Oeb2013 Plan your Own MOOC learning session def


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A short presentation used during Online Educa Berlin 2013. The presentation was the intro to get people actively thinking on which type of MOOC they would like to start.

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Oeb2013 Plan your Own MOOC learning session def

  1. 1. Plan your own MOOC A OEB Learning Session Inge (Ignatia) de Waard
  2. 2. MOOC can be anything just pick your instruments, get your music out there! To MOOC or not to MOOC is as simple or complex as offering eLearning/online education or not • Challenges are multiple • Learning is natural, yet complex through diversity • There is NO single sublime solution • Change management and dynamics are inevitable • Everyone can build a fairly good MOOC if known elements are taken into account • The human capacity to balance learners between support, trust and autonomy is crucial for success MOOC build upon eLearning knowledge, MOOC added numbers and got the word out on eLearning.
  3. 3. This is a physical MOOC: join the jam • The one sharing knowledge does not know who to expect • We have different backgrounds and expectations (newbies, experts, corporate, academia) • Depending on your need, you will either like it or hate it • The learning and dialogue on the topic does not have to stop here, we can connect (all of us) • Resources are shared digitally
  4. 4. Why do I give this session? • Organized MOOC’s since 2011 (MobiMOOC) • Researching MOOC’s since 2011 (e.g. mobile MOOC, Self-Directed Learning in MOOC) • Followed different MOOC’s (some successfully, some I dropped out) • Wrote an eBook ‘MOOC YourSelf’ (low cost via Amazon, once bought U can read it with free tools here, you don’t have to use a Kindle) And into eLearning and mLearning since 1999
  5. 5. What makes MOOC special? Not much really, but understanding the new options and their opportunities/challenges is crucial for getting it right • Massive - Scale: up until MOOC elearning resided mainly behind paid walls => free meant more learners • Openness – higher ed paid walls implied intellectual property (closed) – everyone can now scrutinize the content/training approaches you provide for their quality • Online – mobile and/or web connectivity just got global, attracting global learners became possible – Digital skills are important – Corporate and non-profit options increased by international reach • Increased dialogue: – previously elearning provided interactions between learners, using basic tools. MOOC open up an array of dialogues between all actors (learners, tutors, coordinators alike) – social media, networking, lifelong learning and communication skills are added to learning/teaching skills.
  6. 6. Choices to make • • • • • • • Where do you put your MOOC? Using a platform or not? Knowing the learner group Planning learning approaches Which tools to use What are the human factors? Options for further reflection (certification, HR)
  7. 7. MOOC in/out the Learning Environment Where do you see it? • As an add-on (converting eLearning?) • As a stand-alone (e.g. promotion, disaster readiness) • Do you have preferred embed options? – – – – For a specific audience (e.g. sales, engineers)? To reach new audiences? Using existing LMS or tools? Peer knowledge exchange or expert push? (topdown, grassroots, equal sharing?)
  8. 8. MOOC range? X(MOOC) C(onnectivist) MOOC Transformative pedagogy, expert to learner, multimedia content fixed and provided, classic assignments, discussions between peers. Constructivist/connectivist pedagogy, distributed knowledge, peer-to-peer, media produced and evaluated by learners, open badges – informal certification, variety of dynamics between peers, new networks. Coursera. Udemy, Khan Academy, EdX, Iversity, Canvas.net, … Change.mooc George Siemens and Stephen Downes But also other options Closed to public / in-house only Open to public Formal Informal Tutor supported learning Learner autonomy As MOOC research and experiences grow, an array of best options will emerge. http://en.wikipedia.org/wiki/Massive_open_online_course
  9. 9. LMS, MOOC platform or Mash-up? (depends on budget and HR) • • • • You will use your existing LMS . The good: you and your learners are familiar with it, security in place, design issues known, interesting for internal use. Bad: not good for promoting new services to the public, not necessarily ideal in terms of instruction design options. You will roll out your course on an existing MOOC platform The good: you can use what has worked for others, there is a strong marketing for your course through the platform’s data banks (registered users), you know what you get. The bad: you need to work with the tools that are offered, sometimes you need to pay a big amount of money or move into a partnership deal – some are free though and good, the learning is defined by the platform options, not necessarily aligning with what you have in mind. (BTW keep an eye out: http://mooc.org/ EdX+Google) You want to build your MOOC platform from existing open code. Use the knowledge and developers expertise of others (e.g. CourseBuilder by Google (https://code.google.com/p/course-builder ), OpenEdX code from the xConsortium (http://code.edx.org ) , MechanicalMOOC by P2PU (https://github.com/p2pu/mechanicalmooc ), OpenMOOC by a European partnership: http://www.openmooc.org ). The good: the code has been tested, there is a community to fall back on. The bad: you need IT experience in house, there might be bugs, you can add to the source code. You want to create a mash-up. The good: you can get what you want and really custom build all the online interactions. The bad: it will be a steep learning curve, it might result in a big budget need – but does not have to.
