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HOC-Lab (May 2014) - Massive Open Online Courses: What K-12 Educators Need to Know


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Barbour, M. K. (2014, May). Massive open online courses: What K-12 educators need to know. An invited convocation address to the Poliresearch Seminar: MOOCs for the Italian School, PoliCultura and EXPO Milan 2015, HOC-LAB, Politecnico di Milano, Milan, Italy.

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HOC-Lab (May 2014) - Massive Open Online Courses: What K-12 Educators Need to Know

  1. 1. Michael Barbour Sacred Heart University
  2. 2.
  3. 3. Grade Change: Tracking Online Education in the United States, 2013
  4. 4. Grade Change: Tracking Online Education in the United States, 2013
  5. 5. Grade Change: Tracking Online Education in the United States, 2013
  6. 6. resources/infographics/k-12-online- school-growth.aspx
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  10. 10. Li, Powell, & Olivier (2014)
  11. 11. Downes (2008)
  12. 12. Where Course Participants Can Create Their Own Content  Blogger -  WordPress - Tips on Creating Your Own Course Content  Read and React - don't just try to create content out of thin air, read what other people have written and said and comment on that  Link - refer to external sources, references, ideas Tools People Can Use to Aggregate Course Content  Google Reader -  Yahoo Pipes - Tools & Tips To Create Daily Newsletters  blogging software, such as WordPress  offer easy subscription options
  13. 13. Networks ContentsTasks
  14. 14. Network-based MOOCs  are the original MOOCs  the goal is not so much content and skills acquisition, but conversation, socially constructed knowledge, and exposure to the milieu of learning on the open web using distributed means  pedagogy based in connectivist or connectivist-style methods  resources are provided, but exploration is more important than any particular content  traditional assessment is difficult
  15. 15. Task-based MOOCs  emphasize skills in the sense that they ask the learner to complete certain types of work.  there are many options for completing each assignment, but a certain number and variety need to be done to perform the skills  focuses on different topics for each week  skills are demonstrated through sections on design, audio, video, etc.  community is crucial, particularly for examples and assistance, but it is a secondary goal  pedagogy tends to be a mix of instructivism and constructivism  traditional assessment is difficult
  16. 16. Content-based MOOCs  are the ones with huge enrollments, commercial prospects, big university professors, automated testing, and exposure in the popular press  community is difficult but may be highly significant to the participants, or one can go it alone  content acquisition is more important in these classes than either networking or task completion  tend to use instructivist pedagogy  traditional assessment, both formative and summative, may be emphasized  mass participation seems to imply mass processing
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  20. 20. Bioelectricity, Fall 2012 at Duke University  12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate (Catropa, 2013) Coursera  completion rate of 7%–9% (Koller, 2012)  completion rate for students who complete the first assignment is about 45 percent and students paying $50 for a feature designed to prevent cheating on exams have completion rates of about 70 percent (Kolowich, 2013)
  21. 21.  the preferred characteristics include the highly motivated, self-directed, self-disciplined, independent learner who could read and write well, and who also had a strong interest in or ability with technology (Haughey & Muirhead, 1999)
  22. 22. Davis (2003)
  23. 23. Virtual School Designer: Course Development  design instructional materials  works in team with teachers and a virtual school to construct the online course, etc. Virtual School Teacher: Pedagogy & Class Management  presents activities, manages pacing, rigor, etc.  interacts with students and their facilitators  undertakes assessment, grading, etc. Virtual School Site Facilitator: Mentoring & Advocating  local mentor and advocate for student(s)  proctors & records grades, etc. Davis (2007)
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  29. 29. te/pdf/mooc_report.pdf
  30. 30. Director of Doctoral Studies Farrington College of Education Sacred Heart University