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British MOOCs; a Curated Conversation


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A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014

Published in: Education

British MOOCs; a Curated Conversation

  1. 1. A Curated Conversation On British MOOCS
  2. 2. A Curated Conversation on the UK approach to MOOCs @fredgarnett @altmoocsig #altMOOCsig held at UCL 27 June 2014
  3. 3. ukMOOCs Overview  Based on altMOOCsig held 27 July 2014  This is a curation of speakers thoughts  Themes; 1 uk MOOC characteristics 2 as Teacher CPD 3 uk Innovation 4 Further Research 5 Critiques  Summary & Conclusion by Fred Garnett
  4. 4. altMOOCsig  Organised by Mira Vogel UCL Learning Support Programme for the Day  Overall brief; MOOCs –which way now?  Range of presentations mostly on ukMOOCs; practical, theoretical, research  Coursera & Futurelearn represented  Audio recording of all presenters’ talks
  5. 5. My old thoughts on MOOCs  I came to the meeting to critique the limitations of xMOOCs – which are;  “E-learning without the learning”  Anachronistic course-based content delivery offered now; an age of self- directed networked learning  But what did the @altmoocsig reveal?
  6. 6. Structure of altMOOCsig  As you can see from the altMOOCsig programme  A range of creative MOOC solutions were presented at the conference  A range of issues were identified both for review & for further research  But first – is there a ukMOOC model?
  7. 7. cMOOC xMOOC ukMOOC  If a connectivist cMOOC is based on network connections then it is andragogic  If an instructivist xMOOC is based on subject-course delivery then it is pedagogic  Does the ukMOOC exhibit the creative features of heutagogy?  What is #heutagogy?
  8. 8. 1. ukMOOC characteristics  Patrick Haughian on learner-centred social networks  Matt Jenner on reputational engagement;  Freda Wolfenden on inclusive OER design  Shirley Ellis on educational stewardship  Helen Gillespie on teacher completion
  9. 9. Patrick Haughian QUB  MOOCs which are in tune with social networks of the audience are well placed to provide a learner-centred environment which facilitate easy access & interaction between learner, academic and content.  They should aim to accommodate formal and informal learning by providing frequent and varied learning interactions with space for 'sense-making'.
  10. 10. Matt Jenner UCL  MOOCS boost reputational engagement, outreach & exposure. Build capacity, capability, research, diversification, interdisciplinarity & recruitment.  International collaboration widens participation beyond traditional markets; pioneering platforms create new literacies and alternative revenue.  Disaggregated services encourage appropriately licensed materials and pedagogical experimentation with mixed learner communities. Micro-credentials reward
  11. 11. Freda Wolfenden OU  MOOC design draws heavily on existing OER with the generation of minimal original content . Design needs to address low bandwidth issues, support, beyond the more standard online approaches.  A significant amount of OER is produced in the global north. Design will address contextualisation through scaffolding and support that MOOC offers.
  12. 12. Shirley Williams Reading  When planning a MOOC getting the right educator(s) is important.  But it is essential to think of stewardship while courses are running, and to be aware that a popular course may be run several times over a few years.  Stewards can be undergraduates, academic staff, postgraduates or past participants
  13. 13. Helena Gillespie UEA  Futurelearn 1st 6 open online courses found different successes for different courses;  school teachers high levels of completion  engagement brand for businesses attracted sign ups  Students study skills gave international reach  Buck MOOC demographic trend and recruit learners without degrees. The next step is to establish institutional aims for open online
  14. 14. 2. MOOC success with CPD MOOC take up has been greatest with educational professionals; open CPD & meeting Millennium Goals  Diana Laurillard communities of knowledge  Tim Seal – North/South collaborative CPD See also (innovation)  Eileen Kennedy – exciting CPD
  15. 15. Diana Laurillard IoE  We could begin to solve the big problems of education by running MOOCs as CPD to curate & orchestrate online collaborative innovation in the teaching community @ scale  Those teachers form networks of knowledge building that could support the training of the 1.5 million teachers we need to provide universal primary education.
  16. 16. Tim Seal OU  MOOC structures support contextualisation & collaboration to not only realise the benefit of OERs - mainly produced in the global north - as offering a flexible content approach  This also impacts on teacher education from the South to the North through collaborative practice and the uptake of large scale CPD
  17. 17. 3. UK MOOC innovation  UK degrees are built around full degrees NOT courses. This makes them less flexible, reflecting our different educational culture  However UK staff have always innovated (see ALT) within overall degree rigidity. We saw some innovative practice; storytelling, geocaching & affective excitement...
  18. 18. 3. UK MOOC innovation  The presentations include much innovation, MOOCs were interpreted as learning design beyond the classroom…  Aidan Johnston - storytelling  Alex Griffin – geocaching  Eileen Kennedy – affective dynamic
