SlideShare a Scribd company logo
MOOCs & Social Learning
Challenges and opportunities
Vitomir Kovanovic
School of Informatics
The University of Edinburgh
v.kovanovic@ed.ac.uk
ANC Workshop
2 June 2015
MOOCs: an overview
● Major hype in EdTech world since 2011
● Millions of $$$ raised
● 2012 “year of the MOOCs”
● Led by highly respected institutions
● Attracted interest of general public
○ “Tsunami in world of education”
○ “Disruptive change”
● Primarily content-focused
○ short video lectures
○ quizzes
2
MOOCs: early starts
● MOOCs were envisioned as a platform for connectivist learning
● First MOOC: 2008 Connectivism and Connective Knowledge (CCK08)
by G. Siemens & S. Downes
● Little resemblance with today’s “Coursera-style” MOOCs
○ Novel “post-industrialist” form of learning (Anderson & Dron, 2010)
○ Learning is about building connections (with content, people, and organizations)
○ Self-directed, no “formal” assessment, no certificates
○ Focus on building communities and starting up interesting conversations
○ Student interests define topics, instructors are there to support
○ Every week a new lecture on a particular topic
○ Students write blogs, research the domain, start conversation in their own social media space
■ focus on self-reflection and social interactions
○ Every week there is an aggregation email with links to all produced content
3
cMOOCs vs. xMOOCs
● Behaviorist MOOCs (xMOOCs) and Connectivist MOOCs (cMOOCs)
xMOOCs cMOOCs
Scalability of provision Massive Community and connections
Open access - Restricted license Open Open access & license
Individual learning in a single
platform
Online Networked learning across multiple
platforms and services
Acquire a curriculum of knowledge &
skills
Course Develop shared practices, knowledge and
understanding
Comparison of xMOOCs and cMOOCs by Yuan, Powell, & Olivier (2014)
4
cMOOCs vs. xMOOCs
5
MOOCs: Revolution or evolution?
Three generations of distance education pedagogies (Anderson & Dron, 2010):
Cognitive-Behaviorism -> Social Constructivism -> Connectivism
Modern educational psychology:
● Learners do not acquire knowledge, they construct knowledge
● Learners are agents making decisions about their own learning tactics and approaches
MOOCS are a current stage of progress in evolution of distance education
● MOOCs were envisioned as social-constructivism 2.0
● In some aspects, xMOOCs are even a step back in online learning
○ Step back to cognitive-behaviorist learning models
○ xMOOCs were a step back because of practical reasons
● We need to look what we already know from distance/online learning (Kovanović et al., 2015)
6
Trends & challenges
● How we can use MOOCS for improving face-to-face courses and traditional online courses?
○ Move toward digital learning: a blend of face-to-face learning, online learning and MOOCs
(Siemens, Gašević, & Dawson, 2015)
● How to make MOOC experience more social?
○ Dual models (c+xMOOCs) (Dawson, Joksimović, Kovanović, Gašević, & Siemens, 2015)
● How assessment should look like?
○ What it means to “complete” the course? How about not having courses at all?
● Media coverage is rapidly decreasing (Kovanović, Joksimović, Gašević, Siemens, & Hatala, 2014)
○ MOOCs are not new anymore
○ Topics with a growing interest:
■ government regulations
■ adoption in different parts of the world
■ use of data & analytics
7
Goal: More social MOOCs
● Goal to enable for an environment in which students are able to learn together at scale
○ Online discussions should be better
■ Currently work mostly as Q/A
■ More knowledge building in discussions
○ Currently, students are having solitary experiences in MOOCs at scale
● Build on the existing models of online learning
○ Community of Inquiry model (Garrison, Anderson, & Archer, 1999)
● Use Learning Analytics and Data Mining to achieve research goal
○ Discourse analysis and social network analysis
○ Build tools that can be used by instructors
○ Extend knowledge about social learning processes
8
Community of Inquiry (CoI) model
Social
presence
Cognitive
presence
Teaching
presence
Educational
experience
1. Affectivity
2. Interactivity
3. Group cohesion
1. Triggering event: Problem
identification, sense of
puzzlement
2. Exploration: Brainstorming,
Idea exploration, divergence
3. Integration: Synthesis of
relevant information
4. Resolution: Problem resolution,
testing application
1. Design & Organization
2. Direct instruction
3. Facilitation
Garrison, Anderson, and Archer (1999) 9
CoI instruments
Quantitative coding schemes for each of the presences:
● Labour-intensive manual coding
● Requires experienced coders
34 likert items survey instrument
● 13 Teaching presence
● 9 Social presence
● 12 Cognitive presence
10
MOOCs: Challenges
CoI (and other social-constructivist) models require a strong teacher’s presence
-> up to 30-40 student cohorts (Anderson & Dron, 2010)
MOOCs?
● In short, just too many students for strong teaching presence during course
11
How different is MOOC context?
● We evaluated CoI survey
