MOOCs & OERs UK and Wales contexts & inititiatives
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Presentation at Bangor University 16/04/14, by Dr Paul Richardson, Jisc RSC Wales
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MOOCs & OERs UK and Wales contexts & inititiatives
- 1. Paul Richardson: Jisc Regional Support Centre Wales 16/04/2014 What are OERs/MOOCs? UK andWales wide contexts and initiatives
- 2. OER and MOOCs Open Educational Resources Massive Open Online Courses
- 4. Title of presentation 00/00/2013 4 LiYuan and Stephen Powell (2013): ‘MOOCs and Open Education: Implications for Higher Education’. http://publications.cetis.ac.uk/2013/667
- 5. Title of presentation 00/00/2013 5
- 8. Title of presentation 00/00/2013 8 http://chronicle.com/article/The-Major-Players-in-the-MOOC/138817/
- 11. Title of presentation 00/00/2013 11 https://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20%231.pdf
- 12. Title of presentation 00/00/2013 12 https://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20%231.pdf
- 13. Title of presentation 00/00/2013 13 http://www.katyjordan.com/MOOCproject.html
- 14. What does it mean? • The end of Higher Education as we know it? • A disruptive force on our current pedagogies? • An opportunity to widen participation? 14
- 15. 15
- 16. “The traditional university is being unbundled. Some will need to specialise in teaching alone – and move away from the traditional lecture to the multi-faced teaching possibilities now available: • the elite university • the mass university • the niche university • the local university • the lifelong learning mechanism.”
- 18. April 16, 2014 | slide 18 “I am concerned that the computer scientists seem to be taking over online education. Ivy League MOOCs are being driven mainly by computer scientists, not educators. Politicians are looking to computer science to automate learning in order to save money”. http://www.tonybates.ca/2014/04/15/time-to-retire-from-online- learning/#sthash.S9eWnZiM.dpuf
- 19. April 16, 2014 | slide 19 “The burning issues for MOOCs are the exploration of a viable business model and the accreditation of MOOC learning.” https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf
- 22. April 16, 2014 | slide 22
- 24. “Promoting the development and adoption of open education policies and practices in Scotland. #opensco “ http://openscot.wordpress.com/
- 25. April 16, 2014 | slide 25 http://declaration.openscot.net/
- 29. Title of presentation 00/00/2013 29 “AsVice-Chancellors representing universities inWales, we are committed to: Promoting and using OER to widen access to higher education for non-traditional learners, to contribute to social inclusion and engage the rich diversity of the learner inWales and across the world.” http://www.hew.ac.uk/wales-signs-declaration-of-intent-to-lead-the-way-on-the-use-of-online-education-resources/
- 30. On the horizon…. • Online gateway: www.oerwales.ac.uk • Champions Network • A short MOOC (sMOOC) called ‘Student Survival’ • A series of workshops acrossWales • OER15 in Cardiff
- 31. Title of presentation 00/00/2013 31 http://wales.gov.uk/about/cabinet/cabinetstatements/2013/onlinedigitallearning/?lang=en
- 32. Terms of reference (Online Digital Learning Working Group) • Potential competitive threat • Potential opportunities • AreWelsh HEIs working together? • Can we improve outreach, or make efficiencies? 32
- 35. “TheWorking Group took a balanced view of the significance of MOOCs. Its members could find no evidence that they were likely to overturn established higher education practice or sweep away existing institutions, as predicted by their more excited advocates. On the other hand the advent of high quality online courses and resources, available easily to anyone, free and world-wide, is clearly significant” Andrew Green April 2014
- 36. Open & Online: Recommendations • Widening access to higher education to those with low participation backgrounds • Developing skills for the workplace and theWelsh economy • DevelopingWelsh language skills for employment • Reviewing institutional policies, monitoring developments and exploiting opportunities • Strengthening institutional reputation and brand • Improving the skills of higher education staff • Licensing and sharing open educational resources http://wales.gov.uk/topics/educationandskills/publications/reports/report-of-the-online-digital-learning-group/?lang=en
- 37. References All the references in this presentation may be found here: https://pinboard.in/u:paulbrichardson/t:%23bangor14/ 37
Editor's Notes
- What are OERs and MOOCs?
