This document summarizes Rebecca Eynon's research on conceptualizing learning and interaction in MOOCs. The research involved developing profiles of different ways learners interact based on forum data from a Coursera MOOC. Mixed methods including social network analysis, content analysis, and interviews were used. Four main learner profiles emerged: committed crowd engagers, strategists, instrumental help seekers, and community builders. The profiles provided insight into how different learners approach participation and learning in MOOCs. The research highlighted the diversity of learners and experiences in MOOCs.
Choosing Open (#GO_GN) - Openness and praxis: Using OEP in HECatherine Cronin
This summary provides the key points from the document in 3 sentences:
The document discusses open educational practices (OEP) in higher education. It explores how academic staff use OEP, their reasons for using or not using OEP, and identifies 4 dimensions shared by academic staff who do use OEP - balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. The document concludes that use of OEP is a complex, personal, and contextual issue that higher education institutions should support by building academic staff capacity in digital literacies, navigating privacy and openness, and reflecting on educator roles.
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
Define massive open online course: results from systematic review of 84 publi...Jingjing Lin
This presentation introduces a recent study of me. It reviews a total of 84 publications between 2008 and 2016 and provides a new definition of massive open online course.
Choosing Open (#GO_GN) - Openness and praxis: Using OEP in HECatherine Cronin
This summary provides the key points from the document in 3 sentences:
The document discusses open educational practices (OEP) in higher education. It explores how academic staff use OEP, their reasons for using or not using OEP, and identifies 4 dimensions shared by academic staff who do use OEP - balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. The document concludes that use of OEP is a complex, personal, and contextual issue that higher education institutions should support by building academic staff capacity in digital literacies, navigating privacy and openness, and reflecting on educator roles.
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
Define massive open online course: results from systematic review of 84 publi...Jingjing Lin
This presentation introduces a recent study of me. It reviews a total of 84 publications between 2008 and 2016 and provides a new definition of massive open online course.
This document discusses the design and implementation of an online problem-based learning (PBL) JD program at an Australian university. It was intended to be innovative by being entirely online and using PBL. Key aspects included clustering subjects around legal problems, integrating ethics and skills, and designing new online learning environments. PBL was intended to promote both breadth and depth of learning through active and collaborative learning. Assessment was designed to be closely linked to the learning process through checkpoints and open-book exams. Significant staff development was also conducted to support effective implementation of PBL online. Overall the program aimed to enhance learning through PBL and digital technologies.
The document discusses developing quality open educational resources (OER) for educators in developing countries. It proposes developing a MOOC to train educators to find, adapt, and create locally relevant OERs. Emergent leadership and notions of sustainability and social justice inform this approach. The MOOC would teach skills like identifying, finding, adapting, creating, and sharing OERs through activities and community building. It aims to minimize costs and reach teachers across contexts by using open resources and platforms.
The document discusses three future portraits of law school as a design school based on principles of problem-based learning and the Bauhaus movement, a kindergarten focused on multimedia and developing student identities, and an art school emphasizing creativity, legal reasoning, and the development of habits through practice. It also examines how traditions in portraiture, education approaches like the Bauhaus, kindergarten and art school models could influence and renew legal education.
This document provides an overview of Athabasca University, a Canadian online university. It discusses the university's distance education model and enrollment statistics. The document then reviews different generations of learning pedagogies from instructivist to connectivist approaches. It presents a case study of Athabasca University's Elgg social networking installation called "Athabasca Landing" which was created to support both formal and informal online learning communities. The objectives of the project were to investigate individual and group learning in online environments, allow interaction and collaboration across the distributed university community, and explore next generation learning support systems beyond traditional learning management systems.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This document discusses crossing boundaries in digital learning and libraries. It proposes applying the distributed cognition framework to classrooms, viewing digital resources as artifacts, learners and teachers as agents, and digital libraries as the environment. Learning would become a navigated journey guided by teachers and librarians as pilots and co-pilots. However, major issues in transforming learning this way include changing mindsets, creating collaborative learning spaces and processes, developing new assessment methods, and defining the roles of teachers and librarians as co-pilots in measuring learning outcomes.