  19. 19. Aidan Johnston Strathclyde  Our course has storytelling at the heart of MOOC design. Why storytelling? “we wanted to give students the means whereby they could immerse themselves in the story – the real science behind forensic science”  An overview of MOOC course design, challenges and critical success factors of the University’s first high profile MOOC.
  20. 20. Alex Griffin Huddersfield  Wherigo geocaching is a type of MOOC, and seeks to explore how the game can be used as an engaging online tool to help architecture students investigate actual and virtual places as part of design projects.  A Wherigo cache is intended to be planted in Huddersfield in an urban analysis project
  21. 21. Eileen Kennedy IoE  MOOCs could be seen as part of the spectacularisation of education. Nevertheless, we could learn from MOOCs to add some spectacle to our online courses and events (particularly CPD)  to build excitement among busy professionals and use teacher-produced video to create a positive affective dynamic within our online learning communities.
  22. 22. 4. MOOC review/research The opportunities & innovations offered by ukMOOCs need to be reviewed & fresh research needs carrying out  Pat Lockley- new paradigm  Jenny Francis– heterogenity & metaphors  Amy Woodgate – risk-taking open mind  Curt Bonk – learning experiences of self- directed learners
  23. 23. Pat Lockley Uni of London  How did we adjust organisationally to this new Coursera MOOC paradigm?  How has the experience enhanced the provision for our students studying on paid- for programmes?  This will cover the challenges of; taking the first steps, the problems in staying the course & what to do when you cross the finish line
  24. 24. Jenny Mackness Frances Bell  Dave Cormier’s MOOC ‘Rhizomatic Learning: The Community is the Curriculum’ used the rhizome metaphor to challenge arborescent, hierarchical, traditional ways of thinking & learning.  This metaphor promotes ceaseless connections, heterogeneity, multiplicity, nomadic thought & lines of flight. OUR ongoing research questions participants’ use of metaphor & “learning through the MOOC”
  25. 25. Amy Woodgate - Edinburgh  MOOCs have reached a critical point – are they about numbers or reach?  The former is easy – carry on as normal; the latter is somewhat more problematic – how do we reach those we have never reached before???  This big question requires new approaches, collaborations, risk-taking & an open mind to potential…
  26. 26. Curtis Bonk Mimi Miyoung Lee  Instead of course completion, our research explores the learning experiences of self- directed learners; including common barriers, obstacles, motivations, & successes in such environments.  It also documents possibilities for life change from the use of OER and MOOCs.  Data collection included MIT OCW subscribers & Blackboard CourseSites MOOC participants
  27. 27. 5. ukMOOCs – Critiques MOOCs offer access to education & the digital economy, what more is needed?  Sherif Halawa – diagnosing dropout  Ronald Macintyre – the promise of OPEN  Fred Nigel – equity, inclusion, digital
  28. 28. Sherif Halawa Stanford  MOOC dropouts are caused by time constraints, procrastination, & perceived difficulty of material.  Personalizing interventions (supplemental help resources, workload reduction & motivational) requires us to predict & diagnose dropout.  Ongoing work to improve accuracy involves accounting for learner demographics, intentions & course traits (length, difficulty,
  29. 29. Ronald MacIntyre OU(S)  Looking at the promises made by Open Universities most felt Open was the most important enabler. The group reflected on the promise that MOOC developers ought to make  NOT about equity and Widening Participation, we ought to promise, innovation, engagement with like-minded people, fun, brand awareness Is that really enough for a revolution?
  30. 30. Fred Garnett LKL Nigel Ecclesfield JISC  MOOCs have focussed on e-enabling education rather than transforming learning.  If MOOCs are to bring equity & inclusion, as well as access, to education then their design needs to become learner-centred rather than content-centric.  In co-creating learning MOOCS will also help shape the values of an emerging networked digital economy
  31. 31. 6. ukMOOCs - Summary  ukMOOCs demonstrate a range of innovation in learning design not just in course platforms  Initial focus on how do we scale content delivery? Now replaced by learner experiences, self-determined open learning & more…  Potentially moving away from e-enabling education towards creative engagement through learning design by digital stewards
  32. 32. ukMOOCs - Conclusion  From our work on Craft of Teaching & the Digital Practitioner we now see in HE  A similar curiosity & confidence in university practitioners, as we found in FE  A similar concern with creating “artfully- crafted, student-centred, learning experiences”  A similar self development with personal tech & a move away from tech
  33. 33. ukMOOCs – A question  Is there an emerging practice in designing & implementing ukMOOCs? Is heutagogy key?  altMOOCsig programme  Before & After MOOCs  Digital Practitioner  A Craft of eTeaching  JOLT – MOOCs facilitation & self-determination
  34. 34. altMOOCsig – Contributors Patrick Haughian QUB, Matt Jenner UCL, Freda Wolfenden OU, Shirley Williams Reading, Helena Gillespie UEA, Diana Laurillard LKL, Tim Seal OU, Aidan Johnston Strathclyde, Alex Griffin Huddersfield, Eileen Kennedy IoE, Pat Lockley London, Jenny Mackness, Francis Bell, Amy Woodgate Edinburgh, Curtis Bonk Open , Mimi Miyoung Lee Houston, Sherif Halawa Stanford, Ronald MacIntyre OU(S), Fred Garnett LKL, Nigel Ecclesfield JISC A curated conversation of 50 words from