- This is just to unpack the acronyms. I am not comfortable with either of these, for reasons which will emerge during this talk…
- The global pictureThink global act localhttp://upload.wikimedia.org/wikipedia/commons/9/97/The_Earth_seen_from_Apollo_17.jpg
- It’s easy to get the impression that MOOCs emerged out of thin air in about 2012. This slide shows that they have a relationship with earlier developments, especially OERs. These relationships may also help us to understand the future: will OERs still be around when MOOCs have been forgotten?. OCW (pre-existing)OpenLearn (pre-existing)Jorum (mostly from Jisc projects?)These are specifically educational.(this removes e.g. Wikipedia from the discussion without necessarily reaching a judgement of the value of that resources.
- ! What is massive? Would ‘scalable’ be better? ‘Open’ has all kinds of meanings (e.g. the ‘Open University’). Most importantly, does it mean that teachers/learners may adapt and re-use material? Online is probably the least controversial. But does it mean that learners need to be online to learn, or can they download materials/activities? Courses are also hard to define…About the author: (My name is Mathieu Plourde, and I am the Project Leader, LMS, within IT Academic Technology Services at the University of Delaware. I am also enrolled in the Ed.D. in Educational Leadership (curriculum and technology). This site is my personal blog. It is intended for me to reflect on my learning and share knowledge nuggets of interest.http://mathplourde.wordpress.com/about/ (
- An example of a C-MOOC. The authors are widely attributed with ‘inventing’ the idea, two or three years before this one. ‘PLENK’ is about Personal Learning Environments Networks and Knowledge.
- This diagram is out of date in its details. It also focuses on developments in the USA, and ignores cMOOCs. However, it shows the extent and scale of the financial interest in this area. Figure 2: ‘Major Players in the MOOC Universe’. Source: The Chronicle of Higher Education (2013)Chronicle of Higher Education (2013) Major Players in the MOOC Universe. http://chronicle.com/article/The-Major-Players-in-the-MOOC/138817/ (Accessed 09/05/13).
- Future Learn
- How has it all panned out?...Having been wowed by the sheer scale of the MOOCs, researchers have started to apply some of the conventional metrics . Let’s look at some of those.,…Image in public domain: http://en.wikipedia.org/wiki/File:Panning_on_the_Mokelumne.jpg
- Massive Open Online Courses (MOOCs) have the potential to enable free university-level education on an enormous scale. A concern often raised about MOOCs is that although thousands enrol for courses, a very small proportion actually complete the course. The release of information about enrolment and completion rates from MOOCs appears to be ad hoc at the moment - that is, official statistics are not published for every course. This data visualisation draws together information about enrolment numbers and completion rates from across online news stories and blogs.
- Group led by Sir Michael Barber (Pearson) predict dire consequences for HEIs, and recommend a major strategic re-think. Image: http://www.pearson.com/michael-barber.html Report: http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-and-the-revolution-ahead
- Some influential thinkers in this area believe that it has all been hyped up….Image:http://cogdogblog.com/2012/07/17/mooc-hysertia/MOOC Hysteria by CogDogBlog, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
- For a balanced view, I can recommend that you read this report from BIS., which was published last Autmumn. These tow issuesare potential show-stoppers.
- http://commons.wikimedia.org/wiki/File:Flag_UK%2BWales.svg
- ProjectsWhy wasn’t Wales involved?In some ways it doesn’t matter, the outputs are open…But it is also about building capacity to ‘do’ open (I will return to this argument…)http://oersynthesis.jiscinvolve.org/wp/category/ukoer-phase-3/
- Scotland has an informal model, led by a loose coalition of influential players from CETIS, Jisc, Scotland’s Colleges, etc.
