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Massively micro

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Heutagogy, connectivism, and implications for MOOCs - Unbundling of Higher Education 2.0.

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Massively micro

  1. 1. Massively Micro Self-Determined Learning in a Connected World #massivelymicro Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com By Sasha Thackaberry @sashatberr edusasha.com
  2. 2. Heutagogy and Connectivism What do these two things have in common? Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  3. 3. What are these two things? Heutagogy  The study of self-determined learning.  “Educators need to approach the facilitation of distance learning not as a way to disseminate information but as a means to challenge students to become capable problem solvers, effective leaders, and community participants” (Eberle, 2009, p. 185). Connectivism  Theory of learning for a connected age.  “learning and knowledge rest in the diversity of opinions, is a process of connecting, and nurturing connections for continual learning” (Clarke, 2013, p. 407-408). Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  4. 4. What is Heutagogy? a curated conversation #whday13 Found at: http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy
  5. 5. Stewart Hase & Chris Kenyon • What is the Nature of Learning? • Andragogy & heutagogy underpinned by humanism and constructivism; Andragogy with motivation - heutagogy with double-loop learning. This also challenges our deepest values, beliefs and ways of knowing. • Learning is a complex interaction of myriad influences including; genes, neurophysiology, physical state, social experiences, and psychological factors. • The learner may end up making a whole bunch of cognitive leaps and end up seeing the world in completely different ways… Heutagogy and developing capable people – Hase & Kenyon; http://works.bepress.com/stewart_hase/80/ found at: http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy
  6. 6. Heutagogy, Connectivism & Participation  “The relationship between teacher and learner is also a point of contention. Increasingly, students are seen as the consumers of an educational service. Inadequate and unhelpful though the metaphor might be, it is a powerful one, challenging a more traditional relationship between teacher and student. The development of a network of colleagues with a shared view of the purposes of a change can be a powerful way of enabling a change” (Blackmore, 2012, p. 134). Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  7. 7. More on Connectivism From our MOOC Sponsors… Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  8. 8. Historical Perspective… from 2010 Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  9. 9. Historical Perspective… from 2010 Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  10. 10. Historical Perspective… from 2010 Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  11. 11. Historical Perspective… from 2010 Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  12. 12. MOO – what? Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com • Massive • Open • Online • Course
  13. 13. What is a MOOC – really?  cMOOC: This type of MOOC is a networked MOOC, typified by the exchange of knowledge from one participant to another. This type of MOOC is more often distributed across a variety of networks, though it may be housed mainly in one Learning Management System (LMS).  xMOOC: This type of MOOC closely resembles a “regular” online course. It is typically driven by instructor-led lectures, auto-graded quizzes and/or peer assessments.  http://www.academicpartnerships.com/sites/default/files/MOOCs_Expectations _and_Reality.pdf Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  14. 14. How did all this “Open” happen?  The United Nations thinks that education is a basic human right  The “Open” movement – Open Educational Resources – was formalized in 2002  “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. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation” http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/ what-are-open-educational-resources-oers/ Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  15. 15. Free Content + Massive Platforms = Education for All? “'The campaign of the MOOCs has focused upon online access for the many people in the advanced economies who were presently marginalised by existing university provision, and the billions of people in the developing world who had little hope of ever entering conventional higher education… Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  16. 16. Free Content + Massive Platforms = Education for All? “…However, it did not take anxious vice chancellors long to realise that if free online higher education courses were available from the top global universities, this might quickly erode large elements of their potential student base load in popular subjects are as such as business education and computer science" (Clarke, 2013, p. 403). Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  17. 17. Yuan, Li. and Steven Powell. MOOCs and Open Education: Implication for Higher Education White Paper. University of Bolton: CETIS, 2013. p.6 Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  18. 18. Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com edX “EdX was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses” (from https://www.edx.org/about-us).
  19. 19. Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com Udacity • Their mission is to bring accessible, affordable, engaging, and highly effective higher education to the world. • Initially focused purely on academics in higher education, now focused on workforce training, • Initiated concept of “nanodegrees”, primarily with the development of technology skill competencies.
  20. 20. Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com coursera • Access to world-class education for all. • Pedagogy is primarily mastery-based learning with peer-feedback loops and auto-graded, randomized assessments.
  21. 21. FutureLearn • First British MOOC platform (and first non-US MOOC platform). • Private company owned by The Open University with partners in Europe, Africa, Asia and the Middle East as well as professional organizations. • “Bite sized” steps throughout Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com the content.
  22. 22. Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com Udemy • Udemy has 4,000,000 students with courses taught in 53 languages. • Many of its courses have costs associated with them. While the platform is massive, the courses are not all “open.” • It facilitates any instructor being able to monetize their knowledge.
  23. 23. How is this disrupting higher education? The Second Unbundling Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  24. 24. Heutagogy, Connectivism, and MOOCs Oh my!  MOOCs bring already interested learners in. Self-motivation is a prerequisite for success.  Participating in a MOOC IS a representation of heutagogy in action – it is self-directed learning.  Choosing to be a part of a MOOC, and connecting to a MOOC – even if it is an xMOOC, is by definition transactional and knowledge-based – core components of connectivism Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  25. 25. Unbundling the Implications  If the typical college “experience” value-adds are unbundled, the college degree is unbundling, is the course itself next?  Learners can now “nano-degree” it  Is it MOOCs that are pushing this disruption? Or is it new ways of learning and the availability of “open”? Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  26. 26. Universities Facing “Open” “While the hype about MOOCs presaging a revolution in higher education has focused on their scale, the real revolution is that universities with scarcity at the heart of their business models are embracing openness” (Daniel, 2012, p. 1). Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  27. 27. Do you pick the red pill or the blue pill?  “To make such a transition challenges many of the traditional ideals and systems of higher education institutions based on pre-net ideals and technologies. But the alternatives are also not without risk. Many will fail to adapt and go out of business; some may continue serving as elite that can afford the high costs" (Anderson & Mcgreat, 2012, p. 387). Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
  28. 28. Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com References  Anderson, T., & Mcgreal, R. (2012). Disruptive Pedagogies and Technologies in Universities Unbundling of educational services, 15, 380–389.  Blackmore, P., & Kandiko, C. (2012). Strategic curriculum change: Global trends in universities. Milton Park, Abingdon: Routledge.  Clarke, T. (2013). The advance of the MOOCs (massive open online courses): The impending globalisation of business education? Education + Training, 55(4/5), 403-413. Retrieved from DOI10.1108/00400911311326036  Daniel, J. (n.d.). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Retrieved from Academic Partnerships website: http://www.academicpartnerships.com/research/white-paper-making-sense-of-moocs.  Eberle, J. (2009). Heutagogy : What Your Mother Didn ’t Tell you About Pedagogy and the Conceptual Age, 181–189. Proceedings of the European Conference on eLearning.  Yuan, Li. and Steven Powell. MOOCs and Open Education: Implication for Higher Education White Paper. University of Bolton: CETIS, 2013. p.6  http://www.slideshare.net/sashatberr/savedfiles?s_title=selfdetermined-learning-the-craft-of-heutagogy&user_login=fredgarnett  http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources- oers/

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