This document discusses pedagogical planners, which are tools designed to guide practitioners through creating effective learning designs that incorporate technology. It reviews several existing pedagogical planners: DialogPlus, Phoebe, the London Pedagogical Planner, the Learning Design Support Environment, and LAMS. While each tool takes a different approach and has varying functionality, they generally aim to provide structured guidance and resources to help practitioners make informed decisions during the learning design process. The document also discusses the need for such tools and concludes by considering the future direction of this area of research.
3 generations of online pedagogy for EDEN - Lisbon 2020Terry Anderson
1) The document discusses three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist.
2) The first generation focuses on individual learning of structured content. The second generation emphasizes group learning and interpersonal skills. The third generation involves developing networks and network literacy.
3) An effective learning experience should incorporate aspects of all three generations, as different contexts, depths of learning, and student attributes require different pedagogical approaches. A single model does not support learning for all.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Battle for Open - Studia Generalia Lecture Tallin Estonia, April 2015Terry Anderson
This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
This document discusses terminology related to online learning in higher education. It addresses three key terms - learning, knowledge, and competence - at theoretical, technological, and practical levels. At a theoretical level, it draws on concepts from Bateson's levels of learning and connectivism. At a technological level, it examines terminology in relation to distance education, online learning, MOOCs, and digital skills. At a practical level, it considers how concepts may be applied in a "global online university" and evaluated using traditional and innovative methods. The document hypothesizes that higher-level learning (Learning III) involves enhancing competence through "meta-communication" in globally heterogeneous online learning communities. It argues that MOOCs have potential to
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
This document discusses open online courses (OOCs) as an alternative to massive open online courses (MOOCs). It argues that OOCs can better fulfill universities' social and educational missions by improving the global learner experience through open academic practices like expert participation, distributed collaboration, and flipped teaching. Developing OOCs could showcase universities' expertise, increase their reach and reputation, better serve existing clients, and attract new clients or revenue. However, MOOCs are rapidly hybridizing in various forms, and universities risk developing "cowboy economics" models that focus on monetization over education if they are not careful.
This master's thesis examines learning processes in higher education in the context of digitalization and technology. It analyzes how heterogeneity in global online courses impacts learning and knowledge generation. The author conducted a literature review on learning theories including connectivism and Bateson's levels of learning. The thesis finds that current approaches do not fully address changed learning processes and proposes that interdisciplinary research is needed using methods like meta-communication to evaluate learning at different levels. The author calls for a new learning culture and research approaches to understand emerging learning phenomena in a digital world.
The document discusses the field of digital humanities, including its origins in humanities computing and shift to a broader scope. Key topics addressed include understanding digital transformations through projects analyzing usage of digitized resources; employing big data and new methods like GIS; examining the value of humanities; and exploring public engagement through crowdsourcing. Questions are raised about ensuring new digital tools and datasets support traditional humanities research and how digital humanities can contribute to debates around the importance of the humanities discipline.
This document summarizes several research projects related to big data and social science knowledge. It discusses projects that analyzed large social media platforms like Facebook, Twitter, and Wikipedia to study information diffusion and social influences. It also discusses challenges like securing access to commercial data and ensuring replicability of findings. Examples demonstrate how big data can provide novel insights but are limited by the objects studied and incomplete representation of populations. The document discusses debates around the implications of big data for privacy, prediction, exclusion, and manipulation. It argues that knowledge depends on how research technologies advance knowledge within ethical and legal frameworks.
This document discusses the design and implementation of an online problem-based learning (PBL) JD program at an Australian university. It was intended to be innovative by being entirely online and using PBL. Key aspects included clustering subjects around legal problems, integrating ethics and skills, and designing new online learning environments. PBL was intended to promote both breadth and depth of learning through active and collaborative learning. Assessment was designed to be closely linked to the learning process through checkpoints and open-book exams. Significant staff development was also conducted to support effective implementation of PBL online. Overall the program aimed to enhance learning through PBL and digital technologies.
The document discusses developing quality open educational resources (OER) for educators in developing countries. It proposes developing a MOOC to train educators to find, adapt, and create locally relevant OERs. Emergent leadership and notions of sustainability and social justice inform this approach. The MOOC would teach skills like identifying, finding, adapting, creating, and sharing OERs through activities and community building. It aims to minimize costs and reach teachers across contexts by using open resources and platforms.
