MOOCseum - The Confluence of Informal Learning, Modern Technology & Learning Theory
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MOOCseum - The Confluence of Informal Learning, Modern Technology & Learning Theory

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Presentation for Museum Computer Network 2013 conference regarding the phenomenon of Massive Open Online Courses and the potential for the model to be used and remixed in a museum setting, including ...

Presentation for Museum Computer Network 2013 conference regarding the phenomenon of Massive Open Online Courses and the potential for the model to be used and remixed in a museum setting, including what would make a MOOCseum unique from other MOOCs

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MOOCseum - The Confluence of Informal Learning, Modern Technology & Learning Theory MOOCseum - The Confluence of Informal Learning, Modern Technology & Learning Theory Presentation Transcript

  • MOOCSEUM The confluence of informal learning, modern technology and learning theor y
  • MOOC = MASSIVE OPEN ONLINE COURSE  Massive – Available to many; potentially limitless # of learners  Open – The structured learning experience (course & supplemental materials) is free of charge  Online – The hub of the course is based on the Internet via a host institution; interaction happens throughout the Web.  Course – A time-defined period of study including registration, af filiation and commencement.
  • A (VERY) BRIEF HISTORY OF MOOCS 2008 – The first MOOC, #CCK08, is taught by learning theorist George Siemens as a test-drive of his learning theory Connectivism. The acronym MOOC is coined by fellow EdTech scholars.  2011 – Four Stanford Computer Science professor s of fer three cour ses online at no charge to students not enrolled at the univer sity. Hundreds of thousands of students register.  201 2 – Three of those professor s star t up two distinct MOOC development organizations – Udacity and Cour sera. MIT and Har vard create their own non-profit organization, edX.  2013 – There are over 5,000,000 registered user s from over 200 countries across the Big 3 platforms, with likely millions more on smaller platforms or in institution -based MOOCs. MOOCs enjoy millions of dollar s of financing and venture capital. Politicians seek to ease accreditation restrictions to allow these EdTech ventures into the education marketplace. 2013 – Udacity founder Sebastian Thrun, in part due to struggles faced when rolling out courses to underrepresented university students, announces a company pivot away from Global access to education and a focus on corporate-based education
  • OBSTACLES IN THE MOOC PHENOMENON  Th e re i s n ot a n a g re e d - upon s c h olarly de fi n it ion o f t h e M OOC.  E ve r y l et te r i n t h e M OOC a c ro ny m i s c o n te n t ious.  H e a ds o f t h e B i g 3 M OOC pl a t fo rms l a c k ex pe r t i s e i n h um a n e duc a t i o n t h e o r y.  E duc a t i o n t h e o rist s a n d pra c t i t i one r s l a c k ex pe r t i s e i n AI/ M a c hine Le a rn i ng t h e o r y.  Po l ic y de c i sions a re be i n g m a de o n M OOCs be fo re a ny s o r t o f t ri a l run s o r te s t i ng.  Po pul a r de ba te a s s umes M OOCs a re s y n o ny mous w i t h di s t a n ce o r o n l ine l e a rning.  Po pul a r de ba te pi n e s fo r M OOCs to be a d i s ru p ti ve te c h n ol ogy t h a t c a n s ave e d u c ati on t h ro ug h .  If M OOCs a re o n l y a bo ut c o n te n t , M OOCs a l low a s i g nific ant de c re a se i n a c a de mic/ pro fessorial l a bo r.
  • WHY IS THE MOOC PHENOMENON AWESOME?  Mainstream discussi ons about distance education, online education and educational technology.  Professor s teaching MOOCs challenged to address their pedagogical practice.  Mainstream discussions about what Open means (open access, open content, open education resources).  More societal super structu res re engaging education provides more unique voices in how we as a society shape the future of education policy and education institutions.
