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MOOCs and pedagogy: where are we heading?
This document discusses the future of MOOCs and pedagogy. It argues that MOOCs are moving at the same pace as developments in pedagogy, not as a disruptive technology. Blended learning approaches that integrate MOOCs and face-to-face teaching are promising but costly for universities. The future of education lies in more open, user-centric systems that harness learning analytics and adaptive learning to drive student success. However, realizing this vision will require significant resources that many universities currently lack.
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MOOCs and pedagogy: where are we heading?
- 1. MOOC and Pedagogy Whereare we heading? Yves Epelboin Professor Emeritus UPMC-Sorbonne-Universités, Paris Yves.Epelboin@impmc.upmc.fr
- 2. Agenda A veryslow tsunami MOOC and pedagogy MOOCs and technology MOOCs for Europe A user-centric approach Driving students to success EUNIS 2015 June 10-12 2015 Y.Epelboin
- 3. A very slowtsunami Educause 2012: # 1 Educause 2013: on the side Educause 2014: ? MOOC EUNIS 2015 June 10-12 2015 Y.Epelboin
- 4. A very slowtsunami MOOC is not a technology; It is a means to teach and to learn using established technologies. Thus it is moving at the same path as pedagogy MOOC EUNIS 2015 June 10-12 2015 Y.Epelboin
- 5. Growth of MOOCs https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers EUNIS2015 June 10-12 2015 Y.Epelboin A very slow tsunami! Peak not yet reached!
- 6. MOOC and student retentionSuccess as not the same meaning in a MOOC than in a class P. Hill e-Literate, March 2013 http://mfeldstein.com/emerging-student- patterns-in-moocs-a-revised-graphical-view/ EUNIS 2015 June 10-12 2015 Y.Epelboin
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- 8. MOOC in theuniversity Blended learning SPOC: a MOOC with controlled registration Distance and face to face personalized interaction Face to face application lectures The most efficient way of learning EUNIS 2015 June 10-12 2015 Y.Epelboin
- 9. Blended learning Can weafford? Example of a 6 weeks MOOC (SPOC) Base: Sciences with Maths equations and graphics MOOC being used internally at least 3 times Human resources Teachers Academic support Technical support EUNIS 2015 June 10-12 2015 Y.Epelboin
- 10. Do you havethe budget? Mission Course 1 Course 2 Course 3 Total Euros Teachers 15 000 5 200 5 200 25 400 Pedagogic support 6 000 1 200 1 200 8 400 Technical support 10 000 2 000 2 000 14 000 Salaries ≈ 48 000 Base: 6-8 weeks Teachers: 75 k€/y, support teachers: 60 k€/y, tech: 47 k€/y Pomerol, Epelboin & Thoury MOOCs, Design, Use and Business Models, Wiley 2015 EUNIS 2015 June 10-12 2015 Y.Epelboin
- 11. Cost comparizon€ 0 20000 40000 60000 80000 100000 120000 140000 160000 100 200300 400 500 600 700 800 900 1000 € Number of students Classic MOOC Blended EUNIS 2015 June 10-12 2015 Y.Epelboin
- 12. MOOC economy Lessexpensive solution: MOOC valid only above 200-300 students Below 200 – 300 students: classic approach Above 500 students blended approach versus classic approach Staff environment not taken into accountEUNIS 2015 June 10-12 2015 Y.Epelboin Most universities do not possess neither the manpower nor the budget to massively invest in MOOCs and SPOCS
- 13. Blended learning economy Blended learning and distance learning for freshmen Cheaper way to handle large classes Efficient means to attract distant students A method to increase the participation of minorities? Rare studies and small classes If universities are able to work together EdTech June 2-3 2015 London Y.Epelboin
- 14. MOOCs economy Communication: Recruiting more students without additional investment (staff, building): MOOC Reputation Recruiting students Attracting students Testing incoming students EUNIS 2015 June 10-12 2015 Y.Epelboin
- 15. The MIT Model https://formation.unpidf.fr/fr/mediatheque/media-51 FreeMOOCs can only be a by- product of SPOCs and blended learning EUNIS 2015 June 10-12 2015 Y.Epelboin Communication C. De Oliveira MIT
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- 17. Closed LMS Entry Service A Service B Service C Service D Service E EUNIS 2015June 10-12 2015 Y.Epelboin Closed systems: • Only tools from the same origin available • Pedagogic approach defined by the platform
- 18. Entry Service A Service B Service C Service D Service E EUNIS 2015 June10-12 2015 Y.Epelboin Service C’ Service D’ Choice of alternative services only from the same origin Closed LMS
- 19. Closed LMS Entry Service A Service B Service C’ Service D’ Service E EUNIS 2015June 10-12 2015 Y.Epelboin Service C Service D Choice of alternative services only from the same origin