The document discusses three future portraits of law school as a design school based on principles of problem-based learning and the Bauhaus movement, a kindergarten focused on multimedia and developing student identities, and an art school emphasizing creativity, legal reasoning, and the development of habits through practice. It also examines how traditions in portraiture, education approaches like the Bauhaus, kindergarten and art school models could influence and renew legal education.
This document provides an overview of Athabasca University, a Canadian online university. It discusses the university's distance education model and enrollment statistics. The document then reviews different generations of learning pedagogies from instructivist to connectivist approaches. It presents a case study of Athabasca University's Elgg social networking installation called "Athabasca Landing" which was created to support both formal and informal online learning communities. The objectives of the project were to investigate individual and group learning in online environments, allow interaction and collaboration across the distributed university community, and explore next generation learning support systems beyond traditional learning management systems.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This document discusses crossing boundaries in digital learning and libraries. It proposes applying the distributed cognition framework to classrooms, viewing digital resources as artifacts, learners and teachers as agents, and digital libraries as the environment. Learning would become a navigated journey guided by teachers and librarians as pilots and co-pilots. However, major issues in transforming learning this way include changing mindsets, creating collaborative learning spaces and processes, developing new assessment methods, and defining the roles of teachers and librarians as co-pilots in measuring learning outcomes.
This document discusses pedagogical planners, which are tools designed to guide practitioners through creating effective learning designs that incorporate technology. It reviews several existing pedagogical planners: DialogPlus, Phoebe, the London Pedagogical Planner, the Learning Design Support Environment, and LAMS. While each tool takes a different approach and has varying functionality, they generally aim to provide structured guidance and resources to help practitioners make informed decisions during the learning design process. The document also discusses the need for such tools and concludes by considering the future direction of this area of research.
3 generations of online pedagogy for EDEN - Lisbon 2020Terry Anderson
1) The document discusses three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist.
2) The first generation focuses on individual learning of structured content. The second generation emphasizes group learning and interpersonal skills. The third generation involves developing networks and network literacy.
3) An effective learning experience should incorporate aspects of all three generations, as different contexts, depths of learning, and student attributes require different pedagogical approaches. A single model does not support learning for all.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Battle for Open - Studia Generalia Lecture Tallin Estonia, April 2015Terry Anderson
This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
This document discusses terminology related to online learning in higher education. It addresses three key terms - learning, knowledge, and competence - at theoretical, technological, and practical levels. At a theoretical level, it draws on concepts from Bateson's levels of learning and connectivism. At a technological level, it examines terminology in relation to distance education, online learning, MOOCs, and digital skills. At a practical level, it considers how concepts may be applied in a "global online university" and evaluated using traditional and innovative methods. The document hypothesizes that higher-level learning (Learning III) involves enhancing competence through "meta-communication" in globally heterogeneous online learning communities. It argues that MOOCs have potential to
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
This document discusses open online courses (OOCs) as an alternative to massive open online courses (MOOCs). It argues that OOCs can better fulfill universities' social and educational missions by improving the global learner experience through open academic practices like expert participation, distributed collaboration, and flipped teaching. Developing OOCs could showcase universities' expertise, increase their reach and reputation, better serve existing clients, and attract new clients or revenue. However, MOOCs are rapidly hybridizing in various forms, and universities risk developing "cowboy economics" models that focus on monetization over education if they are not careful.
This master's thesis examines learning processes in higher education in the context of digitalization and technology. It analyzes how heterogeneity in global online courses impacts learning and knowledge generation. The author conducted a literature review on learning theories including connectivism and Bateson's levels of learning. The thesis finds that current approaches do not fully address changed learning processes and proposes that interdisciplinary research is needed using methods like meta-communication to evaluate learning at different levels. The author calls for a new learning culture and research approaches to understand emerging learning phenomena in a digital world.