  • LEARNING VS. EDUCATION “Education is about audit relationships, where a hierarchy expects a product that demonstrates learning. They are not interested in the process of the learning practice.” - Etienne Wenger
  • INTERACTION (OR INTRA -ACTION?)
  • MOOC – A (POTENTIAL) HUMAN-DRIVEN LEARNING MACHINE MOOCs cMOOCs  Structure – Housed in LMS (learning management system) requiring login credential  Objective – A master y of the subject matter; formal education  Content – Lecture via shor t videos providing established path to master y  Assessment – Interactive exercises, quizzes, tests graded by computer or peer s  Communication – Via discussion boards; social media happens outside the scope of course  Structure – Housed in LMS or via open hub  Objective – An authentic engagement with subject matter; non -formal learning.  Content – An amalgam of lecture, primar y source and discussion prompt providing various means to engage topic  Assessment – Creation of digital learning ar tifacts; peer collaboration in lieu of grades  Communication – Social media is the crux of the course (blogs, Twitter/FB, Google Docs, Google+ hangouts, etc.)
  • MOOCS & MUSEUMS – A GOOD FIT  MOOCs are an oppor tunity for authentic par ticipation (and two-way communication) between the institution and the patrons.  The MOOC can re -establish the museum in the local (and beyond) community.  The MOOC can re -establish the museum as a socially -viewed space of exper tise.  MOOCs can highlight special collections, traveling exhibitions, topical issues, etc.  The star t and end of a MOOC creates an event unique to space and time. It is a cohor t of learner s with the ability to become a community.
  • WHY IS THE MOOCSEUM UNIQUE? 1. The MOOCseum is a traditional MOOC. 2. The MOOCseum is a tangible space (possibly with tangible events). 3. The MOOCseum is an augment of the digital and the real. 4. The MOOCseum is a supplement; it is evidence of desired learning. Cupcakes (2010) by Megan Fizell. Icing-on-flour/sugar
  • OVERCOMING LOGISTICS Obstacles  IT  Co s t  Ti m e/Work loads  In s t i t ut ional P us h ba c k ( Re l uc t an ce/Z eal)  Audi e n c e Potential Solutions  A M OOC c a n run v i a LM S ( o pe n s o urc e o pt i o n s s uc h a s M o o dl e o r Ca nvas) o r v i a s po ke - and - w he el o n fre e s e r ver ( Wo rdP re ss, Ty pe Pa d ).  H a rdwa re c a n be fre e . P ri m a r y c o s t w i l l be e m ployee -base d.  If e n g aging t h e co n te n t a ro un d ex i s t ing a r t i fa c t s, h um a n re s o urc e s c a n fo c us o n de s ig nin g l e a rn ing s pa c e , pro m pt s , s o c ial m e di a, i n te ra c tio n…  E duc a t i o n s h o uld n ot be a h a m mer i n s e a rc h o f a n a il. Set c l e a r g o a ls a n d o bj e c t ives fro m t h e s t a r t fo r t h e e n t i re te a m .  Po s t m odernism s ay s we a re n ot j us t s t ude n t s but we a re k n ow l edge c o n s umer s. If yo u bui l d i t , t h ey w i l l come.
  • EXAMPLE MOOCS  Coursera MoMA MOOC - https://www.coursera.org/course/ artinquiry E-Learning & Digital Cultures – https://www.coursera.org/ course/edc Modern & Contemporary American Poetry - https:// www.coursera.org/course/modernpoetry  edX (Resource on MOOC research) - https://www.edx.org/researchpedagogy  cMOOC Educational Technology & Media - http://etmooc.org Wide World of Education - http://wideworlded.org/onlineinstruction-for-open-educators/ MOOCMOOC - http://www.moocmooc.com
  • THANK YOU Rolin Moe Ed.D Candidate, Learning Technologies Pepperdine University Dissertation – The Evolution & Impact of Massive Open Online Courses Capstone - MOOCseum Twitter - @RMoeJo Me – http://rolinmoe.org Me & MOOCs – http://allmoocs.wordpress.com