- The Welsh Context…The Welsh dragon flying over the pier, Bangor © Copyright Meirion and licensed for reuse under this Creative Commons Licence.http://www.geograph.org.uk/photo/2539251
- Y PorthThe main aim of the ColegCymraeg Cenedlaethol4is to increase, developand broaden the range of Welsh medium study opportunities at universities in Wales. Online learning is a key part of its agenda. ‘Y Porth’5, acollaborative e-learning platform launched by the Coleg in 2009, hosts an extensive pool of Welsh medium electronic materials on a wide range of academic fields.The
- The CADARN Group8, supported by HEFCW, is currently building a webportal to showcase, promote and facilitate technology-enhanced learning, and to support access to bilingual learning. Aberystwyth University is co-ordinating the partnership, which includes staff from Bangor University, Glynd ˆwr University, Gr ˆ wpLlandrilloMenai, and the Open University in Wales.
- Higher Education Wales initiative. Expert Group Led by Clive Mulholland, and including Lis Parcell from RSC Wales. Aside from the declaration , we are awaiting concrete outcomes from this group.
- Upcoming developments…Although it’s still early days, the coming months willwitness a host of exciting developments as the ethos of‘Open Education’ become firmly embedded within ourhigher education culture. These include:• The launch of a comprehensive and allencompassingonline gateway that will providea platform for our universities’ Open EducationalResources to the world. Visit www.oerwales.ac.ukfor further developments• The development of a Champions Network ofindividuals throughout our universities, who will betasked with increasing awareness, engagement andbest practice• Creation of our first ever sMOOC(a shorter versionof a Massive Open Online Course) called ‘StudentSurvival’, which will deal with the many intricacies ofsettling into university life• The hosting of a series of workshops aimed atteaching staff all over Wales to help them developtheir own OER practice.
- http://wales.gov.uk/about/cabinet/cabinetstatements/2013/onlinedigitallearning/?lang=en
- the potential competitive threat posed by global technology-based developments to the higher education sector in Wales;the potential opportunities afforded by technological development for the Welsh higher education sector at a time of constrained public expenditure;to what extent the Welsh higher education sector is working collectively to bring economies of scale to maximise the opportunities afforded; andto what extent technological development may provide a platform to increase participation in part-time and full-time higher education, again in a period of constrained public spending. http://wales.gov.uk/about/cabinet/cabinetstatements/2013/onlinedigitallearning/?lang=en
- To the Minister:1 Widening access to higher education to those with low participation backgroundsFund the development of O&O resources for use in schools and colleges, with the aim of raising aspirations of learners from low participation backgrounds.Investigate the use of Hwb as a host for the O&O resources developed, with the intention of establishing a central repository where all schools and colleges may access these resources.Extend the work of the Open University OpenLearn Champions project to cover the whole of Wales via the Reaching Wider Partnerships.Liaise with NIACE DysguCymru, AgoredCymru, and others to align O&O resource production with the needs of adult learners pursuing agreed progression routes, including CQFW.2 Developing skills for the workplace and the Welsh economyDevelop a strategy, working with other agencies, to raise awareness of the potential for online learning to support economic development.Use the Welsh Government’s sector panels to foster dialogue between stakeholders (including educational providers and employers) in order to identify opportunities to develop skills using online resources.Examine how online learning should be integrated into the approach for programmes funded through the European Social Fund.3 Developing Welsh language skills for employmentDevelop a Welsh language skills MOOC at higher education level so that students and work-based learners can develop their professional Welsh language skills and potentially seek certification for those skills.To the higher education institutions:4 Reviewing institutional policies, monitoring developments and exploiting opportunitiesAgree what the institution’s overall approach to open and online resources should be, monitor external O&O developments, and exploit opportunities to produce and use resources.5 Strengthening institutional reputation and brandExploit open and online resources in appropriate circumstances to showcase the quality of learning opportunities.To the Minister and the higher education institutions:6 Improving the skills of higher education staff Institutions should provide academic staff with the skills and support they need to make most effective use of open and online approaches to learning.HEFCW should continue to contribute to the costs of Jisc’s programme on open and online resources and take advantage of Jisc’s expertise.7 Licensing and sharing open educational resourcesThe Welsh Government should encourage the systematic adoption of open licensing for open educational resources produced by HEIs in WalesWhere possible staff and institutions should release open educational resources using an appropriate Creative Commons licence.Institutions should make open educational resources widely available, including via the Jorum repository.