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The Open in MOOCs

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Part of a debate on MOOCs in higher education at University of British Columbia in Vancouver. Open UBC Week, Oct. 29, 2014.

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The Open in MOOCs

  1. 1. THE “OPEN” IN MOOCS Christina Hendricks, Sr. Instructor Philosophy & Arts One, UBC Open UBC Week, Oct. 29, 2014 Slides available here: http://is.gd/HendricksMOOC2014 Slides licensed Creative Commons Attribution 4.0
  2. 2. •Massive •Open •Online •Course • MOOC enrollment/completion http://www.katyjordan.com/MOOCproject.html; Article about these results: http://is.gd/ENg6bd • Some more than others; depends on meaning of “open” • Depends on meaning of “course”
  3. 3. What is the “open” in MOOCs? • Coursera terms of use: https://www.coursera.org/abou t/terms • Ed X terms of service: https://www.edx.org/edx-terms- service • Open2Study (Australia) terms of service: https://www.open2study.com/l egal/terms-and-conditions A Day at the Museum 2, Flickr photo shared by Robert Couse- Baker, licensed CC-BY 2.0
  4. 4. What else does “open” mean? “The Open Definition”: “Open means anyone can freely access, use, modify, and share for any purpose …” http://opendefinition.org/ David Wiley, 5 “R’s”: http://www.opencontent.org/definition/ • Retain • Reuse • Revise • Remix • Redistribute
  5. 5. What else does “open” mean? • Open Educational Resources (OER): “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. (UNESCO, http://is.gd/UNESCO_OerDefin) • Open textbooks: BCcampus open textbook project: http://open.bccampus.ca
  6. 6. What else might “open” mean? • Opening up the curriculum and content to co-creation by learners/participants • Acknowledging & facilitating participants’ own learning goals & choice of pathways through material (works better for some courses than others, admittedly!)
  7. 7. Another kind of MOOC
  8. 8. xMOOCs • Often focused on an expert delivering content • Instructors at centre, providing, organizing content & assessments • Course content is usually determined in advance • Students often encouraged to go through course uniformly & linearly; there is a hope for “completion’ • Course is housed in one “place” on the web See, e.g., http://is.gd/xcmoocchart
  9. 9. cMOOCs • Major focus is on developing connections between participants to promote learning from each other, including after the course is finished • Instructors are facilitators and co-learners • The content of the course is often partly co-created by participants • Participants set own learning goals and own pathways through the course; completion not (always) an aspiration • Course is often distributed in several places on the web See, e.g. http://is.gd/K5JfXK http://is.gd/hZfG4d http://is.gd/DEqD1U
  10. 10. From Dave Cormier, What is a MOOC?, licensed CC-BY: http://is.gd/cQwOSP
  11. 11. Value of cMOOCs • Like xMOOCs: • Professional development • Lifelong learning • More specific to cMOOCs: the connections! • Creation of an extensive PLN (Personal Learning Network) beyond one’s local community
  12. 12. Drawbacks of cMOOCs [this page is intentionally left blank]
  13. 13. Thank you! And contact info Christina Hendricks Sr. Instructor, Philosophy & Arts One, UBC Website: http://blogs.ubc.ca/christinahendricks Blog: http://blogs.ubc.ca/chendricks Twitter: @clhendricksbc Slides available here: http://is.gd/HendricksMOOC2014 Slides licensed Creative Commons Attribution 4.0

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