Mmvc14 0ssiannilsson
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In their relatively short history of 6 years, MOOCs have rapidly grown into a major force in higher education. However, issues and questions remain about whether MOOCs can fulfill expectations of affordable education for all with few learning problems. While MOOCs offer opportunities, their high dropout rates and focus on learning outputs rather than outcomes are concerns. Going forward, questions remain about how to support learner autonomy, enable shorter learning experiences, and encourage ongoing, social learning that balances authoritative content and knowledge sharing.
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Mmvc14 0ssiannilsson
- 2. MMVC14 MOOCs Hope and Hype Dr Ebba Ossiannilsson EDEN FELLOW 2014 Research Leader ICDE Quality Standard Study Evaluator SEQUENT Project Manager Lund University, Sweden
- 3. Ebba Ossiannilsson, PhD Lund University, SE
- 4. Ossiannilsson (2012) Benchmarking (e)-learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson2014 Rhizome
- 5. Books, book chapters and reports + 2 more in press on mobile learning
- 6. MOOCs Hope and Hype The presentation will focus on: What can we do with MOOCs in 2014 and in the years forward, after that the bubble has popped? Ossiannilsson2014
- 8. In their relatively short history of six years, MOOCs have rapidly grown into a major force in higher education, presenting new opportunities in online learning, academic credit and pedagogical approaches. Why? The rational is straightforward. They offer hope in a higher education landscape that is reeling from reduced funding, shrinking enrolment, and the sky-rocketing expense of obtaining a college degree. MOOC mania is happening at a time when the cost and quality of education at all levels is being questioned. Ossiannilsson2014
- 9. Despite the potential of MOOCs to radically reduce costs, raise a university’s profile and improve education, a number of issues and questions remain. The first and foremost is: can they possibly live up to the expectations placed on them—affordable education for everyone with few if any learning problems? Do they really represent a turning point in online education? Or are they simply a popular and headline-friendly trend in a more general move to online education? Ossiannilsson2014
- 13. MOOC development
- 14. cMOOCs or xMOOCs? • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media • Linear learning pathway • Mainly text and video • Formative feedback through MCQs • Individually focused Ossiannilsson2014
- 16. • 100 000 partticipants • Demography, globally • Most have HE Scalable • Lesser then 10% get certificate • Drop outs are not analyzed enoughDrop out • Critizism (one course crached) • Satisfaction Variety in fulfilness Ossiannilsson2014 Experiences so far…
- 17. Massive Open Online Courses (MOOCs) Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html JOLT, Vol. 9, No. 2, http://jolt.merlot.org
- 18. BIC 2013 The Maturing of the MOOC
- 20. 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 Ossiannilsson2014 GLOCALISATION
- 22. Formal Informal Individual Social Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges Formal/informal landscape
- 23. Ossiannilsson2014 The Networked Teacher – my PLN meWork Friends Twitter (# and people) Conferences/ PD meetings Blogs Social mediaWikis Twitter chats Websites & media
- 25. Ossiannilsson2014 QUALITY …in the eyes of the beholder
- 26. Dimension Characteristics Context Open Degree to which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy A taxonomy of MOOCs(Conole2013) http://e4innovation.com/?p=727
- 27. How open is open? © Copyright Public domainCreativeCommons Ossiannilsson2014
- 30. Openess to learners Digital openness Learner centred Independent learning Media supported learning Quality focus Spectrum of diversity OpenupEd labelOssiannilsson2014
- 31. Massive target group Mixing groups Learning across contexts Support self-organization Declare whats in it Peer to peer pedagogy MOOCs support choice based learning MOOC.EFQUEL.ORG MOOC Quality Project: Ossiannilsson2014
- 33. Ossiannilsson2014 Quality Standard Study Contractor EADTU and EFQUEL Research Leader Dr E Ossiannilsson
- 34. MOOC ON QUALITY, TO BE LAUNCHED 2015
- 36. KAROLINSKA INSTITUTET LUNDS UNIVERSITET CHALMERS TEKNISKA HÖGSKOLA UPPSALA UNIVERSITET University of Copenhagen Technical University of Denmark (DTU)
- 40. Beyond the MOOCs… • What key policy issues does openness pose for institutions? • Do institutional quality practices need to change? • Will openness change the spending priorities of institutions? Ossiannilsson2014
- 41. Learner autonomy - learning my way Small and short - bite-sized learning Continuous - a steady flow of learning On demand - when I want/need it Social - community of interest Anywhere, anytime, any device (Hart 2014) Ossiannilsson2014
- 42. How can we support more autonomy in learning? How can we enable shorter learning experiences? How can we encourage ongoing learning? How can we support learning at the point of need? How can we balance the need for authoritative content and knowledge sharing? How can we encourage anywhere learning? Ossiannilsson2014
- 46. RHIZOME
- 49. 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 Ossiannilsson2014
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
- During the session, we will discuss that technology is exciting and offers a change to redefien-or at least alter-learning and education for the better. But how it will shape it and where we are going is not entirely clear. The session will try to focus how this and how it will work. The session will focus both on the MOOC hope and the MOOC hype.
- 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.
- Add mobile versions
- Karen: If you had told me my PLN would look like this a year ago, I would have laughed in your face! I wasn’t even on Facebook let alone Twitter…..and had no idea what PLN meant…Twitter & Blogs are larger font as these have the most impact on my learning at the moment (explain briefly some of the connections in the diagram). You can see how connected the PLN is. I learn from many many other people, and with other people: I am basically connected to a global staffroom of engaged and interested teachers…..>>
- 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