The document discusses the field of digital humanities, including its origins in humanities computing and shift to a broader scope. Key topics addressed include understanding digital transformations through projects analyzing usage of digitized resources; employing big data and new methods like GIS; examining the value of humanities; and exploring public engagement through crowdsourcing. Questions are raised about ensuring new digital tools and datasets support traditional humanities research and how digital humanities can contribute to debates around the importance of the humanities discipline.
This document summarizes several research projects related to big data and social science knowledge. It discusses projects that analyzed large social media platforms like Facebook, Twitter, and Wikipedia to study information diffusion and social influences. It also discusses challenges like securing access to commercial data and ensuring replicability of findings. Examples demonstrate how big data can provide novel insights but are limited by the objects studied and incomplete representation of populations. The document discusses debates around the implications of big data for privacy, prediction, exclusion, and manipulation. It argues that knowledge depends on how research technologies advance knowledge within ethical and legal frameworks.
1. The document provides an overview of digital ethnography and discusses some of its key figures and approaches. It describes early ethnographic work by anthropologists like Malinowski, Mead, and Chagnon studying traditional communities offline.
2. It then discusses the shift to studying online communities and approaches like multi-sited ethnography. Examples mentioned include ethnographic studies of World of Warcraft and the Wreck-a-Movie filmmaking community.
3. The document outlines some of the tools and methods used for digital ethnography, both traditional ethnographic techniques adapted for online contexts as well as new tools that analyze digital traces, networks, and multimedia
Jonathan bright - collecting social media data with the python programming la...oiisdp
This document summarizes a presentation on collecting social media data using the Python programming language. The presentation introduces computer programming concepts for social scientists and provides practical lab sessions to get hands-on experience collecting Facebook share counts and news content through RSS feeds using Python scripts. The goals are to help social scientists access and analyze large social media datasets and to bridge the divide in skills between quantitative and qualitative researchers.
This document summarizes Matthew Zook's presentation on making sense of geosocial media. It discusses questions around how geosocial media data connects to physical space and how it can reveal activity spaces of cities. It provides examples of visualizing geotagged tweets in Los Angeles and New York to show variations in topic mentions between the two cities. It also discusses challenges around sampling bias in geosocial media data and estimating likely home locations of Twitter users.
This document discusses methods for analyzing global internet censorship. It describes common techniques used by countries to censor content, such as DNS poisoning, IP header filtering, deep packet inspection, and proxy filtering. It acknowledges limitations to existing approaches like crowdsourcing and automated testing. The document also raises legal and ethical concerns regarding experiments to detect censorship, as sites may be blocked for legitimate reasons.
The document summarizes findings from the 2013 Oxford Internet Survey conducted in Britain. Key findings include:
- Continued rise in internet use overall but also persistent digital divides based on age, income, and education. Younger, wealthier, and more educated people are most likely to use the internet.
- Rapid growth of mobile internet use and people accessing the internet using multiple devices, which defines "Next Generation Users."
- Non-users of the internet and former users have become more homogeneous, with most non-users lacking interest and most former users also lacking interest or no longer having access. However, most non-users can access the internet through proxies like family or friends.
This document discusses the ethics of conducting internet research. It begins with an introduction to ethical frameworks like Kant versus Mill and discusses challenges like ensuring anonymity, informed consent, and avoiding harm when directly interacting with individuals online. It also addresses analyzing interactions in virtual environments and issues around privacy, identity disclosure, and data capture. Big data research ethics are covered, including issues of total knowledge, manipulation, and the difference between academic and commercial contexts. The document emphasizes the importance of sensitivity to context, not overburdening participants, taking responsibility, and writing transparently about ethical decision making in internet research.
This document discusses the concept of transdiegetic information and its importance. Transdiegetic information refers to information that can seamlessly move between being diegetic (part of the narrative world) and nondiegetic (outside the narrative world). As technologies become more interactive and immersive, the distinction between diegetic and nondiegetic information is blurring. This has implications for how we experience and interact with reality, each other, and information itself. Some open questions are around how to design transdiegetic technologies, and what their social and ethical impacts may be.
Ian walden - data protection in cloud computingoiisdp
This document discusses privacy, data protection, and cloud computing. It covers several key topics:
1) Understanding applicable privacy and data protection laws and how they relate to personal data processing in the cloud.