  10. 10. Some big MOOC Mobile option platforms Alison Mobile in parts Learners (Nov 13) 1 million Region URL some specifics Europe http://alison.com/ Certified learning Canvas Network Apps Coursera Apps 4,5 million 5,2 million North America https://www.canvas.net North America https://www.coursera.org/ Signature track EdX Eliademy 1,6 million Not found North America https://www.edx.org/ https://eliademy.com Europe FutureLearn Iversity Mobile in parts Fully mobile, even producing content Fully mobile Mobile unclear Khan academy OpenLearning Europe Europe Mobile in parts New: 20.000 New: 220.000 15 million Works with Moodle https://www.futurelearn.com/ https://iversity.org/ Asia https://www.khanacademy.org/ Mobile unclear Not found Australia https://www.openlearning.com/ actively uses gamification P2P university Udacity Udemy Mobile unclear Mobile in parts Apps 160.000 (?) 1,6 million 400.000 North America https://p2pu.org/en/ North America https://www.udacity.com/ North America https://www.udemy.com/
  11. 11. LMS, MOOC platform or Mash-up? What does it mean? Example: Eliademy or Canvas.net ? (thx for idea from Bill Meador, from Central New Mexico Community College ) Both are free for learners and easy for setting up your MOOC if you are a trainer/tutor. Possible decisions influencing your choice: Eliademy is fully mobile, you can even develop content on your mobile and make it immediately available. Canvas.net uses mobile apps, this means it depends on what mobile you have (Operating system and such), chances are not everything will work as fluently on a mobile as a result. Canvas.net promotes its courses to its registered users and by disseminating it through their course overview (open to all). Eliademy’s courses can only be viewed when registered. So Eliademy is a good fit for more closed, business MOOC (paid options) to reach an international audience.
  12. 12. MOOC: rethinking existing training Once you found your MOOC angles, rethink your learning architecture: • Analyse target groups: which levels of expertise, how do they learn, is there content for them (OER, their expertise…) • Provide diverse learning activities: personal, collaborative, authentic, peer-to-peer, tutor led, eMentorship… (fit to the type of learner: knowledge worker/hands-on worker) • Education moves from fixed and one-time in life, to mobile and lifelong => digital and learning skill needs
  13. 13. Analysing goal of learning and add tools accordingly Creating/producing versus remembering/understanding Blooms Digital Taxonomy (http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy Some mobile social media tools for training, see also here and on mobile2.0 affordances paper by Thom Cochrane here. Mobile enabled social media tool Blogs (Examples: wordpress, blogger) Discussion enabler: Listserv (Examples: google groups, yahoo groups) Social Networking (examples: Facebook, Google+, LinkedIn) Why use it To reflect on what is learned, or what the learner thinks is of importance. Keeping a learning archive. Reflecting on the learning itself. Commenting on content. Enabling quick interactions between peers. Generating and maintaining discussions. Getting a group feeling going via dialogue. Allow timing (e-mail digest: e.g. immediate, once a day, once a week), this adds to self-regulated learning. Building a network of people that can add to the knowledge creation of the learner.
  14. 14. Target population Get the full picture of your target population: • personal/professional needs • infrastructure (connectivity, devices) • time at their disposal (cater for balance) • Motivation, their goal? • Learning expertise (metalearning/digital skills)
  15. 15. What type of learning interactions do you have in mind? • One to many (cfr. Teacher in front of classroom, or computer aided learning, or one peer teaching others) => delivery/transformative • One to one (e.g. more close tutoring or mentoring type of learning, one person per device…) => scaffolding/authentic/just-in-time • Many to many (e.g. social peer-to-peer learning or collaborative learning, where everyone builds on each others strengths and experiences, one shared device by many) => collaborative/peer scaffolding/tutor=guide-on-the-side. Each learner interaction demands another learning approach => other mLearning options. Learning actions point towards instructional design choices.
  16. 16. Learner/tutor challenges depending on: tools used, learning approach • Self-image and persona: daring to speak up, using second language to express thoughts • Digital skills: computer use, social media use, mobile use… • Online communication skills • Self-directed learning strategies • Earn as you learn  open badges
  17. 17. Allow serendipity to emerge: Belief in learner experience: edupunk 21th century learning is social and collaborative, trusting the existing knowledge that resides in all adult learners There are many experts Do you really know what learners want? Learning can be: personal (motivation), informal (the learner chooses), chaotic (looking at masses of info, to curate what you need), so design most of your course, but leave room for educational punk (m-edupunk) to appear, plant a seed or take a walk on the wild side. Let the learners come up with ideas that helps them.
