingmakes currenteducation meaningless
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION7We need tomaintain theGoldstandardThe best possible educationis face to face with a truesubject expertStudents are looking for somuch more out of anuniversity than just formallearningContract Cheating showsthat you need to examineface to faceThe hand-wringing citation of unemploymentstatistics and rising student fees comes notfrom the unemployed and poor, but from thenew education industry that wants to find away into the marketplace.We are signing our owndeath warrantsHave you looked atthe drop-out rates?We’re under fifteen feet of purewhite snow
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONAssessing Disruptive Technologies8Joseph L. Bower and Clayton M. ChristensenDisruptive Technologies: Catching the WaveHarvard Business Review 1995
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION• to enhance reputation• to boost recruitment• ·to provide a public service• to create more flexible routes for entry• to explore new markets• to support our collaborative provision• to improve our on-line capability• to help us to become more agile and flexibleMotivations for making MOOCs9
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONNew Markets10InformalLearningYouTube,iTunesUNon FormalLearningMOOCsOERsFormalLearningModulesAndProgrammesPulling Students through from the Informal to the Formal (Martin Bean)10
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONNew Markets11InformalLearningYouTube,iTunesUNon FormalLearningMOOCsOERsFormalLearningModulesFormalLearningWholeProgrammesPulling Students through from the Informal to the Formal
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATION• Certifications• Authentic assessments• Human tutoring• Corporate learning• Sponsorship• Access to student recordsHow do MOOCs make money?12
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONxMOOCs –• Defined based on learningoutcomes• Well defined journey throughlearning• Instructor led – “broadcast” mode• Learning can be assessed andcertifiedcMOOCs• Based on educational theories ofconnectivism – which hold thatknowledge resides in the networkand that learning is about makingconnections. See:-http://bit.ly/lyNmGXTypes of MOOCs13
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONUdacity, The first – “democratizing education” – but still forprofit. Started at Stanford.Coursera – for profit (but business model only justemerging). 2,000,000 people have taken a course, from thecatalogue of around 200. Only 7-9% complete.EdX. Not for Profit. MIT, Harvard, BerkeleyFuturelearn. - Based in UK at OU, and aspiring to includetop 30-40 universities. For profit. Director is Simon Nelson –responsible previously for BBC digital strategyMOOC Providers14(also mention some precedents such as OERs – MIT’sOpenCourseWare and OU’s OpenLearn; also Khan Academy)
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONQuality higher education, open to all, that combines learningthrough doing and social interactions with world-classstorytelling from renowned institutions.Futurelearn can be accessed any time and anywhere; it aggregates thebest online learning materials; it uses the presence of a massive numberof learners (and the data they produce) in innovative ways to improvelearning; it challenges and rewards learners and celebrates small steps ofprogress and the big achievements.Futurelearn Product Vision15
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONStimulate innovationamong core campus based-delivery universitiesBuild brandthrough provision of innovative educationBuild international growth opportunityHE exports in 2008/09 were £7.9bn22Enable partners to fulfill their missions,widening access to UK HEMaintain world-leading brandof UK HE, which currently has 18 ofthe top 100 universitiesBuild innovationin UK HEAttract additional studentsparticularly those outside the UKGenerate revenueto diversify income16Page
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONMOOC StructureLearning Unit1 Learning Unit2 Learning Unit3 Learning Unit4 Learning Unit5 Learning Unit6 Up to 10Learning Unit1 Learning Unit2 Up to 3Learning UnitnWeekly Learning Units: , 2- 6 hours study timeMeaningful title, clear learning goals, end-of-unit assessment1 2 3 Each with 2 or 3 self-contained Learning BlocksLearning BlockVideo Text Discuss QuizLearning BlocksSequence of elements(This is just one example)miniMOOCs have 2 or 3 Learning Units17
  • learner presentedwith information(eg multimedia educationalcontent from a high-profileacademic)learner encouragedto reflect on activities(eg note-taking, annotation)learners togetherconstruct a sharedunderstanding(eg shared wiki, Google docs)learners engage indiscussion orargument(eg discussion forum)learners interactacross time andspace(eg social-network tools suchas Twitter, Facebook)learner seeks andcollates information(eg search engines, webbrowsers)learning throughreceiving formativefeedback(eg multiple-choice quizzes toself-assess performance;criterion based assessment,repeating an online assessmentuntil reaching a desired level ofperformance)Each style presentsopportunities forlearning apps
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONSocial Constructivist learning approachBased on small on-the-fly groupsStudents remain in those groups for thatactivityLots of ideas for patterns of social learningPatterns for Social LearningPost University cartoon/Dave Blazek, licensed undera Creative Commons Attribution-NoDerivs 3.019
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONThere are some issues: who gets to do Business101?But the answer is in differentiationSouthampton intends to offerWeb Science and Oceanographybased MOOCs in its first offerings..Collaboration within Futurelearn20
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONManaging Tensions21Potential for excellent analyticsresearchConcern for data ownership andinstitutional confidentialityEnsuring FuturelearnQualityKeeping Institutional controlCertificationCredit bearingassessmentVs
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONOERs are allowedBut high quality is requiredWe need resources that can be accessed byanyone – not just registered students…Learning Resources in MOOCs22
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONWho owns the work?The text book?What happens if theexpert goes?MOOCs will force us tosort out these issues ifnot alreadyOwnership of Materials developed23
  • CENTRE FOR INNOVATIONIN TECHNOLOGIES & EDUCATIONGroups internal to the University: CITE – academics – librariansAcademic disciplines within the University – Humanities and Maritimearchaeology?Groups across institutions – Oceanography at Southampton and OULibrarians at OU, Southampton and elsewherePartners of FutureLearn – Universities within and beyond Russell GroupUniversities and other organisations within FutureLearn – BL and BritishCouncil and SouthamptonMultiple opportunities for increasing collaboration in MOOCs24
  • Thank youAny Questions?Hugh Davis: hcd@soton.ac.ukusers.ecs.soton.ac.uk/hcd25