2) Examining the complex relationships between cloud customers, providers, and other entities and determining responsibility under the laws.
3) Analyzing issues of data location, jurisdiction, and the challenges of applying privacy laws in a cloud context where data may be stored and processed worldwide.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
This document summarizes a presentation about MOOCs given in May 2015. It discusses the history and evolution of MOOCs from early connectivist MOOCs (cMOOCs) in 2008 to larger xMOOCs led by prestigious universities in 2011. It also covers research on MOOC pedagogies and learner experiences, finding that navigation, transformation, and community building were important threshold concepts for MOOC participants. Finally, it discusses business models for MOOCs, including opportunities for accreditation, tuition, and selling supporting platforms and services.
1. The document discusses three generations of online learning pedagogy: cognitive/behavioral, social constructivist, and connectivist.
2. Cognitive/behavioral pedagogy focuses on individual learning and is scalable but may not develop lifelong learning skills. Social constructivist pedagogy incorporates collaborative group work but is not scalable. Connectivist pedagogy focuses on network learning through social media and aggregations.
3. New technologies and approaches are changing how people learn, with implications for more student control, connectivity, and opportunities to develop skills for a changing world. However, challenges include information overload, privacy issues, and changing roles for teachers and students.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
This document discusses using social media as a context for connected learning. It provides theoretical foundations for a problem-based approach using emerging technologies in a disruptive way that is responsive to learner needs. A four-part model of learning styles is also discussed. Questions are presented to help faculty select technologies that align with learning goals and problems. Potential issues include tools being confusing and lack of institutional support, so focusing on pedagogy first is advised.
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
While there has been a lot of attention about the potential for MOOCs to transform higher education, far less empirical research has been conducted that explores the experiences and behaviours of learners in these online settings. A particular strength of MOOCs is the potential for thousands of learners to come together to learn. Understanding who interacts, how they interact, and why is an important part of understanding how learning may occur. This presentation aims to highlight the different ways in which people communicate and interact with one another in MOOCs, and how these interactions are related to learner characteristics, experiences and outcomes through the in-depth mixed method analysis of one case study MOOC. The findings discussed are those emerging from an ongoing study funded by the Bill and Melinda Gates foundation. See http://www.oii.ox.ac.uk/research/projects/?id=121 for more details.
This document summarizes a netnography study of the Coursera MOOC community. The researchers analyzed 336 discussion posts from a Coursera programming course using a communities of practice theoretical framework. Key findings include:
1) Learners developed an identity and status within the community through helpful posts, responses to others' questions, and receiving votes from peers. The voting system encouraged participation and distinguished valuable contributions.
2) Newcomers were able to move from the periphery to the core of the community through active participation, learning from others, and demonstrating willingness to help peers. Older community members also helped by encouraging others and providing support.
3) Features like a more robust voting system, social
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
The document discusses MOOCs for professional development of PK-12 educators. It defines MOOCs and their key characteristics, such as being free and open online courses. It then reviews literature on connectivism and transference of learning. The document presents research questions on how a MOOC on social media tools contributed to educators' use of social media. Qualitative findings show increased social media knowledge and connectivity. Recommendations include examining barriers to social media use and providing formative feedback using social media.
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
This document discusses Massive Open Online Courses (MOOCs), including what they are, the key players and platforms, pedagogical models, debates around whether they are a passing fad or disruptive technology, and perspectives from institutions, faculty, and students. MOOCs provide open online courses from top universities to unlimited students worldwide for free. Major platforms include Coursera, edX, and Udacity. While enthusiasts view MOOCs as innovative and able to improve access to education, skeptics argue they may not support deep learning and critical thinking skills.
Developing World MOOCs - Wrap-up sessionAndrew Deacon
This document discusses perspectives on MOOCs from various participants in an online discussion. It explores reasons why educators might use MOOCs, including extending access to educational resources and experts, supplementing gaps in local provision, and benefitting from other inputs. It also examines research on MOOC design and effectiveness. Key findings from research presented indicate that MOOC participants tend to be well-educated professionals, and that cultural, language and connectivity barriers can affect developing world participation. The discussion advocates designing MOOCs that are relevant to local contexts and exploring how MOOC insights could inform online and classroom learning design more broadly.