instrument
● EFA of existing CoI survey
instrument using data from 5
MOOCs
● Course design & organization
are of particular importance
● Less affective communication
● Less resolution
Resolution &
application
Affectivity
Course design
& organization
12
How different is MOOC context?
● SEM model of relationships between
presences
● Main findings:
○ Strong direct effect of teaching
presence on cognitive presence
○ Social presence acts as a mediator
between teaching and cognitive
presences
13
How different is MOOC context?
● SEM model of relationships between
presences
● Still in progress
○ Moderately good fit (RMSEA = 0.09)
○ Stronger direct effect of teaching on
cognitive presence
○ Lesser mediating effect of social
presence
14
CoI content analysis
● Besides survey, CoI coding scheme for each of the presences
● For each of the presences, quantitative coding scheme
● Message unit of analysis
15
CoI content analysis
16
Challenges of content analysis
● Very labor intensive
● Crude coding scheme
● Requires experienced coders
● Can’t be used for real-time monitoring
● Not explaining reasons behind observed levels of presences
● Used for analysis of learning long after courses are over
17
Research approach
● Use text analytics to address these problems.
● Develop automated content analysis system for message coding.
● Provide better operationalization of the CoI coding instrument.
18
Dataset
● Six offerings of graduate level course in
software engineering.
● Total of 1747 messages, 81 students.
● Manually coded by two coders (agreement =
98.1%, Cohen’s κ = 0.974).
● Currently coding E-learning and Digital
Cultures UoE MOOC
ID Phase No. Messages (%)
0 Other 140 (8.01%)
1 Triggering Event 308 (17.63%)
2 Exploration 684 (39.17%)
3 Integration 508 (29.08%)
4 Resolution 107 (6.12%)
All phases 1747 (100%)
19
Methodology
● SVM classifier with RBF kernel.
● Parameter tuning & accuracy evaluated using nested 5-fold cross-validation.
● Extracted features:
○ N-grams
○ Part-of-Speech N-grams
○ Back-Off N-grams
○ Dependency Triplets
○ Back-Off Dependency Triplets
○ Named Entities
○ Thread Position Features
○ LSA Features
○ LIWC Features
20
Results
● We achieved Cohen’s κ of 0.42 for our classification problem
● Better than the existing Neural Network system (Cohen’s κ=0.31)
● Unigram baseline model achieved Cohen’s κ of 0.33
21
(Kovanović, Joksimović, Gašević, & Hatala, 2014)
Challenges
● Disproportionate class sizes
● Effect of the code-up rule for coding
● Context is not taken into the account
● No explanatory value
Code-up coding rule
22
In progress
• Discussions (and
students’ learning)
progresses from triggering
to resolutions.
• Content of a message
depends on the content of
the previous messages.
• Content of a message
depends on the learning
progress of a given
student.
23
Summary
● Social-constructivist pedagogies do not work well in MOOC context
○ xMOOCs: focus on content-delivery
○ cMOOCs: focus on connecting, reflecting in a self-directed way
● MOOCs
○ put more emphasis on course organization and design
○ building community a challenge
○ focus more on remembering than on understanding and evaluating
○ need for a more social experience in MOOCs
● Community of Inquiry model
○ Widely used, hard to adopt
○ Automated coding of messages:
● An overview of student progress in development of cognitive presence
● Support instructional interventions
● Further understanding of CoI model, particularly in MOOC context
● More detailed operationalization of CoI coding scheme
24
25
Thank you
References
Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in
Open and Distance Learning, 12(3), 80–97.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in
Higher Education. The Internet and Higher Education, 2(2–3), 87–105.
Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2014). What public media reveals about MOOCs?
British Journal of Educational Technology 43(3), 510-527.
Dawson, S., Joksimović, S., Kovanović, V., Gašević, D., & Siemens, G. (2015). Recognising learner autonomy: Lessons and
reflections from a joint x/c MOOC. In Proceedings of 2015 HERDSA conference. Melbourne, AU.
Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of
distance, blended, and online learning. Athabasca University. Retrieved from http://linkresearchlab.
org/PreparingDigitalUniversity.pdf
Kovanović, V., Joksimović, S., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015). The history and state of distance
education. Athabasca University.
Kovanović, V., Joksimović, S., Gašević, D., & Hatala, M. (2014). Automated Content Analysis of Online Discussion Transcripts.
In Proceedings of the Workshops at the LAK 2014 Conference co-located with 4th International Conference on Learning
Analytics and Knowledge (LAK 2014). Indianapolis, IN. Retrieved from http://ceur-ws.org/Vol-1137/
Yuan, L., Powell, S., & Olivier, B. (2014). Beyond MOOCs: Sustainable Online Learning in Institutions. CETIS: Centre for
Educational Technology, Interoperability and Standards.
26

