Mm5 ossiannilsson2014
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My presentation at tne MM5 Conf 20th October 2014 The full presentation can be viewed here it is recorded http://www.wiziq.com/online-class/2119653-mm5-online-learning-and-learning-analytics
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Mm5 ossiannilsson2014
- 2. MM5: Online Learning and Learning Analytics Ebba Ossiannilsson, PhD Lund University, SE Luleå Technical University, SE Dalarna University, SE Mid Sweden University, SE SVERD ITHU OERSweden NordicOER, Boldic, LangOER Evaluator SEQUENT Research Leader ICDE Quality Standard Study 2014
- 3. Ebba Ossiannilsson, PhD Lund University, SE
- 4. Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson 2014 Rhizome
- 5. “The number of higher education students in the world is expected to quadruple, from around 100 million in 2000 to 400 million in 2030” Foto: Ulrike Reinhard Learning Stations in Khajuraho, Rural India CHALS2014 Willem van Valkenburg
- 6. To accommodate them we need to build 9.615 universities in 30 years That is 3 universities For 30.000 students per week CHALS2014 Willem van Valkenburg
- 7. 2. “Students expect to choose what they learn, how they learn and when they learn” Image CC BY Phillie Casablanca CHALS2014 Willem van Valkenburg
- 8. “Open and online education allows people from around the world access to the top education of TU Delft. It enables everybody who wants to develop themselves and accommodates the increasing number of students seeking higher education. TU Delft is dedicated to deliver world class education to everyone.” Drs. Anka Mulder. Vice President Education TU Delft CHALS2014 Willem van Valkenburg
- 9. Yet, this is how we teach Image: CC BY Martijn Ouwehand CHALS2014 Willem van Valkenburg
- 11. …time that we accept this challenge and recreate our institutions for service in a networked, lifelong learning context …quality procedures for improvement aim at enhancing future performance rather than judging past performance ….growing disruption of higher education’s traditional business models, there is a steady move towards ‘openness’ that is driving innovation and has the potential to create a new paradigm in HE ..biggest challenge in innovation is envisioning a new paradigm and abandoning the old constructs
- 12. MOOC (Downes 2013) Massive Open Online Course Ossiannilsson 2014
- 13. Basic ingredients of a MOOC Learning Unit 1 Learning Unit 2 Learning Unit 3 Learning Unit 4 Learning Unit 5 Learning Unit 6 Up to 10 weeks MOOC is divided into weeks. From 3 to 10 weeks Learning Unit 4 to 12 hours study time Clear learning goals, end-of unit assessment Learning Block 1 Learning Block 2 Learning Block 3 Each with a couple of self-contained learning blocks video quiz text quiz discuss CHALS2014 Willem van Valkenburg
- 14. MOOC • Open Access • Bachelor level • Single course • No EC • Certificate of Completion Course • Pay per course • Bachelor and master • Single Course • <10 EC • Course Certificate Series • Pay per course • Bachelor and Master • Couple of courses • 10 -15 EC • Formal Certificate Module • Pay per course • Bachelor & Master • Couple of courses/series • 30 EC • Formal Diploma Program • Pay per course • Master • Couple of courses/series/mo dules • > 60 EC • Formal Master N = 50.000 BLENDE D -10.000 N = 500 -100 N = 50-10 VALU E BUSINESS MODEL VARIES PRICE OTHER ROI CHALS2014 Willem van Valkenburg
- 15. The MOOC hype cycle Bubble Installation period & technological revolutions Collapse Deployment period A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow- tsunami/ We are here In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)
- 16. Main message Xavier Prats-Monne of the EC “What can MOOCs do?” is not relevant any longer; rather, we have to ask "What should MOOCs do?” Will affect higher education and that the traditional educational map must be redrawn with other structures, colors, models, pedagogy, organization, management Ossiannilsson 2014 GLOCALISATION
- 17. Disruptive innovation.. CHALS2014 Willem van Valkenburg
- 18. … for online education? CHALS2014 Willem van Valkenburg
- 19. … for online education? CHALS2014 Willem van Valkenburg
- 20. … for online education? CHALS2014 Willem van Valkenburg
- 21. … for online education? CHALS2014 Willem van Valkenburg
- 22. … for online education? CHALS2014 Willem van Valkenburg
- 23. Beyond the MOOCs… “MOOCs can claim a special status at the moment in innovating pedagogy: they bring together other innovations” Ossiannilsson 2014
- 24. Learning Analytics NMC 2011, 2012, 2013, 2014… "Field associated with deciphering trends and patterns from educational big data, or huge sets of student-related data, to further the advancement of a personalized, supportive system of higher education." Learning Analytics G Siemens 2012 Ossiannilsson 2014
- 26. Ossiannilsson 2014 G Siemens 2012
- 28. Challenges to develop Learning Analytics …that start with questions, not data What problems could analytics help to solve? What will learners and educators gain? How will the analytics support positive change?
