A pedagogical perspective on MOOCs: What are the implications for learning and teaching in Higher Education?

1. Prof. Dr. Sabine Seufert A pedagogical perspective on MOOCs: Implications for Learning and Teaching in HE?

2. 2 My Research Background? (Digital) Innovations in Learning GAFA Curricular Innovations Cultural Innovations Methodical Innovations Information Literacy Schools as learning organisations Roles of teachers and learners

5. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 MOOCs Pedagogy: Two different worlds… c = connectivsmx = extension Atkinson (2012) https://woknowing.wordpress.com/2011/08/28/comparing-moocs- mits-opencourseware-and-stanfords-massive-ai-course/

6. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 MOOCs Pedagogy: What is a xMooc?  Instruction: Learning results from the transmission of information from an expert to novices  Specially designed platform software  Video lectures as Instruction Method  Computer-marked assignments  Peer assessment  Supporting materials: e.g. copies of slides, supplementary audio files, urls to other resources, online articles  A shared comment/discussion space  No or very light discussion moderation  Badges or certificates, some kind of recognition for successful completion of a course, based on a final computer-marked assessment employer acceptance of MOOC qualifications.  Learning analytics (“Big Data”)

7. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 MOOCs Pedagogy: What is a cMooc?  “Connectivsm”, Construction: Learning results from sharing knowledge between participants and emerges through learning experiences  Use of social media: supported by a range of ‘connected’ tools and media.  Participant-driven content: all participants contribute to and share content.  Distributed communication: a self-organising network with many sub-components.  Assessment: no formal assessment, although participants may seek feedback from other, more knowledgeable participants, on an informal basis.

8. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 MOOCs Pedagogy: Profiling MOOCs?  Open  Massive  Use of multimedia  Degree of communication  Degree of collaboration  Learning pathway  Quality Assurance  Amount of reflection  Certification  Formal learning  Autonomy  Diversity Degree of Evidence LowMediumHigh Dimension «Rather xMooc»

9. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 MOOCs Pedagogy: A Taxonomy NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Reich (2012) http://blogs.edweek.org/edweek/edtechresearcher/2012/04/all_edtech_ summarized_in_one_slide_market_open_and_dewey.html

11. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Students: Implications? NOT WORKING! cMooc Pedagogy Construction Irregular Students mainly with Academic Background Motif to study: “learn more about the subject” (96%), “trying out online learning” (78%), “to get to know MOOCs” (72%), “to look over course content” (69%), “to get a certificate” (62%), “to improve carrer opportunity” (49%) “to become part of an online- community” (49%) (e.g. University of Edinburgh) xMooc Pedagogy Instruction

13. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Students: Implications? NOT WORKING! Regular Students on Campus Raising expectations for «innovative pedagogy»? What happens in the classroom (added value to come)? Flipped Classroom Model? cMooc Pedagogy Construction

16. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Public debate Internal discussion Focus of studies so far Many research relates to the US Business Schools: Implications?

17. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Media attention over the past year – far greater attention than their actual impact http://www.onlinelearningsurvey.com/reports/gradechange.pdf

19. Role of MOOCs? http://www.onlinelearningsurvey.com/reports/gradechange.pdf

20. Learn about Online Pedagogy? http://www.onlinelearningsurvey.com/reports/gradechange.pdf

21. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Business Schools: Implications? NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Strategy of Business School? Support infrastructure for «innovative pedagogy»? Flipped Classroom Model?

23. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Companies: Implications? NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Scalability = attractive for corporate world Efficient Training methods Self-organized Learners as employees Employer acceptance of MOOC qualifications?

24. Kearns, P. (2000). Reifegrad einer Bildungsorganisation

25. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Companies: Implications? NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Experimenting Field Learning Method in distributed multinational corporations A method to support change and innovation processes in companies

26. Companies: cMOOC Example

28. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Moocs Pedagogy: A Taxonomy NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Coursera, Udacity, edX prefer to base their MOOCs Role of Librarians? Professional Development for Librarians

29. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Library: Implications? NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Role of Library: Supporting Services to deal with Open Educational Resources for faculty / for students

30. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Moocs Pedagogy: A Taxonomy NOT WORKING! xMooc Pedagogy cMooc Pedagogy Instruction Construction Role of Library: Supporting Services for developing Information Literacy of Students

31. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Role of Library: Possible Functions  Copyright clearance  Content licensing  Alerting MOOC developers to open content  Helping to ensure that MOOC content is accessible to all users, including those using assistive technologies  Encouraging the use of open licensing  Providing instruction in information literacy Barnes, C. (2015) MOOCs: The Challenges for Academic Librarians. Australian Academic & Research Libraries, 44:3, 163-175

32. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Role of Library: Possible Functions  Providing instruction in information literacy  Examples:  Providing Mini-MOOCs (scalable support, xMOOC approach)  Developing information research assignment for formal courses (e.g. introduction to scientific writing courses)  Support for Information Literacy in cMOOCs  MOOCs as a tool for developing best practice (e.g. using data mining techniques to evaluate best practices in information literacy instruction)

33. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015 Future? http://www.tonybates.ca/2014/10/13/comparing-xmoocs-and- cmoocs-philosophy-and-practice/ They’re big, but will they survive?

34. © IWP, Universität St. Gallen Alle Rechte vorbehalten.19.06.2015  Barnes, Cameron. MOOCs: The Challenges for Academic Librarians. Australian Academic & Research Libraries, 44:3, 163-175, 2015, DOI: 10.1080/00048623.2013.821048  Butler, Brandon. Issue Brief: Massive Open Online Courses: Legal and Policy Issues for Research Libraries. (Washington, D.C.: Association of Research Libraries, 2012). http://www.arl.org/storage/documents/publications/issuebrief-mooc-22oct12.pdf  Educause Executive Briefing. “What Campus Leaders need to know about MOOCs,” Educause, December 12, 2012, http://net.educause.edu/ir/library/pdf/PUB4005.pdf.  Kazakoff-Lane, Carmen. Environmental Scan and Assessment of OERs, MOOCs and Libraries: What Effectiveness and Sustainability Means for Libraries Impact on Open Education. (Chicago, IL. Association of College and Research Libraries, 2014). http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/Environmental% 20Scan%20and%20Assessment.pdf  OCLC. “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge”? Symposium held at University of Pennsylvania, Philadelphia, Pennsylvania, March 18-19, 2013. http://www.oclc.org/research/events/2013/03- 18.html?utm_source=WhatCountsEmail&utm_medium=OCLC%20Abstracts%20Test%20Group %201&utm_campaign=OCLC%20Abstracts.  Robertson, R. John. “What do Academic Libraries have to do with Open Educational Resources?” In Open Ed 2010 Conference Proceedings, (Barcelona, Spain, 2010). http://hdl.handle.net/10609/4847.  Yuan, Li, Sheila MacNeill, and Wilbert Kraan. Open Educational Resources - Opportunities and Challenges for Higher Education. (United Kingdom: JISC CETIS, 2008). http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf. Recommended Readings

A pedagogical perspective on MOOCs: What are the implications for learning and teaching in Higher Education?

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A pedagogical perspective on MOOCs: What are the implications for learning and teaching in Higher Education?