More Related Content

What's hot

Topic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 TutorialTopic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 Tutorial
Vitomir Kovanovic
 
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Vitomir Kovanovic
 
MOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveMOOCs in the news- A European perspective
MOOCs in the news- A European perspective
Vitomir Kovanovic
 
Penetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimationPenetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimation
Vitomir Kovanovic
 
Analysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling forAnalysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling for
Jigar Mehta
 
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
 EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
EUmoocs
 
How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?
Sarah Lambert
 
MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?
Inge de Waard
 
Critical issues in contemporary open education research
 Critical issues in contemporary open education research Critical issues in contemporary open education research
Critical issues in contemporary open education research
Robert Farrow
 
Developing a collaborative learning design framework for open cross-instituti...
Developing a collaborative learning design framework for open cross-instituti...Developing a collaborative learning design framework for open cross-instituti...
Developing a collaborative learning design framework for open cross-instituti...
Chrissi Nerantzi
 
MOOC Tales and Trends
MOOC Tales and TrendsMOOC Tales and Trends
MOOC Tales and Trends
Mairéad Nic Giolla Mhichíl
 
Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...
IL Group (CILIP Information Literacy Group)
 
A ticket for a cross-boundary higher education system. Just a dream? PhD study
A ticket for a cross-boundary higher education system. Just a dream? PhD studyA ticket for a cross-boundary higher education system. Just a dream? PhD study
A ticket for a cross-boundary higher education system. Just a dream? PhD study
Chrissi Nerantzi
 
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Kovanović et al.   2017 - developing a mooc experimentation platform: insight...Kovanović et al.   2017 - developing a mooc experimentation platform: insight...
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Vitomir Kovanovic
 
Designing sustainable governance for open education in healthcare: an ecosyst...
Designing sustainable governance for open education in healthcare: an ecosyst...Designing sustainable governance for open education in healthcare: an ecosyst...
Designing sustainable governance for open education in healthcare: an ecosyst...
Global OER Graduate Network
 
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Maha Al-Freih
 
An analysis of teachers’ comments about digital textbook
An analysis of teachers’ comments about digital textbookAn analysis of teachers’ comments about digital textbook
An analysis of teachers’ comments about digital textbook
Kyubok Cho
 
«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»
eMadrid network
 
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...
eMadrid network
 
Eurocall 2014 titova
Eurocall 2014 titovaEurocall 2014 titova
Eurocall 2014 titova
Moscow State University
 

What's hot (20)

Topic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 TutorialTopic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 Tutorial
 
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
Towards Automated Classification of Discussion Transcripts: A Cognitive Prese...
 
MOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveMOOCs in the news- A European perspective
MOOCs in the news- A European perspective
 
Penetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimationPenetrating the black box of time-on-task estimation
Penetrating the black box of time-on-task estimation
 
Analysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling forAnalysis of Metadata and Topic Modeling for
Analysis of Metadata and Topic Modeling for
 
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
 EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
EMMA Summer School - Maria Perifanou - Language Massive Open Online Courses
 
How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?How inclusive is the "Openness" of Open Education?
How inclusive is the "Openness" of Open Education?
 
MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?MOOCs and personal learning: reality or myth?
MOOCs and personal learning: reality or myth?
 
Critical issues in contemporary open education research
 Critical issues in contemporary open education research Critical issues in contemporary open education research
Critical issues in contemporary open education research
 
Developing a collaborative learning design framework for open cross-instituti...
Developing a collaborative learning design framework for open cross-instituti...Developing a collaborative learning design framework for open cross-instituti...
Developing a collaborative learning design framework for open cross-instituti...
 
MOOC Tales and Trends
MOOC Tales and TrendsMOOC Tales and Trends
MOOC Tales and Trends
 
Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...Bark & Martin - Essential information skills for researchers: a collaborative...
Bark & Martin - Essential information skills for researchers: a collaborative...
 
A ticket for a cross-boundary higher education system. Just a dream? PhD study
A ticket for a cross-boundary higher education system. Just a dream? PhD studyA ticket for a cross-boundary higher education system. Just a dream? PhD study
A ticket for a cross-boundary higher education system. Just a dream? PhD study
 
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
Kovanović et al.   2017 - developing a mooc experimentation platform: insight...Kovanović et al.   2017 - developing a mooc experimentation platform: insight...
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...
 
Designing sustainable governance for open education in healthcare: an ecosyst...
Designing sustainable governance for open education in healthcare: an ecosyst...Designing sustainable governance for open education in healthcare: an ecosyst...
Designing sustainable governance for open education in healthcare: an ecosyst...
 
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
Increasing Learners' Retention and Persistence in MOOCs: Design-Based Researc...
 
An analysis of teachers’ comments about digital textbook
An analysis of teachers’ comments about digital textbookAn analysis of teachers’ comments about digital textbook
An analysis of teachers’ comments about digital textbook
 
«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»
 
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...
 
Eurocall 2014 titova
Eurocall 2014 titovaEurocall 2014 titova
Eurocall 2014 titova
 

Similar to MOOCs & Social Learning: Challenges and opportunities

CUR532 Facilitator Training Program.pptx
CUR532 Facilitator Training Program.pptxCUR532 Facilitator Training Program.pptx
CUR532 Facilitator Training Program.pptx
ErinCrawfordAndrade
 
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
eMadrid network
 
Integrating MOOCs in Traditional Higher Education- eMOOCs15
Integrating MOOCs in Traditional Higher Education-  eMOOCs15Integrating MOOCs in Traditional Higher Education-  eMOOCs15
Integrating MOOCs in Traditional Higher Education- eMOOCs15
Diana Andone
 
Mad about MOOCs
Mad about MOOCsMad about MOOCs
Critical Thinking in Information Literacy: what teachers can do in digital era?
Critical Thinking in Information Literacy: what teachers can do in digital era?Critical Thinking in Information Literacy: what teachers can do in digital era?
Critical Thinking in Information Literacy: what teachers can do in digital era?
CRITHINKEDU - Critical Thinking Across the European Higher Education Curricula
 
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...
eMadrid network
 
mooc
moocmooc
TLC Presentation
TLC PresentationTLC Presentation
TLC Presentation
Belinda Jin
 
MOOC presentation
MOOC presentationMOOC presentation
MOOC presentation
university of johannesburg
 
MOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledgeMOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledge
The Open Education Consortium
 
Supporting educators as designers of complex blended learning scenarios: visu...
Supporting educators as designers of complex blended learning scenarios: visu...Supporting educators as designers of complex blended learning scenarios: visu...
Supporting educators as designers of complex blended learning scenarios: visu...
Laia Albó
 
The MOOC that moos
The MOOC that moosThe MOOC that moos
The MOOC that moos
Jingjing Lin
 
A redefinition of the teacher and student roles in Language MOOCs
A redefinition of the teacher and student roles in Language MOOCsA redefinition of the teacher and student roles in Language MOOCs
A redefinition of the teacher and student roles in Language MOOCs
Elena Martín Monje
 
Multmediapresentationgoodnight 130817191838-phpapp01
Multmediapresentationgoodnight 130817191838-phpapp01Multmediapresentationgoodnight 130817191838-phpapp01
Multmediapresentationgoodnight 130817191838-phpapp01
Siphelele
 
Multmedia presentation goodnight
Multmedia presentation goodnightMultmedia presentation goodnight
Multmedia presentation goodnight
Lyn Goodnight
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analytics
Rebecca Ferguson
 
