Online learning requires a different approach and strategies than the conventional physical face-to-face classroom. Having thousands of students in an online course raise the issue of engagement and effectiveness. This presentation examines some pertinent aspects of Massive Open Online Courses (MOOC).
Enzyme, Pharmaceutical Aids, Miscellaneous Last Part of Chapter no 5th.pdf
The Learning Perspective With MOOC
1. ABD KARIM ALIAS
UNIVERSITI SAINS MALAYSIA
(akarim@usm.my)
The learning perspective with
mooc
Abd Karim Alias@2015
2. MOOCs – Where is it now?1
Learning with MOOCs2
Abd Karim Alias@2015
Agenda
3. Fikirkan SATU perkara yg kita boleh
lakukan dgn MOOCs tetapi sukar
dilakukan dalam pembelajaran
bersemuka.
Abd Karim Alias@2015
https://todaysmeet.com/moocupm
4. Bagaimana MOOCs boleh membawa
perubahan dlm proses pengajaran dan
pengajaran?
Abd Karim Alias@2015
7. MIT OCW launched
in 2001
UNESCO OER
Declaration 2012
MOOC — Small
beginning by George
Siemen in 2008
A humble beginning
From making resources freely available…to open
massive participatory learning ecosystems
Abd Karim Alias@2015
9. SHO-0658-2DA-4N
M O O c
Massive open online courses
Abd Karim Alias@2015
Can accommodate
an infinite number
of learners
Content is
available FREE
to anyone
Available via the
internet
Well structured
COURSE offered
within a fixed set of
dates
13. 13
Abd
Karim
Alias@2014
Professor Thrun gave up his
tenured position at Stanford
to teach online courses at a
new start-up he’s founded
called Udacity.
The TRAIL BLAZERS...
14. 14
Abd
Karim
Alias@2014
20,000 students
completed
From 200 on campus students to…
15. Courses are currently
being offered in 13
different languages,
although 80% of courses
are taught in English.
03
400+ universities. 2400+
courses. 16-18 million
students.
Coursera, Udacity, and edX,
introducing their own
credentials
22 of the top 25 US
universities in US News
World Report rankings
are now offering
courses online for free.
01
02
04
Mooc – some facts
19. 19
Education
Science
Business & Management
Comp. Science
Humanities
Social Sciences
Mooc subjects
Data
adopted
from
Dhawal
Shah,
MOOCs
in
2013:
Breaking
Down
the
Numbers
Engineering
Maths & Stats
Health & Medicine
Abd Karim Alias@2015
20. 20
Abd Karim Alias@2015
1. Developing Innovative Ideas for New Companies: The
First Step in Entrepreneurship via University of Maryland,
College Park | Coursera
2. Introduction to Statistics via Stanford University | Udacity
3. Learning How to Learn: Powerful mental tools to help you
master tough subjects via University of California, San
Diego | Coursera
4. Introduction to Computer Science via University of
Virginia | Udacity
5. Principles of Project Management via Polytechnic West |
Open2Study
21. 21
Abd Karim Alias@2015
6. CS50x: Introduction to Computer Science via Harvard
University | edX
7. Inspiring Leadership through Emotional Intelligence via
Case Western Reserve University | Coursera
8. Introduction to Finance via University of Michigan |
Coursera
9. Strategic Management Open2Study
10. R Programming via Johns Hopkins University | Coursera
23. MOOC for Credit?
Enter text here.
Coursera is now
offering 27
specializations
edX also has
its version,
called Xseries
iversity planning
to work with
European
universities to
offer credit
Udacity
announced its
Nanodegree
program
1
2
3
4
Abd Karim Alias@2015
31. Higher Educational Institutions @
Malaysia
20 Public universities
34 Polytechnics; 91
Community Colleges
About 500 private
universities & colleges
Abd Karim Alias@2015
35. Enhancing the
quality of T&L
Visibility,
Positioning and
Branding
Bringing Niche
Area to Global
Arena
Life Long Learning
(Widening Access)
01
02
03
04
What MOOC@Malaysia hope
to achieve?