The document discusses challenges with eLearning implementation in universities and proposes connectivism as a framework to address these challenges. It summarizes that eLearning has largely been unsuccessful due to a lack of change in teaching practices. The HKU eLearning strategy aims to enhance learning but will not succeed without reconceiving teaching approaches. Connectivism provides a model of learning as an ongoing process of exploration and connection that could help change teaching in line with how knowledge is acquired today. While the LMS has limitations, it could potentially support connectivism if used creatively to connect learners to external resources and allow knowledge production and sharing.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
2. What is a MOOC?
• Massive Open Online Courses
– Not just open content, but a way for people to
interact and participate with resources and each other
within a set period of time
• Two key types:
– xMOOCs - learning goals are predefined by instructor
and structured by the environment (coursera, udacity,
edx, futureLearn)
– cMOOCs - based on connectivist principles, learner led
and open structure (etmooc, connectivistmoocs.org)
3. The promise
• “There is one big thing happening that leaves me incredibly
hopeful about the future, and that is the budding
revolution in global online higher education. Nothing has
more potential to lift more people out of poverty — by
providing them an affordable education to get a job or
improve in the job they have. Nothing has more potential
to unlock a billion more brains to solve the world’s biggest
problems. And nothing has more potential to enable us to
reimagine higher education than the massive open online
course, or MOOC, platforms that are being developed.”
(Thomas Friedman, New York Times, 2013)
4. A reality check
• “We have entered a new era in higher education, one
which is rapidly drawing the halls of academe into the
age of automation. Automation — the distribution of
digitized course material online (....) is assumed to
improve learning and increase wider access. In
practice, however, such automation is often coercive in
nature — being forced upon professors as well as
students — with commercial interests in mind (...) It is
not a progressive trend towards a new era at all, but a
regressive trend, towards the rather old era of mass
production, standardization and purely commercial
interests.”
(Noble, First Monday, 1998)
5. Beyond the hype
• MOOCs as just one part of the complex ecology of
higher education, which need to be explored together
with the existing and historical characteristics and
functions of the sector.
• As Robins and Webster (2002) suggest, researchers
need “to develop a more sociologically grounded
narrative of change in higher education – one that is
aware of continuities, as well as transformations” (pp.6-
7).
6. What’s new?
• The opportunity to learn openly available content together
– Communication via discussion forums
• The scale
– Teaching challenges (diversity of individuals)
– Methodological challenges (understanding behaviour and
experience in a “noisy” environment)
• A shift
– Increasing numbers of semi-formal “crowd-like” spaces where
learning can occur
– Methodological innovation – but area should be a specialism of
educationalists as well as data scientists
7. Overall goal
1. Develop profiles that reflect the different
ways and reasons that people interact with
one another in MOOCs
2. How these interaction profiles are related to
learner characteristics and course outcomes
8. Research approach
• Case study of one MOOC from Coursera with strong emphasis on
encouraging interactions between learners
• Use data from this MOOC to develop typology, then test on wider
data sets
• Mixed methodology
– Visualisation of posts and views, SNA, in-depth interviews, pre and
post surveys, qualitative observations & content analysis
– Moving between the quant and qual methods to keep refining the
model
• Other members of the team: Nabeel Gillani, Taha Yasseri, Isis Hjorth
9. Use of mixed method design
• Working within a pragmatic paradigm
• Three levels of data
– structural description (patterns of interactions);
– thin descriptions, which note the content of the
interaction
– thick description, to provide rich context and convey the
meaning of events to those who participated in them
(Welser et al., 2008)
• Linking methods at three different levels can be very
valuable particularly for learning
10. Learning is not just behaviour
• The process of learning unites a cognitive, an
emotional and a social dimension into one
whole. It combines a direct or mediated
interaction between the individual and its
material and social environment with an
internal psychological process of acquisition.