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EUmoocs
 
Tcc keynote Hawaii april 2013
Tcc keynote Hawaii april 2013Tcc keynote Hawaii april 2013
Tcc keynote Hawaii april 2013
Terry Anderson
 
RIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogy
RIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogyRIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogy
RIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogy
Centre for Distance Education
 
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...
eMadrid network
 

Similar to MOOCs & Social Learning: Challenges and opportunities (20)

CUR532 Facilitator Training Program.pptx
CUR532 Facilitator Training Program.pptxCUR532 Facilitator Training Program.pptx
CUR532 Facilitator Training Program.pptx
 
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
2015 03 19 (EDUCON2015) eMadrid UAM Towards MOOCs scenaries based on Collabor...
 
Integrating MOOCs in Traditional Higher Education- eMOOCs15
Integrating MOOCs in Traditional Higher Education-  eMOOCs15Integrating MOOCs in Traditional Higher Education-  eMOOCs15
Integrating MOOCs in Traditional Higher Education- eMOOCs15
 
Mad about MOOCs
Mad about MOOCsMad about MOOCs
Mad about MOOCs
 
Critical Thinking in Information Literacy: what teachers can do in digital era?
Critical Thinking in Information Literacy: what teachers can do in digital era?Critical Thinking in Information Literacy: what teachers can do in digital era?
Critical Thinking in Information Literacy: what teachers can do in digital era?
 
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...
 
mooc
moocmooc
mooc
 
TLC Presentation
TLC PresentationTLC Presentation
TLC Presentation
 
MOOC presentation
MOOC presentationMOOC presentation
MOOC presentation
 
MOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledgeMOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledge
 
Supporting educators as designers of complex blended learning scenarios: visu...
Supporting educators as designers of complex blended learning scenarios: visu...Supporting educators as designers of complex blended learning scenarios: visu...
Supporting educators as designers of complex blended learning scenarios: visu...
 
The MOOC that moos
The MOOC that moosThe MOOC that moos
The MOOC that moos
 
A redefinition of the teacher and student roles in Language MOOCs
A redefinition of the teacher and student roles in Language MOOCsA redefinition of the teacher and student roles in Language MOOCs
A redefinition of the teacher and student roles in Language MOOCs
 
Multmediapresentationgoodnight 130817191838-phpapp01
Multmediapresentationgoodnight 130817191838-phpapp01Multmediapresentationgoodnight 130817191838-phpapp01
Multmediapresentationgoodnight 130817191838-phpapp01
 
Multmedia presentation goodnight
Multmedia presentation goodnightMultmedia presentation goodnight
Multmedia presentation goodnight
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analytics
 
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
 
Tcc keynote Hawaii april 2013
Tcc keynote Hawaii april 2013Tcc keynote Hawaii april 2013
Tcc keynote Hawaii april 2013
 
RIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogy
RIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogyRIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogy
RIDE 2010 presentation: Virtual Classrooms - use cases and their pedagogy
 
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid. ...
 

More from Vitomir Kovanovic

Introduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and ManagersIntroduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and Managers
Vitomir Kovanovic
 
Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...
Vitomir Kovanovic
 
Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...
Vitomir Kovanovic
 
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Vitomir Kovanovic
 
Validating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analyticsValidating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analytics
Vitomir Kovanovic
 
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Vitomir Kovanovic
 
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Vitomir Kovanovic
 
Unsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics ResearchersUnsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics Researchers
Vitomir Kovanovic
 
Introduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics ResearchersIntroduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics Researchers
Vitomir Kovanovic
 
A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...
Vitomir Kovanovic
 
Introduction to Learning Analytics
Introduction to Learning AnalyticsIntroduction to Learning Analytics
Introduction to Learning Analytics
Vitomir Kovanovic
 
Introduction to Epistemic Network Analysis
Introduction to Epistemic Network AnalysisIntroduction to Epistemic Network Analysis
Introduction to Epistemic Network Analysis
Vitomir Kovanovic
 
Understand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analyticsUnderstand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analytics
Vitomir Kovanovic
 
Assessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methodsAssessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methods
Vitomir Kovanovic
 
Learning Analytics for Communities of Inquiry
Learning Analytics for Communities of InquiryLearning Analytics for Communities of Inquiry
Learning Analytics for Communities of Inquiry
Vitomir Kovanovic
 
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
Vitomir Kovanovic
 

More from Vitomir Kovanovic (16)

Introduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and ManagersIntroduction to Learning Analytics for High School Teachers and Managers
Introduction to Learning Analytics for High School Teachers and Managers
 
Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...Extending video interactions to support self-regulated learning in an online ...
Extending video interactions to support self-regulated learning in an online ...
 
Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...Analysing social presence in online discussions through network and text anal...
Analysing social presence in online discussions through network and text anal...
 
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
Automated Analysis of Cognitive Presence in Online Discussions Written in Por...
 
Validating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analyticsValidating a theorized model of engagement in learning analytics
Validating a theorized model of engagement in learning analytics
 
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
Examining the Value of Learning Analytics for Supporting Work-integrated Lear...
 
Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...Developing Self-regulated Learning in High-school Students: The Role of Learn...
Developing Self-regulated Learning in High-school Students: The Role of Learn...
 
Unsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics ResearchersUnsupervised Learning for Learning Analytics Researchers
Unsupervised Learning for Learning Analytics Researchers
 
Introduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics ResearchersIntroduction to R for Learning Analytics Researchers
Introduction to R for Learning Analytics Researchers
 
A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...A novel model of cognitive presence assessment using automated learning analy...
A novel model of cognitive presence assessment using automated learning analy...
 
Introduction to Learning Analytics
Introduction to Learning AnalyticsIntroduction to Learning Analytics
Introduction to Learning Analytics
 
Introduction to Epistemic Network Analysis
Introduction to Epistemic Network AnalysisIntroduction to Epistemic Network Analysis
Introduction to Epistemic Network Analysis
 
Understand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analyticsUnderstand students’ self-reflections through learning analytics
Understand students’ self-reflections through learning analytics
 
Assessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methodsAssessing cognitive presence using automated learning analytics methods
Assessing cognitive presence using automated learning analytics methods
 
Learning Analytics for Communities of Inquiry
Learning Analytics for Communities of InquiryLearning Analytics for Communities of Inquiry
Learning Analytics for Communities of Inquiry
 
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
A Novel Model of Cognitive Presence Assessment Using Automated Learning Analy...
 

Recently uploaded

RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Himanshu Rai
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
MysoreMuleSoftMeetup
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Denish Jangid
 
math operations ued in python and all used
math operations ued in python and all usedmath operations ued in python and all used
math operations ued in python and all used
ssuser13ffe4
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
iammrhaywood
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
سمير بسيوني
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
S. Raj Kumar
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
nitinpv4ai
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
mulvey2
 
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxBeyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
EduSkills OECD
 
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
National Information Standards Organization (NISO)
 
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
PsychoTech Services
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Fajar Baskoro
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
deepaannamalai16
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
Jyoti Chand
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
GeorgeMilliken2
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
deepaannamalai16
 
Nutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour TrainingNutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour Training
melliereed
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
TechSoup
 

Recently uploaded (20)

RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
 
math operations ued in python and all used
math operations ued in python and all usedmath operations ued in python and all used
math operations ued in python and all used
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
 
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxBeyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
 
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
 
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
 
Nutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour TrainingNutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour Training
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
 