Abd Karim Alias@2015
50. Is there an ideal
pedagogy behind
MOOCs?
What does it
mean in terms
of instructional
design?
What are the
peculiarities of
designing an online
course that
addresses such a big
audience?
Abd Karim Alias@2015
Relevant questions about MOOCs
51. The Pedagogy Behind MOOCs:
Instructional Design Adjustments
For “Massive” Learning*
Abd Karim Alias@2015
*The Pedagogy Behind MOOCs: What eLearning Professionals Should Know; http://bit.ly/
1XW7vIC
53. Online mode delivery
Online quizzes & assessments
Short videos & quizzes
Peer & self-assessment
Short videos
Online forums
Efficacy of online learning
Retrieval learning
Mastery learning
Enhanced learning through this assessment
Enhanced attention & focus
Peer assisstance
MOOC CHARACTERISTICS PEDAGOGICAL BENEFITS
Characteristics of MOOCs and their related pedagogical benefits*
*The pedagogical foundation of MOOCs; http://bit.ly/pedagogymooc
Abd Karim Alias@2015
54. MOOCs’ mode of delivery is
essentially grounded in pedagogy
of somewhat more traditional
learning environments
Abd Karim Alias@2015
55. cMOOCs (Connectivist MOOCs)
as learners freely navigate
in the MOOC course, it’s
not easy for the MOOC
facilitator to keep track of
their progress.
based on
connectivism
More learner-
centered
Learning may also take
place outside the official
MOOC platform
Abd Karim Alias@2015
56. Learners must be able to make
connections of the new information
to what they already know about the
topic under consideration
Learners must be able to maintain
connections with other people
through social networks
Abd Karim Alias@2015
57. In a cMOOC environment the participants in
the course act as both teachers and students,
sharing information and engaging in a joint
teaching and learning experience through
intense interaction facilitated by technology.
Abd Karim Alias@2015
59. The latest trend is a mixed approach that
combines constructivism, social learning and
connectivism, to form the ideal mix that best
fits MOOC’s conceptualization of learning.
Abd Karim Alias@2015
60. 83% of current online
learners already
posses a two-year or
four-year degree and
that most of them
have a stable job*.
Abd Karim Alias@2015
Who takes MOOCs?
*A study by the University of Pennsylvania; http://bit.ly/1Nb2u6X
62. 62
• Encourages reflection
• Enables dialogue
• Fosters collaboration
• Applies theory learnt to practice
• Create community of peers
• Enables creativity
• Motivate learners
Characteristics of good
*Conole, G. (2013). Current thinking on the 7Cs of Learning Design. E4innovation.com
Abd Karim Alias@2015
65. Designing MOOC with Backward Design
What will the
students know,
understand and
will be able to do?
IDENTIFY DESIRED
RESULTS
DETERMINE
ACCEPTABLE
EVIDENCE OF
LEARNING
PLAN LEARNING
EXPERIENCE &
INSTRUCTION
How will the
students know
when they have
reached the
goals?
What do I need to
do in the classroom
to prepare them for
the assessment?
Abd Karim Alias@2015
66. Demonstration
& Application
Experiential
Engagement
Meaning-
making
Concept
explorationContent made available
Video lectures
Audio podcast
Content-rich websites
Online chat
Learner-generated
Blogging
Reflection (video/audio)
Social media discussion
Mind map
Hands-on activities
Games, simulations
Experiments
Interactive session
Learner-generated
Creative project
Presentation
Abd Karim Alias@2015
67. Gamification
Badges
Formative
Assessment
Progress bars
Learners are able to visualize
how much they have
accomplished so far
Leverage on the
competitive nature of
human & element of fun
Badges serve to learners as
means that prove a certain
level of accomplishment
(extrinsic motivation)
How To Motivate Learners in MOOCs*
Keeping track of learners’
progress on-the-spot
*The Pedagogy Behind MOOCs: What eLearning Professionals Should Know; http://bit.ly/
68. Short videos &
other learning
resources
Communication &
collaboration
Space repetition &
practice activities
Credentials &
gamification
01
02
03
04
Facilitating learning with
MOOC
Abd Karim Alias@2015
75. Provide automatically graded
assessment
Provide both synchronous and
asynchronous MOOC activities
Offer both compulsory and
optional online activities
01
02
03
Use of closed-ended questions that
can be automatically graded by the
MOOC system
Learners should be given the
opportunity to interact through
synchronous and asynchronous
activities
Provide many options for
learners
Designing course for massive learning
76. 76
According to MarketingProfs, the new
millennials cannot thinkmore than
140 characters at a stretch!
