Messy realities: Investigating learners' experiences in MOOCs
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George Veletsianos and Amy Collier discuss the need for rich methodological and theoretical explorations of learning in MOOCs. Presented at ELI 2014, New Orleans
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This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
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Module outline cl mac 2015
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
Module outline cl mac 2015
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
Module outline cl mac 2015 (1)
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Module outline cl mac 2015
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
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Module outline cl mac 2015
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This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
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Module outline cl mac 2015
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This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
Module outline cl mac 2015
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
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Locks on our bridges: Critical and generative lenses for open education
The document discusses issues with conceptualizing openness in education. It argues that openness is often presented as politically neutral when it is not, and can gloss over issues of inequality, power dynamics, and justice. True openness requires addressing these issues and questioning what forms of selectivity and closure are justified. It notes definitional problems with openness and issues that arise from portraying open and closed as binaries. An overemphasis on access to content can homogenize learners and contexts. Open education needs to better address power and inclusion. The document advocates understanding education through complexity theory and embracing uncertainty, distinctiveness, diversity, emergence, and what lies at the boundaries.
Reclaiming impact: Not-yetness as a lens for resisting de-complexification
Educational technologies are increasingly playing a role in the steady march of education towards compliance and sinister simplicity. The push toward rigid accountability, sometimes expressed in calls for “impact,” has placed educational technology in a strategic role to monitor, track, and report on measurements against standards and to increase productivity relative to those standards. But what gets lost when we push to simplify for the sake of impact? What is at stake when we hand over the “beautiful risk of education” to technology companies and tools with views of impact that devalue the richness of the educational relationship? In this talk, Dr. Amy Collier will offer “not-yetness” as a lens for returning to complexity in impact.
For whom, for what not-yetness and challenging the “stuff” of open education
Presentation for #opened15
Please contribute questions about not-yetness in open education on this Google doc: https://docs.google.com/document/d/1J2qOvLf5aiWa6a5JEVvX77Vyz4lmfYssn0ceEzIAvz4/edit?usp=sharing
The good, the bad, and the unbundled
The document discusses the unbundling and rebundling of higher education due to disruptions from online courses and technology. It notes that unbundling of content delivery, social networks, accreditation, testing, and research from universities is occurring but that rebundling of these elements into new models will reshape power structures. Specifically, it suggests rebundling may move control from universities to integrated online networks. Impacts on teachers and learners are still emerging but the diversity of faculty talent should be embraced in new models.
You Can't Stop the Signal Mal
This document discusses MOOCs and online education models. It provides statistics showing the subject breakdown of students in MOOCs, including 45% in programming and 6% each in business, humanities and social science. The document raises questions about student engagement and retention in MOOCs, and explores supplemental models where MOOCs are used to support traditional classroom courses, including examples from the University of Puerto Rico and UC Davis. It emphasizes that an educator's love and engagement are important aspects of successful online education.
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MOOC Primer
This document discusses MOOCs and different types of course designs. It notes that MOOCs, or Massive Open Online Courses, come in two main varieties - cMOOCs which emphasize community and connections, and xMOOCs which focus more on traditional learning through video lectures and automated grading. The document also presents some alternative course design models that allow for more flexible outcomes and paths depending on students' individual goals.
A Radically Flexible Classroom
4 possible configurations of the Radically Flexible Classroom. This design was selected as the first Texas Wesleyan classroom.NEXT, as part of an initiative launched by the Center for Excellence in Teaching & Learning. The design was created by Dr. Betsy Alexander and her team of 5 students.
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Messy realities: Investigating learners' experiences in MOOCs
- 1. Messy realities Investigating learners’ experiences In MOOCs @veletsianos @amcollier “Explosion of Paint” image from MarkChadwickArt CC BY NC-‐ND 2.0
- 4. The new “data science” of learning - Majority of learning research in moocs is survey-based, focused on learner behavior - “big data” is generating new insights, but researchers may be Excluding important paradigms & methods
- 5. Why qualitative research for moocs? - Different methodologies yield richer Understandings Micro (Ota, 2013) “(I was) left with a partial sense of accomplishment and feelings of hollowness and incompleteness” Macro (Kizilcec, piech, & Schneider, 2013) students are auditing, completing, disengaging, and sampling
- 6. Study 1: post-course surveys in 2 moocs @amcollier Study 2: learners’ narratives in moocs @veletsianos “Explosion of Paint” image from MarkChadwickArt CC BY NC-‐ND 2.0
- 7. Extremely Good 158 Very Good 234 Mostly Good Neutral CS course 69 12 Mostly Bad 1 Very Bad 3 Extremely Bad 0 Extremely Good 959 Very Good 1731 Mostly Good 530 Neutral Health Science course 92 Mostly Bad 23 Very Bad 11 Extremely Bad 6
- 9. Health Science course Applies to me Does not apply to me Total I expect to perform beSer at my work as a result of this course 3,156 172 3,328 I plan on menUoning my parUcipaUon in the course to my employers 2,470 851 3,321 I plan on menUoning my parUcipaUon in the course to current or future educaUonal insUtuUons 2,382 939 3,321 My problem-‐solving skills have improved as a result of this course 2,403 916 3,319 Taking this course made me feel more confident about learning new things 2,809 519 3,328 This course was valuable to my academic career 2,881 442 3,323
- 10. resources used Wikipedia (CS) Textbooks & articles (HS & CS) Other websites OTHER OER & MOOCs Colleagues (HS)
- 11. Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Retrieved on Sept 29, 2013 from hSp://learnerexperiences.hybridpedagogy.com.
- 12. Results from both studies Learners Identified a need for improved Instructional design - improvements to materials & assessments - Unclear expectations - Long & Monotonous lecture videos
- 13. Results from both studies Learners valued flexible learning design and denounced rigidity - However, some learners Appreciated some formal structures
- 14. Results from both studies Re: Interactions in the course, Learners: - Wanted more instructor presence, appreciated instructor responsiveness - Valued instructor expertise - Were frustrated by peer-peer interactions
- 15. Results from both studies Mixed overall responses from learners - Expressed enthusiasm & gratitude - Questioned instructor, institutional, & MoOc Provider commitment
- 16. Current study: Learners’ lived experiences in MOocs @amcollier @veletsianos “Explosion of Paint” image from MarkChadwickArt CC BY NC-‐ND 2.0
- 17. Methods 20 in-depth interviews with mooc learners Via skype Interviews transcribed, thematic analysis Coder check-in after 5 interviews
- 18. Discussion “Explosion of Paint” image from MarkChadwickArt CC BY NC-‐ND 2.0
- 19. questions What’s possible if educational & social researchers collaborate with computer scientists? What should we be asking about the learner experience? What designs/methodologies should we be implementing?