Building a mooc for language learning def (2)

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Building a MOOC for Language Learning, by Jorge Arús & Dolores Castrillo

Building a MOOC for Language Learning, by Jorge Arús & Dolores Castrillo

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  • 1. Building a MOOC for language learning: a research-oriented workshop Mª Dolores Castrillo Jorge Arús mcastrillo@flog.uned.es jarus@ucm.es
  • 2. Outline • Introduction. What’s a MOOC? • A language course on Miriada-X – Presentation video – Modules – Communication tools: Forums and questions and answers • Building Karma • Voting • Instructors and MOOCs • Hands-on workshop with a focus on MOOC specific features: presentation video and communication tools
  • 3. What’s a MOOC? An experience based definition M - Massive • number of participants: from 150 to?? O - Open • free (although ...) • always accessible (but ...) O - Online • only online but also hybrids (although also: bMOOCs, SPOCs, cMOOCs ...)
  • 4. What’s a MOOC? An experience based definition C-Course (to avoid C = Chaos) • with a definite, clear and systematic content structure • with a beginning, an end and a schedule • with mandatory and complementary training materials and tasks • with peer to peer collaborative tools that promote netLearning (p2p tasks, wikis, ...) • with communication tools (forums, Q & A, blogs, ...) • with an assessment and certification system
  • 5. What’s a MOOC? An experience based definition And ... most importantly:  with a mechanical system of self- management, evaluation, measurement of qualitative and quantitative participation (learning analytics), award and exporting badges or medals. (eg. Mozilla Open Badges initiative of free software, through which you can show the skills acquired by way of achievements known by the term badges.)
  • 6. And … what’s not a MOOC? A MOOC is not:  an off-line class: if the MOOC is well designed, interaction with the teaching staff should be minimal, although curators and facilitators will be required  an LMS (Learning Management System): it has not such linear or closed character. Furthermore, much larger number of students and less control by the teacher, etc..
  • 7. Kinds of MOOCs LMOOCs Hybrid cMOOCs Network-based/ connectivist xMOOCs Content- based/instructivist (eg. Coursera, EdX)
  • 8. And … what about MOOC providers? Attributes of major MOOC providers [Wikipedia] Initiatives For profit Free to access Certification fee Institutional credits EdX No Yes Yes No Coursera Yes Yes Yes Partial Udacity Yes Yes Yes Partial Udemy Yes Partial Yes Partial P2PU No Yes No No
  • 9. But, attention, something important is missing here! What about…. Google????? Of Course:  Google Course Builder
  • 10. Language Teaching MOOCs: the instructor’s role
  • 11. The successful MOOC instructor “Failure is simply an opportunity to begin again, this time more intelligently.” (by Henry Ford)  Learn from mistakes, but better if they are other people's mistakes  (by me)
  • 12. Lessons from 2 failed MOOCs 1) "Fundamentals of Online Education: Planning and Applications" Georgia Tech University Teacher: Fatimah Wirth January 28, 2013 40,000 registered "Suspended" three days after starting (February 2), then finally canceled . https://www.coursera.org/course/foe Based on: Méndez García, C. (2013). Diseño e implementación de cursos abiertos masivos en línea (MOOC): expectativas y consideraciones prácticas. RED, Revista de Educación a Distancia. Número 39.
  • 13. Lessons from 2 failed MOOCs Reasons: Use of Google Docs (up to 50 users at the same time, everyone can change - and therefore delete the content): technical failure? Lack of clear instructions in both: tasks and group formation "Obligation" to organize in groups and group work Uninteresting videos (read-aloud of a text) Materials too basic, at least in the first lesson (before it was canceled)
  • 14. Lessons from 2 failed MOOCs 2) "Microeconomics for Managers" Professor Richard McKenzie University of California at Irvine January 14, 2013 37,000 registered The teacher left during the fifth week Continued for the remaining five weeks with other people in charge (Dean of Distance Education) Based on: Méndez García, C. (2013). Diseño e implementación de cursos abiertos masivos en línea (MOOC): expectativas y consideraciones prácticas. RED, Revista de Educación a Distancia. Número 39.
  • 15. Lessons from 2 failed MOOCs Reasons:  Teacher frustration by the "lack of interest" of students (only 40% became identified in the course, only 25% saw at least one video, less than 2% were involved in discussions)  numbers are not lower than usual in MOOCs  Nevertheless excessive students number to take traditional control  Top-down approach vs. peer-learning - lack of teacher control over student learning according to the traditional system  Diversity (typology of student origin, including language and interest) experienced as frustration  Complaints by students because the course manual was not free
  • 16. And know… let’s locoMOOCtion! Mª Dolores Castrillo Jorge Arús mcastrillo@flog.uned.es jarus@ucm.es