OOCs for Minerva


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Discussion at Brookes on MOOCs

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  • Just a very basic intro to OER. We could do a whole session but want to introduce you to the concept.Mention Creative CommonsMake sure to highlight Radar.
  • Learners: Flexibility, Access, self-directedUsers: quality resources to useCreators: reputational, feedback on materials, collaborationInstitutions: reputation, marketing, e.g. MIT long before MOOCs put course materials online for anyone to use. MOOCS have subsumed some of the arguments around OERS
  • This course is actually described as blended learning!
  • The class was based around summarising main content and doing activities to help learning, e.g. doing a quick student evaluation, writing evaluation questions, discussing the different evaluation mechanisms.
  • OOCs for Minerva

    1. 1. MOOCs, OOCs, OOPs! for the rest of us Neil Currant, Liz Lovegrove, George Roberts, Fiona Smith, Marion Waite OCSLD, Oxford Brookes University, Minerva, March 2013
    2. 2. Background
    3. 3. Our MOOC • First Steps into Learning and Teaching in Higher Education (FSLT12)
    4. 4. Over 200 signed up • 60 participated throughout the 6 weeks • We reached our constituency • 14 undertook the assessment and received a certificate • Participants were from 24 different countries including Australia, Canada, India, South Africa, as well as many European countries &US Research continuing • How people learned • Differential participation • Design principles Evaluation
    5. 5. • Bonk (2013) identifies 22 types of MOOC with 20 Leadership Principles and 12 business models. • The numbers are changing and boundaries are fuzzy. • There is stratification going on at the innovative end of traditional educational institutions. A bubble?
    6. 6. Andy Wharhol, 1986 • Monetize – Accreditation – Tuition – Publications – Recruitment – ??? • Or… sell picks and shovels to the Klondikers – MOOCs as platforms Cowboy economics?
    7. 7. Tiger photo © 2009 by Siddhartha Lammata (Siddy Lam) http://www.flickr.com/photos/siddylam/4130020318/sizes/l/in/photostream/ Creative commons attribution non-commercial licence
    8. 8. Discourses around higher education are: “… a field of competition for the legitimate exercise of symbolic violence, … an arena of conflict between rival principles of legitimacy, and competition for political, economic and cultural power (Bourdieu 1993, 121)
    9. 9. Shere Khan bites Baloo from Walt Disney’s Jungle Book
    10. 10. MOOC experiences
    11. 11. • A focus on the course and the platform ignores the experience of the MOOC learner • MOOCs offer an unlimited number of possibilities for hybridization because, whatever else, they offer participants the opportunity to fashion their own learning according to their own needs.
    12. 12. Question 1 • At your table, what has the MOOC experience/perception been?
    13. 13. Expert participants Our Research…
    14. 14. “This opened my eyes as a teacher” • diversity of other participants • The 'Vet' presence highlighted some of the difficulties which the ‘newbies’ were experiencing and also provided a reciprocal zone of proximal development and triggers for active participation.
    15. 15. Three main themes 1. Navigation 2. Transformative reflective practice 3. Making sense of community
    16. 16. Navigation New participants felt overwhelmed by technology, multiple channels & perceived need to multi-task. Experienced MOOCers were judicious about planning their route and orienting their participation.
    17. 17. Transformative reflective practice Ultimately learners experienced a transformative shift … but it required reflection on practice, community support and self-organization
    18. 18. Making sense of community New learners needed time to determine their audience and core community… and to realize reciprocal relationships.
    19. 19. Skilled orienteers Active MOOC participants are skilled orienteers. Leveraging local expertise of experienced MOOC learners and developing participatory skills in new learners is a key strategy for those who organize and facilitate MOOCs.
    20. 20. Question • We aim to develop a network of expert participants. • Expert participants may be disciplinary experts, online experts or other… • What could you bring to the expert participant role?
    21. 21. Flip teaching The new black…
    22. 22. BLENDED LEARNING: THE ROLE OF OER http://www.educause.edu/research-and-publications/books/learning- spaces/chapter-11-designing-blended-learning-space-student-experience
    23. 23. OPEN EDUCATIONAL RESOURCES What are OERs? “learning and teaching materials available for free online for anyone to use. Examples include full courses, course modules, lectures, games, teaching materials and assignments.” JISC Where would I find them? iTunes U, Slideshare, Youtube, Repositories: e.g. Jorum, Brookes Radar. Licensing: Creative Commons
    24. 24. LEVELS OF ENGAGEMENT Use  Use existing resources created by others Adapt / repurpose  Adapt existing resources for your own purpose Create / produce  Create and share your own resources
    25. 25. BENEFITS Learners Staff users Creators Institutions See - https://openeducationalresources.pbworks.com for a full list of benefits
    26. 26. FLIP TEACHING Class time focuses on understanding the material Delivery of content happens outside of class time, e.g. online http://www.youtube.com/watch?v=26pxh_qMppE&feature= player_embedded
    28. 28. OER – video in Youtube – key content of topic OER – text in RADAR
    29. 29. OERS, FLIP & BLENDED: MAKING THE LINKS Discussion: How can you make this work for your practice?
    30. 30. DISCUSSION And for the rest of us?
    31. 31. Reasons for developing OOCs • Improving the global learner experience • Fulfilling the university’s social/global/community educative mission • Enhancing reputation and increasing visibility • Showcase own expertise • Sell books • Increasing reach – Better serve (retain) existing clients – Attract new clients – Earn more revenue
    32. 32. • What would your reasons for be for developing open online “courses”? • What would you like to do with MOOCs? • What support would you like? • What are the challenges for Brookes?
    33. 33. Thank you OCSLD Oxford Brookes University March 2013 groberts@brookes.ac.uk
    34. 34. Research • Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013). Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (in submission 2013). x v c: Hybrid learning in, through and about MOOCs. OER13/JIME • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). What is necessary and what is contingent in design for a massive open online course? In Open Horizons: Sharing the Future. Aston University, Birmingham: Higher Education Academy. Retrieved from http://www.slideshare.net/georgeroberts/what-is-necessary-and- what-is-contingent-in-mooc-design • Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). Not just moocin’ about. In ALT-C 2012: A confrontation with reality. Presented at the ALT- C, Manchester, UK. Retrieved from http://www.slideshare.net/georgeroberts/not- just-moocin-about • Roberts, G. (2012). OpenLine Project Final Report (JISC Project Report). Oxford: Oxford Brookes University. Retrieved from http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC1_Oxford_Brookes
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