- 31. Rationals to use Learning Analytics Learners Monitor their own activities, interactions and learning process Compare their activity with that of others Increase awareness, reflect and self-reflect Improve discussion and participation Learning behaviour and performance Become better learners, and …to learn Sharples et al. Innovating Pedagogy 2013
- 32. Rationals to use Learning Analytics Educators/Researchers Monitor the learning process Explore student data Identify problems Discover patterns Find early indicators for success, poor marks or drop-out Assess usefulness of learning materials Increase awareness, reflect and self-reflect Increase understanding of learning environments Intervene, supervise, advise and assist, and… Improve teaching, resources and the environment Mapping/data/next best practice… Sharples et al. Innovating Pedagogy 2013
- 33. Rationals to use Learning Analytics Organizations Local, regional and national educational progress…to be measured and improved Students interactions online and with courseware/when and what Tailor recommendations to custumers/Google, Amazon/Netflix Evidens for… Improvement Allocate resources Assess effectiveness Personalized learning paths Behaviour specific data NMC 2014
- 35. Timescale Most current analytics focus on data about the past, reporting what has happened Other analytics link the present situation with a predicted future; using forecasts and predictive modelling to identify indicators of success, failure or student drop out A preferable approach, linking learning analytics and learning design, will be the use of analytics to support educators and learners to produce a desired future result Sharples et al. Innovating Pedagogy 2013
- 36. Learning Analytics …Infrastructure and frameworks in place for learning analytics is increasingly important New trend …Social learning analytics, including tools to help people develop ideas together through discussion and writing ...Data from the physical environment, including gestures and both eye tracking and sensor data. This information can be used to monitor attention, engagement and emotional state
- 37. Future data policies will need to… Involve learners in the processes of developing and acting on analytics Involve learners in the processes of developing and acting on analytics Allow them a say in how they are labelled Make clear the responsibilities everyone involved has for providing accurate data and for acting on recommendations …learning and teaching ethics committees alongside pre-existing research ethics committees, in order to safeguard educators and learners from issues such as mislabelling, misleading analytics and pressure to share sensitive data
- 43. Learning design/Learning Analytics “a virtuous circle, where inquiry into the learning process feeds into learning design, which motivates learning analytics” DISRUPTIONS
- 44. Ethical Dilemma on Learning Analytics CC Pixaby.com Environment Context Scenarie ? ? ?
- 45. Mobilitet Samarbete Öppenhet Individualisering Kvalitet
- 46. Caring is sharing, sharing is caring • Footprints • W:www.lu.se/ced • E:Ebba.Ossiannilsson@ced.lu.se • FB:Ebba Ossiannilsson • T:@EbbaOssian • Phone: +4670995448 • S:http://www.slideshare.net/ EbbaOssiann LinkedIn: Ebba Ossiannilsson Ossiannilsson 2014
Editor's Notes
- I am Ebba Ossiannilsson, Lund University, Sweden I recently, dec 2012 earned my PhD from Oulu University in Finland and I did it through distance I work for several international and national organisations on open learning and quality and some of them are represented here by their logos I will here especially emphazise the work on the Paris declaration by UNESCO, the work with OER Service and the MOOC quality project. I also use to serve as a reviewer for several organisations, such as EFQUEL and Epprobate. I have been asked to talk about the topic I am happy to share this with you today
- Vad betyder så varje bokstav Massive =att det är för många, väldigt många Open = öppen i vidaste mening, i stort sett enbart ngn devise o Internet Online = online inga fysiska möten alls Course = att det är en kurs, vanligtvis veckomoduler Vidare att MOOCen är autonom, mångfaldig, öppen och interaktiv Autonomy, Diversity, Openess, Interactivity Jfr Downes blogpost cMOOC community basearat, man bygger gemenasmt kursen allteftersom xMOOC innehållsbaserad Open Badges Såvida det inte är arbetsgivaren som ger sk Open Badges, som jag nämnde nyss, vilket redan är vanligt förekommande. I landet väster över… =================================== Taxonomi 8 varianter Clark (2013) transferMOOCs madeMOOCs synchMOOCs asynchMOOCs adaptiveMOOCs groupMOOCs connectivistMOOCS miniMOOCSs Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories.
- As my strong believe caring is sharing So my footprints and contact details My slides are available at slidshare where you can find my other presentations as well