MOOCs & Social Learning: Challenges and opportunities

  • 1. MOOCs & Social Learning Challenges and opportunities Vitomir Kovanovic School of Informatics The University of Edinburgh v.kovanovic@ed.ac.uk ANC Workshop 2 June 2015
  • 2. MOOCs: an overview ● Major hype in EdTech world since 2011 ● Millions of $$$ raised ● 2012 “year of the MOOCs” ● Led by highly respected institutions ● Attracted interest of general public ○ “Tsunami in world of education” ○ “Disruptive change” ● Primarily content-focused ○ short video lectures ○ quizzes 2
  • 3. MOOCs: early starts ● MOOCs were envisioned as a platform for connectivist learning ● First MOOC: 2008 Connectivism and Connective Knowledge (CCK08) by G. Siemens & S. Downes ● Little resemblance with today’s “Coursera-style” MOOCs ○ Novel “post-industrialist” form of learning (Anderson & Dron, 2010) ○ Learning is about building connections (with content, people, and organizations) ○ Self-directed, no “formal” assessment, no certificates ○ Focus on building communities and starting up interesting conversations ○ Student interests define topics, instructors are there to support ○ Every week a new lecture on a particular topic ○ Students write blogs, research the domain, start conversation in their own social media space ■ focus on self-reflection and social interactions ○ Every week there is an aggregation email with links to all produced content 3
  • 4. cMOOCs vs. xMOOCs ● Behaviorist MOOCs (xMOOCs) and Connectivist MOOCs (cMOOCs) xMOOCs cMOOCs Scalability of provision Massive Community and connections Open access - Restricted license Open Open access & license Individual learning in a single platform Online Networked learning across multiple platforms and services Acquire a curriculum of knowledge & skills Course Develop shared practices, knowledge and understanding Comparison of xMOOCs and cMOOCs by Yuan, Powell, & Olivier (2014) 4
  • 6. MOOCs: Revolution or evolution? Three generations of distance education pedagogies (Anderson & Dron, 2010): Cognitive-Behaviorism -> Social Constructivism -> Connectivism Modern educational psychology: ● Learners do not acquire knowledge, they construct knowledge ● Learners are agents making decisions about their own learning tactics and approaches MOOCS are a current stage of progress in evolution of distance education ● MOOCs were envisioned as social-constructivism 2.0 ● In some aspects, xMOOCs are even a step back in online learning ○ Step back to cognitive-behaviorist learning models ○ xMOOCs were a step back because of practical reasons ● We need to look what we already know from distance/online learning (Kovanović et al., 2015) 6
  • 7. Trends & challenges ● How we can use MOOCS for improving face-to-face courses and traditional online courses? ○ Move toward digital learning: a blend of face-to-face learning, online learning and MOOCs (Siemens, Gašević, & Dawson, 2015) ● How to make MOOC experience more social? ○ Dual models (c+xMOOCs) (Dawson, Joksimović, Kovanović, Gašević, & Siemens, 2015) ● How assessment should look like? ○ What it means to “complete” the course? How about not having courses at all? ● Media coverage is rapidly decreasing (Kovanović, Joksimović, Gašević, Siemens, & Hatala, 2014) ○ MOOCs are not new anymore ○ Topics with a growing interest: ■ government regulations ■ adoption in different parts of the world ■ use of data & analytics 7
  • 8. Goal: More social MOOCs ● Goal to enable for an environment in which students are able to learn together at scale ○ Online discussions should be better ■ Currently work mostly as Q/A ■ More knowledge building in discussions ○ Currently, students are having solitary experiences in MOOCs at scale ● Build on the existing models of online learning ○ Community of Inquiry model (Garrison, Anderson, & Archer, 1999) ● Use Learning Analytics and Data Mining to achieve research goal ○ Discourse analysis and social network analysis ○ Build tools that can be used by instructors ○ Extend knowledge about social learning processes 8
  • 9. Community of Inquiry (CoI) model Social presence Cognitive presence Teaching presence Educational experience 1. Affectivity 2. Interactivity 3. Group cohesion 1. Triggering event: Problem identification, sense of puzzlement 2. Exploration: Brainstorming, Idea exploration, divergence 3. Integration: Synthesis of relevant information 4. Resolution: Problem resolution, testing application 1. Design & Organization 2. Direct instruction 3. Facilitation Garrison, Anderson, and Archer (1999) 9
  • 10. CoI instruments Quantitative coding schemes for each of the presences: ● Labour-intensive manual coding ● Requires experienced coders 34 likert items survey instrument ● 13 Teaching presence ● 9 Social presence ● 12 Cognitive presence 10
  • 11. MOOCs: Challenges CoI (and other social-constructivist) models require a strong teacher’s presence -> up to 30-40 student cohorts (Anderson & Dron, 2010) MOOCs? ● In short, just too many students for strong teaching presence during course 11