  18. 18. Some other options to consider
  19. 19. Return on investment? That depends on human or business models that are of importance to you and at this point … MOOC are money eaters. • Provide disaster readiness => if a population is helped = ROI. • If a new service is promoted => a MOOC promotion can be seen as marketing (and a MOOC beats marketing costs). • If teachers must be made aware of new technological options => getting change management in, is the benefit. • Return of investment relies on your professional insight.
  20. 20. Reflecting on certification Add to what is offered or custom design yours? • MOOC2Degree • OpenBadges by Mozilla • Coursera: signature track
  21. 21. Reaching a diverse, global population Native language, cultural differences, background, sensitive content, taboos… All of these can be obstacles or drives if you set up a MOOC for international learners. If it matters to you, have a look at these slides covering the advantages of MOOCs for an international audience.
  22. 22. Some extra reading (later) • MOOC news and reviews and nice MOOC resource list • • • • • • • • Overview of recent research projects Recent reports on MOOC and Online education MOOCs, a systematic study of published literature (2008 – 2012) EUA MOOC paper Openness and MOOC MOOC Yourself Edupunk Guide Any google/scholar search will do
  23. 23. Actions to take prior MOOC launch • • • • • • Screen facilitators for optimal profile and willingness Optimize digital skills (all areas) Come together and exchange ideas, experiences Test out all used media extensively Provide tutorials for all used media Earn as you learn strategy
  24. 24. Tips for coping with the abundance of resources in MOOCs Collaboratively written pointers provided by the MobiMOOC participants • Use the course to your advantage! You know where you want to go, ask relevant help. • Select between the abundance of resources. • Plan which type of participant you want to be (lurker, intermediate, active) • Develop a mental filter: you do not need to reply to everyone, skim discussions and choose to reply on what is of interest to you. • Get to the point: be short (max 250 words) and respectful in your discussions/questions/answers. This will save time for everyone. • Use descriptive titles in your discussion threads: this allows people to immediately anticipate where you are going with your message. • Connect with participants working on the same topic. • Check your e-mail digest in the google group section 'edit my membership'. • Pace yourself to keep motivated. • Dare to take time off. • The most important idea behind self-regulated learning is: Make the course Work for YOU!
  25. 25. Consider additional learning options mLearning and MOOCs • Just-in-time learning: what you need, when you really need it • Authentic learning: in the field • Learning anywhere and anytime • Contextualized learning: in your setting • Personalized and collaborative learning • Multimedia carry-on (learner preference: visual, audio, text…) • Augmented learning • Gamification • Time management MOOC’s and social media • Flipped classroom • New pedagogies: building on peer knowledge exchange • Increased knowledge production • Open Educational Resources (OER). mLearning and social media: • Connected throughout the day • Connected in your field of preference/expertise
  26. 26. References for the images The references to the pictures used • Medieval instruments (http://www.aurorascarnival.co.uk/minstrels.htm ) • King Oliver’s Jazz Band (1923) – black and white • http://www.healdsburgjazzfestival.org/wordpress/jazz-is-a-party/ • Nina Simone from http://www.morethings.com/music/nina_simone/photo_gallery05.html • Orchestra with conductor from http://artsfuse.org/73289/arts-fusecommentary-tanglewood-2013-less-than-what-should-have-been/charlesdutoit-leads-the-boston-symphony-orchestra-at-tanglewood-7-30-10hilary-scott/ • Violins players from http://www.sarasinalpen.com/internet/ieae/community_ieae.htm • White pop stars Kenji Minogue from http://www.agendamagazine.be/en/blog/kenji-minoguehygi%C3%ABnisch-verantwoorde-cult • Music score http://www.langgaard.dk/kbscan/nodemanu/nodemanue.htm • Musical instruments http://www.tennesseesounds.com/
  27. 27. And now … you start the music • Use the template, fill in first question (need) – 5 min. • Grouping (corporate – existing platform, building platform) – 5 min • Exchange your experiences / find solutions – 30 min • Getting back together: challenges / wrap up
  28. 28. Contact me, here & now ! Or later, with pleasure E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Slideshare (ppt): http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard Publications/presentations: http://www.ingedewaard.net/pubconsulpres.htm Academia.edu: https://open.academia.edu/IgnatiaIngedeWaard 28