EEE Project Meeting, June 2014

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EEE Project Meeting, June 2014

  1. 1. MOOCs, SPOCs, NOOCs, DOCCs and - what next? Dr. Yishay Mor, independent consultant, UK & Educational Design Scientist, PAU Education EEE Workshop, Valladolid, June 2014 http://eee.gast.it.uc3m.es/ http://www.slideshare.net/yish/eee-yishaymor
  2. 2. Olds.ac.uk (Open Learning Design Studio)
  3. 3. OLDS MOOC participation
  4. 4. OLDS heritage
  5. 5. MOOCs are the future. They just need to figure out two things: - Pedagogical model - Business model
  6. 6. riga.uoc.es/moodle/course/view.php?id=12
  7. 7. CC By Mathieu Plourde, 2013 - flickr.com/photos/mathplourde/8620174342/
  8. 8. Phil Hill, July 24, 2012 'Four Barriers That MOOCs Must Overcome To Build a Sustainable Model' mfeldstein.com/four-barriers-that-moocs-must-overcome-to- become-sustainable-model/
  9. 9. cMOOC xMOOC iMOOC pMOOC COOC SOOC SPOC BOOC DOCC MOOC TOOC blog.yesnyou.com/?p=829 and others Inquiry Small Private Self-paced Project Distributed Online Collaborative Practice Small Corporate Community TrueBig NOOC Niche GOCC Good Old Classroom
  10. 10. A bit of perspective.. 1844 1858 1946 1969 Alan Tait, 2013, 'Reflections on Student Support in Open and Distance Learning' irrodl.org/index.php/irrodl/article/view/134/214 2012: OMG! We can teach online! Tait, Laurillard, Weller, and others: Videos don't teach people – people teach people  Medieval Studia Generale  19c Bell-Lancaster Monitorial school  60s / 70s University without walls David Boven, 2013, 'The next game changer..'
  11. 11. Three Generations of Distance Ed  1st Generation: predominant use of single tech, no student interaction.  2nd Generation: multiple media, designed for distance, interaction mediated by 3rd person.  3rd Generation: variety of interactive media, two-way communication course team – students & students – students. Tony Bates, 2005, Technology, E-learning and Distance Education
  12. 12. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Guided discovery Self-guided discovery Guided journey Self-guided journey Christine Redecker, JRC Institute for Prospective Technological Studies www.slideshare.net/ChristineRedecker/scenarios-for-open-higher-education-2030
  13. 13. Still missing..  Pedagogical model(s)  Business model(s)
  14. 14. EU MOOCs for web talent project openeducationeuropa.eu/ en/groups/startup-europe- using-moocs-foster-web- talent-europe
  15. 15. www.moocdesign.cde.london.ac.uk ilde.upf.edu/moocs
  16. 16. From Design Narratives... I convinced my university that we beed to experience with moocs. And I succeeded! From January to April we built the cope14 MOOC: competences for global collaboration, which is running from 22.4. - 2.6. (so it is active, today starts week 6). I love cMOOCs but in the project team we opted for a mixture of c and x. Im glad that cope14 is open, we use a wordpress blog. There are questions and links and assigments and videos of course. And - we have two moderators who are monitoring the learning processes and try to support the learners a little bit. Link to blogpost about my ideas of moderating cope14 http://zmldidaktik.wordpress.com/2014/04/26/interacting-as- moderator-and-facilitator-inthe- cope14-mooc/ Link to cope14: www.cope14.at
  17. 17. … to Design Patterns
  18. 18. Pattern: Chatflow This is relevant if the platform doesn't offer threaded discussion tools.
  19. 19. Chatflow (cont.) Solution Use a third party tool off platform to provide a more managable discussion. Examples At Leeds University synchronous events are recorded via adobe connect, transcribed it (google doc) then users could comment on specific parts of discussion (off platform) - Then afterwards should there be the opportunity for a discussion around the recorded session. In Commonwealth of Learning MOOC on mobile for development learner lead use of Google doc as a collaborative document creation. (off platform)
  20. 20. Pattern: Adjacent Platform Platforms which support/underpin MOOCs - often used to provide places to share resources or bespoke tools to create learning objects. Used when the mooc platform falls short (usually technical, could be for quality or other reasons). Problem Coursera / FutureLearn / edX etc are new, limited in some of their scope. When extra functionality is required course teams / learners make things outside to share. Solution Accept that people use a range of platforms, tools, approaches for online teaching and learning - build this into design patterns. Integrate platforms together - i.e. LTI etc. Examples Twitter hashtags Google Hangouts BB Collaborate Wordpress
  21. 21. Pattern: Bend, don't break Problem In a MOOCs setting, 'flexible' can potentially entail jettisoning the 'massive', the 'online' and the 'course', leaving just the 'open'. How flexible can a Mooc be before it either disappears, or is spoilt, or (in some cases) becomes a misleading rider for a more formal distance learning course? Which learners do you lose if you aren't flexible, and what part of MOOC do you lose if you are flexible?
  22. 22. Systems view > Employablity > Knowledge > Contacts < Time < Money > Income > Impact > Brand > Quality (teaching / research) < Overheads < Disruption < Risk > Knowledge > Reputation > Research < Effort < Change > Provision > Economy > Quality > Inclusion > Standards < Cost < Complexity
  23. 23. Role Play! pMOOCSPOCxMOOC GOCCcMOOC ? ????  Form groups of 4-6  Choose a role  Choose the course format you prefer, and explain to the others why  Try to “pull” the others' format to your side  Negotiate a new format
  24. 24. Thank You www.yishaymor.org http://www.slideshare.net/yish/eee-yishaymor

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