  • 12. How different is MOOC context? ● We evaluated CoI survey instrument ● EFA of existing CoI survey instrument using data from 5 MOOCs ● Course design & organization are of particular importance ● Less affective communication ● Less resolution Resolution & application Affectivity Course design & organization 12
  • 13. How different is MOOC context? ● SEM model of relationships between presences ● Main findings: ○ Strong direct effect of teaching presence on cognitive presence ○ Social presence acts as a mediator between teaching and cognitive presences 13
  • 14. How different is MOOC context? ● SEM model of relationships between presences ● Still in progress ○ Moderately good fit (RMSEA = 0.09) ○ Stronger direct effect of teaching on cognitive presence ○ Lesser mediating effect of social presence 14
  • 15. CoI content analysis ● Besides survey, CoI coding scheme for each of the presences ● For each of the presences, quantitative coding scheme ● Message unit of analysis 15
  • 17. Challenges of content analysis ● Very labor intensive ● Crude coding scheme ● Requires experienced coders ● Can’t be used for real-time monitoring ● Not explaining reasons behind observed levels of presences ● Used for analysis of learning long after courses are over 17
  • 18. Research approach ● Use text analytics to address these problems. ● Develop automated content analysis system for message coding. ● Provide better operationalization of the CoI coding instrument. 18
  • 19. Dataset ● Six offerings of graduate level course in software engineering. ● Total of 1747 messages, 81 students. ● Manually coded by two coders (agreement = 98.1%, Cohen’s κ = 0.974). ● Currently coding E-learning and Digital Cultures UoE MOOC ID Phase No. Messages (%) 0 Other 140 (8.01%) 1 Triggering Event 308 (17.63%) 2 Exploration 684 (39.17%) 3 Integration 508 (29.08%) 4 Resolution 107 (6.12%) All phases 1747 (100%) 19
  • 20. Methodology ● SVM classifier with RBF kernel. ● Parameter tuning & accuracy evaluated using nested 5-fold cross-validation. ● Extracted features: ○ N-grams ○ Part-of-Speech N-grams ○ Back-Off N-grams ○ Dependency Triplets ○ Back-Off Dependency Triplets ○ Named Entities ○ Thread Position Features ○ LSA Features ○ LIWC Features 20
  • 21. Results ● We achieved Cohen’s κ of 0.42 for our classification problem ● Better than the existing Neural Network system (Cohen’s κ=0.31) ● Unigram baseline model achieved Cohen’s κ of 0.33 21 (Kovanović, Joksimović, Gašević, & Hatala, 2014)
  • 22. Challenges ● Disproportionate class sizes ● Effect of the code-up rule for coding ● Context is not taken into the account ● No explanatory value Code-up coding rule 22
  • 23. In progress • Discussions (and students’ learning) progresses from triggering to resolutions. • Content of a message depends on the content of the previous messages. • Content of a message depends on the learning progress of a given student. 23
  • 24. Summary ● Social-constructivist pedagogies do not work well in MOOC context ○ xMOOCs: focus on content-delivery ○ cMOOCs: focus on connecting, reflecting in a self-directed way ● MOOCs ○ put more emphasis on course organization and design ○ building community a challenge ○ focus more on remembering than on understanding and evaluating ○ need for a more social experience in MOOCs ● Community of Inquiry model ○ Widely used, hard to adopt ○ Automated coding of messages: ● An overview of student progress in development of cognitive presence ● Support instructional interventions ● Further understanding of CoI model, particularly in MOOC context ● More detailed operationalization of CoI coding scheme 24
  • 26. References Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105. Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2014). What public media reveals about MOOCs? British Journal of Educational Technology 43(3), 510-527. Dawson, S., Joksimović, S., Kovanović, V., Gašević, D., & Siemens, G. (2015). Recognising learner autonomy: Lessons and reflections from a joint x/c MOOC. In Proceedings of 2015 HERDSA conference. Melbourne, AU. Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Athabasca University. Retrieved from http://linkresearchlab. org/PreparingDigitalUniversity.pdf Kovanović, V., Joksimović, S., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015). The history and state of distance education. Athabasca University. Kovanović, V., Joksimović, S., Gašević, D., & Hatala, M. (2014). Automated Content Analysis of Online Discussion Transcripts. In Proceedings of the Workshops at the LAK 2014 Conference co-located with 4th International Conference on Learning Analytics and Knowledge (LAK 2014). Indianapolis, IN. Retrieved from http://ceur-ws.org/Vol-1137/ Yuan, L., Powell, S., & Olivier, B. (2014). Beyond MOOCs: Sustainable Online Learning in Institutions. CETIS: Centre for Educational Technology, Interoperability and Standards. 26