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If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses
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If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses

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Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the ...

Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.

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If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses Presentation Transcript

  • If MOOCs are the answer - did we ask the right questions? Implications for the design of large- scale online-courses Dr. Marco Kalz marco.kalz@ou.nl http://twitter.com/mkalz
  • 2 Source: Quickmeme
  • 3 • Massive Open Online Course • Term coined by Dave Cormier and Bryan Alexander to describe a course (CCK08) in 2008 with 25 local participants and approx. 2300 external participants • Course was build on ideas of networked learning, distributed resources and connectivism • No central place for resources and learning activities but rather a network of actors (Latour) MOOC
  • 4 • 160 000 subscribed participants • Fixed curriculum • Video lectures combined with quizzes • Forum for exchange between learners
  • 5Source: Cogdogblog
  • 6 Source: The Chronical of Higher Education
  • 7 cMOOC vs. xMOOC • cMOOCs are the connectivist MOOCs from the first generation • xMOOCs follow the Stanford-style paradigm
  • 8Source: mathplourde@Flickr
  • 9 Research about MOOC Liyanagunawardena, Adams, & Williams (2013) conclude in meta-review that research focus has been on: Case-studies Implications for higher education Educational theory behind MOOCs “The learner perspective is underrepresented in current research about MOOCs”
  • 10 • cMOOc/xMOOC dichotomy is not a helpful distinction • While cMOOCs rely on a high level of self- organization, IT competences and require a specific learning style, xMOOCs mimic an outdated paradigm oriented at the classical top- down lecture • High dropout of MOOCs is a sign of bad learning design or support infrastructure (10% completion rate) Questioning the learning design of MOOCs
  • 11 Diversity? Source: Spiva Arts@Flickr
  • 12 Diversity? Source: Kop, Fournier, & Mak, 2011 Other diversity factors like cultural diversity, preferences for learning activities, support need etc.
  • 13 Design for diversity • OUNL/CELSTEC research program on Learning Networks • Large-scale networks of people who share a common learning goal • Flexibility of roles, open networks • Research and development of support services for effective learning in learning networks
  • 14 Design for diversity Three exemplary support technologies: • Placement support service (Kalz et al., 2007) • Personal recommender service (Drachsler et al., 2008) • Knowledge matchmaking service (Van Rosmalen et al., 2006) Entry position based on prior knowledge Recommendation of suited learning activities based on entry position Grouping learners for joint problem solving
  • 15 Design for diversity • OpenU Masterclasses as a large-scale open online event in a professional development context • Embedding feedback loops into the design of large- scale open online-courses • Balancing between pre-structured activities and adaptation for learner preferences • Balancing between academic quality (state of the art) and applied knowledge • Using the professional experience of participants • Enabling learner/learner, learner/expert & learner/content interaction
  • 16 Online Masterclasses Rubens, Kalz, & Koper (submitted)
  • 17 25 Masterclass with 91 - 448 participants (in total approx. 2400 participants) 71% of participants are not students at OUNL Iterative evaluation and development of this new educational format Online Masterclasses 3 x higher completion rate than usually with MOOCs Stable satisfaction patterns among participants Live components are expensive, but also highly valued
  • 18 All interaction directions are important for a diverse audience Critical role of interaction patterns of expert Online Masterclasses
  • 19 Online Masterclasses Rubens, Kalz, & Koper (submitted)
  • 20 Conclusions & Recommendations • Large-scale open learning interventions call for diversity design • Diversity can be addressed technologically or via the learning design itself • If you enter the MOOC arena, go for innovation & quality rather than pre- designed courses and quantity • Set standards for content experts • Balance between openness and
  • 21 http://www.emoocs2014.eu
  • Thanks! Dr. Marco Kalz Associate Professor Centre for Learning Sciences and Technologies (CELSTEC), Faculty of Psychology and Educational Science, Open University of the Netherlands http://www.marcokalz.de http://www.celstec.org marco.kalz@ou.nl