(Illeris, 2007: 227)
10
11. Quick overview
Theoretical schools
• Behaviourism
• Cognitivism
• Cognitive constructivism
• Social constructivism
• Socio-cultural
Technology
• Teaching machine
• Enhancing info processing
• Object to think / reflect with
• Supporting mediation
• As part of a wider social
system / community
12. The course
• 6 week course
• 4-6 hours per week
• Assignments
– Required: Weekly quizzes, final strategic analysis
assignment (evaluated via peer-assessment)
– Optional: Discuss business cases in the discussion forums
• Multiple sub-forums
– Final project, cases, lectures, readings, study groups,
questions for professor, technical feedback, course
material feedback
13. Participation
• 90,000 signed up
• 49,682 used the lecture videos at least once
• 20,082 submitted at least one quiz
• 4,445 posted at least once in discussion forums
(15,000 posts, 150,000 views)
• 2,208 received >= 70%
• What does it means to “participate” in these
settings?
13
14. Demographics of participants
• Nearly 40% of respondents were between 25 and 34
• Over 85% had at least a Bachelor’s degree, and approx
40% had a Master’s or professional degree
• Overall, this study supports the general finding that
well-educated people from the western world are most
likely to take MOOCs and pass the course
• Do MOOCs widen participation?
15. Patterns of interaction
• A framework for forum analysis
– Analyse interactions according to sub-forums –
justified by low participation overlaps between
sub-forums
• Forum activity is ‘bursty’, with most activity
occurring earlier in the course
18. Exploring the network
• Decisions about what data to include
– we cut by sub-forum, but what about time?
• What do we consider as a "tie" between two learners?
– two learners were connected if they co-participated in at
least one discussion thread (undirected)
• Which ties between learners are meaningful interactions and
not just “noise”?
– we generated possible communication networks based on
the trends in the observed network and tested for the
likelihood that the link was there by chance
)
19. Community structure in the network
• Which ‘critical set’ of learners is responsible
for potential information flow in a
communication network - what happens to
online discussions if the learners comprising
this set were removed?
• Video
19
20. So….
• Forums mostly harbour crowds, not
communities, of learners characterised by
weak ties
• Learning seems more likely to be occurring in
particular sub-forums (cases and final
projects)
22. MOOC learner types
• Key drivers
– Problem solving
– Professional profiling
– Lifelong learning
– Connecting and accreditation
• Approach to learning and role of forums differ
significantly between groups
23. MOOC learner type 1 [Problem
solving]
• Just in time learning
– MOOC engagement Knowledge to assist specific decision-
making processes
– Key barriers: Time management/other work obligations
• Crowd of no significance for learning
– Learning as an individual pursuit
• Example: Carney, early 50s, Ireland, Masters’ degree
– We were trying to come up with a new idea for how we position
ourselves in the market, [...] and our group president came from
a strategy background, so I thought [...] we’d be best to talk in
his language and concepts he’s used to, so that at least he’d see,
that you know, we’re on the same track.
24. MOOC learner type 2 [Professional
profiling]
• Just in case learning
– MOOC engagement Skill development for future
employment
– Key barriers: Time management/other work obligations
• Crowd of limited relevance for learning;
– May occasionally serve as information source
• Example: Julia, late 20s, England, masters’ degree
– The courses I’m taking more seriously, are the ones that
push me a bit more towards my career goals.
– I’m using it the MOOC quite selfishly, I suppose.
25. MOOC learner type 3 [Lifelong
learning]
• Life-long learning
– MOOC engagement Extension of traditional educational
experiences
– Key barriers: appropriate collaborative tools, study group logistics
• Crowd of high importance for learning
– Serve as pool for knowledge co-construction and networking (on- and
offline)
• Example: Lucas, mid-20s, Master’s degree, Spain
– I use the forum to connect with other students and set up a group or
tools in other platforms. […] MOOCs that imply interaction with other
students, are much more interesting […] this interaction gives a boost
to your motivation.
– For me this is about constant learning, and I actually plan to do
courses throughout my life.
26. MOOC learner type 4 [Connecting &
formal accreditation]
• Access to education
– MOOC engagement Global outreach and connectivity
– Key barriers: Internet access/speed; learning skills/culture
• Crowd crucial for learning
– Crowd integrated part of MOOC learning experience; source of
knowledge.
• Example: Emengo, early 40s, Bachelors’ degree, Nigeria
– I like the forums, you learn a lot. And it encourages you to learn
a lot, people teach you – without necessarily telling you what
the solution is.