77. Abd
Karim
Alias@2014
Bite-size learning
(microlearning)
“The process of
learning through
short, digestible and
well-planned units”
~Grovo
78. Abd
Karim
Alias@2014
Bite-size learning
(microlearning)
Learn anything in small chunk—that’s the basic
premise of bite-size learning. It makes sense to
breakdown content into a small, manageable
segments.
79. 79
Abd
Karim
Alias@2015
Why BITE-SIZE?
To support learners by giving
them interesting, flexible
information at their point of need.
LEARNING ON DEMAND
85. 85
Big Data, not Video, will Transform Education
Abd Karim Alias@2015
86. 86
…Uses data, student performance &
analysis models to find out how
students learn & improve on their
experience.
Abd Karim Alias@2015
Unlocking MOOC Data IsThe Game Changer
87. Useful data from course
enrollments ranging from 10,000
to 100,000 students.
LEARNING ANALYTICS —
collected at the scale that
MOOCs operate on, provide
valuable data in identifying the
root cause of failure by students*.
O p t i m i z a t i o n
Abd Karim Alias@2015
*Video Is Great, But Unlocking MOOC Data Is The Game Changer; http://bit.ly/1XW0Cr1
88. “If two students in a university class of a hundred
give a wrong answer, you would never notice, but
when two thousand people give the same wrong
answer, it’s kind of hard to miss.”
- Daphne Koller, co-founder of Coursera
Data will enable teachers to have actionable
feedback on what is, and what is not, working.
Abd Karim Alias@2015
89. 89
Abd Karim Alias@2015
…Uses data, student performance &
analysis models to find out how
students learn & improve on their
experience.
90. 90
…learners can create their own paths
and learn at their own pace.
Abd Karim Alias@2015
92. 92
…provide learners the opportunity to
learn in ways that suit their individual
learning preference and multiple
intelligences.
Abd Karim Alias@2015
109. 109
Abd
Karim
Alias@2014
Harvard has in-house course production
studio with over 50 staff, including
specialists in instructional design,
production, research, technical
operations, and program support.
110. 110
Abd
Karim
Alias@2014
…Start small…
Getting a MOOC off the ground
117. Harvard Business School professor Clayton M. Christensen
3 Business Models
Make students
pay for
certificates of
completion
Allow institutions
to pay for
sponsored classes
Offer students
additional paid
resources
Courses are free but
proof of passing
would need to be
purchased
Universities can pay
to have MOOC
courses taught on
their campuses
Students can pay for
library resources,
tutoring, textbook,
etc.
Diagram
template
credit
to:
Duarte.com
118. 118
…The value of MOOCs may not
be the MOOCs themselves, but
rather the plethora of new
innovations and added services
as a spin-off.
Abd Karim Alias@2015
119. 119
Abd
Karim
Alias@2014
MOOCs as game changer…catalysts
of major educational change.
121. Closing Remarks
01
02
03
04
05
Online + blended learning are
shaping the future of learning
MOOCs are already enhancing
education for thousands of students
around the globe
Huge potential & opportunity
for lifelong learning education
Abd Karim Alias@2015
Content is ubiquitous — learning on
demand
MOOCs provide a flexible platform for
teaching, learning, sharing,
communication, and collaborating