- 20. Coming: an openmodel Service E Service B Service C Service D Service 1 Service 2 Service 3 Service 4 Service 5 EUNIS 2015 June 10-12 2015 Y.Epelboin
- 21. Coming: an openmodel Service E Service B Service C Service D Service 1 Service 2 Service 3 Service 4 Service 5 The best of two or more solutions, according to the views of the teacher EUNIS 2015 June 10-12 2015 Y.Epelboin
- 22. Coming: an openmodel Service E Service B Service C Service D Service 1 Service 2 Service 3 Service 4 Service 5 Each service = a virtual server Intercommunication and exchanges: Learning Tools Interoperability (LTI) EUNIS 2015 June 10-12 2015 Y.Epelboin Serv ice 1 Serv ice 2 Serv ice 3 Serv ice 4 Serv ice 5 Serv ice 1 Serv ice 2 Serv ice 3 Serv ice 4 Serv ice 5 Adding services from remote universities)
- 23. www.imsglobal.org EUNIS 2015 June10-12 2015 Y.Epelboin
- 24. New skills tocome Instructional designers: a mix of pedagogy and IT skills Teachers: a mix of knowledge and instructional design Prebuild models LMS on demand Richer but more complex systems! EUNIS 2015 June 10-12 2015 Y.Epelboin
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- 26. 2010: the digitaluniversity My space Learning environme nt Organization centric Portal EUNIS 2015 June 10-12 2015 Y.Epelboin
- 27. 2015: the digitaluniversity EUNIS 2015 June 10-12 2015 Y.Epelboin My courses My universit y My portfolio My activitie s User centric: Diversification: integration of many services around the user spaceMy space
- 28. The user-centric university Siemens& al. « Preparing for the digital university » http://linkresearchlab.org/PreparingDigitalUniversity.p p. 199 EUNIS 2015 June 10-12 2015 Y.Epelboin
- 29. Apereo Siemens & al.« Preparing for the digital university » already cited EUNIS 2015 June 10-12 2015 Y.Epelboin www.apereo.org
- 30. ProSolo Siemens & al.« Preparing for the digital university » already cited www.prosolo.ca
- 31. Next: the digitaluniversity My space SI S Sport Library Tools LMS Tool s Activitie s EUNIS 2015 June 10-12 2015 Y.Epelboin A galaxy of related services with the user in the center All services as add-on of the personal social space
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- 33. Learning analytics My space SI S Sport Library Tools LMS Tool s Activitie s EUNIS 2015June 10-12 2015 Y.Epelboin Well coordinated services provide huge amounts of data about the students • Activity • Learning • … A well of information for a user-centric support
- 34. Learning analytics « Learninganalytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs » G. Siemens http://fr.slideshare.net/gsiemens/learning-analytics- educause (2011) EUNIS 2015 June 10-12 2015 Y.Epelboin
- 35. Learning analytics Highpotential impact to improve students success Definition of indicators still in progress Limitations Lack of valid data from many systems Privacy of data Definition of predictive indicators EUNIS 2015 June 10-12 2015 Y.Epelboin
- 36. Adaptive learning Adaptive learningis an educational method which uses computers as interactive teaching devices, and to orchestrate the allocation of human and mediated resources according to the unique needs of each learner. Computers adapt the presentation of educational material according to students' learning needs, as indicated by their responses to questions, tasks and experiences. Wikipedia EUNIS 2015 June 10-12 2015 Y.Epelboin
- 37. Adaptive learning Dreambox: http://www.dreambox.com white-papers/intelligent-adaptive-learn -an-essential-element-of-21st-century teaching-and-learning EUNIS2015 June 10-12 2015 Y.Epelboin More and more complex systems!
- 38. Driving students tosuccess Blended learning does not rise the rate of success: “Those who succeed succeed better” Adaptive learning allows to best adapt learning to the capacities and feelings of each person Learning analytics is the method to introduce individual mentoring at a time of mass education EUNIS 2015 June 10-12 2015 Y.Epelboin
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- 40. Conclusion An importantchallenge for the digital university in the coming years: True blended learning must be generalized Tools and services will be more and more user- centric The digital environment will be more and more complex EUNIS 2015 June 10-12 2015 Y.Epelboin Will the universities have the human and financial resources?
- 41. Yves.epelboin@impmc.upmc.fr LinkedIn: https://www.linkedin.com/in/yepelboin Twitter: @yepelboin Blogs:http://blog.educpros.fr/yves-epelboin/ (French) http://www.eunis.org/blog/category/erai-2/blogs/ (English)
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