– The world is getting smaller (…) if I interact with these people
across-border, then my knowledge also somehow has to be
across-border.”
28. Content analysis
• All posts in the cases and final projects forum
– 6500 posts
– Each post on 5 dimensions:
• Knowledge construction
• Communicative intent
• Emotion
• Topic
• Relevance
28
29. Quantitative interaction profiles
• Bayesian Non-negative Matrix Factorization
(BNMF) to extract communities of learners based
on the nature of their online forum posts
– Cases (knowledge construction and communicative
intent)
– Final projects (communicative intent and topic)
• Relationship between these profiles and
geography, education, outcome, average views
and posts
30. Distinct interaction profiles
Cases
• Committed crowd engagers
• Discussion initiators
• Strategists
• Individualists
Final projects
• Instrumental help seekers
• Careful assessors
• Community builders
• Focused achievers
• Project support seekers
31. Linking the micro to the macro
• 23 of our interviewees had been classified into
at least one of the interaction profiles
31
32. Committed crowd engagers (quant)
• Contributed the most responsive dialogue acts, second
highest number of informative and elicitative statements
• Similar higher-order knowledge construction to groups 2
&3
• Read and posted the most of all four groups
• Most likely to pass the course
• Likely to be from Western countries
• A third had at least a Master’s degree
• It is reasonable to suggest that this group found the forums
an important part of their learning and used it as they
sought to formally pass the course.
33. Committed crowd engagers (qual)
• The forums are very important to me to engage with the
material (Elizabeth, Canada)
• Sometimes people were missing significant points and
that’s when I would tend to post more (James, US)
• I am not looking to connect to other people in the sense of
getting to know them personally (…) it was quite interesting
to think about it and then just read other people's opinions
and compare them with your own views (Arthur, Germany)
34. Committed crowd engagers (qual)
• Passing the course has no value for me (James,
US)
• What concerns me in general, is that watching
lectures and doing simple quizzes doesn't really
teach you that much. Real learning requires
putting in some effort, be it additional reading or
exercises, and applying what you have learnt to
real situations (Arthur, Germany)
35. Strategists (quant)
• Similar levels of higher-order learning to crowd engagers
• A greater proportion of argumentative statements
• Rarely had posts that reflected no learning
• Second most likely to pass the exam
• Tended to be similarly educated to crowd engagers
• They viewed and contributed to the forums the second
most often, but this was still significantly less than crowd
engagers
• Combined, these characteristics suggest that learners were
more strategic in their approaches, using the cases forum
only as needed to achieve their learning goals.
36. Strategists (qual)
• I love the Superstar lecturers (...) [in the forums] I usually
look for very specific issues which are of interest (Sherwin,
Philippines)
• If I don’t get any training, it looks also like I’m not up to
date (...) the certificate is very important (Manuel, Spain)
• If I’m taking a course, I intend to get an A. This aspect is
very important, and it’s what’s actually driving me to finish
all the material. So in those courses [where forum
participation is mandatory], I’ve used the forum, but
otherwise, [it is] very limited (Oliver, Canada)
37. Strategists (qual)
• I really enjoy collaborating with people in my
job (...) but I found it was easier to just read
the materials on my own; I didn’t feel the need
to leverage the community in order to
complete the work (Oliver, Canada)
38. Overall....
• Not bad, but not perfect fit – can use this to
improve the model
• In general, quant typology fits well with different
theoretical ways of thinking about learning
• But people’s experiences are not so neat
• Real problem of missing data points and lack of
qual data from certain groups
• Issue of changes over time not captured by quant
aspect
38
39. Next steps
• Improve the model
• Test on far larger data set
• Development of a set of quantitative indicators to be used
in future research and practice
– Real-time, dashboard
• Recognition of diverse learner needs, motivations and
digital inequalities need to be considered to support any
kind of widening participation agenda
40. Further info
• MOOC Research Initiative funded by the Bill and Melinda
Gates Foundation
• Project site
– http://www.oii.ox.ac.uk/research/projects/?id=121
• Contact and papers
– rebecca.eynon@oii.ox.ac.uk