Actfl 2013


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From MOOCs to POOCs: Personalizing Online Language Courses.

This presentation presents options on how to begin offering online language instruction.

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  • MARC — Present two perspectives of our experiences with MOOCs edtech/langauge department What moocs are Learning theories of MOOCs What POOCs are
    Learning theories of POOCS What Drake has done
    Where credit bearing MOOCs are headed
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    1. 1. From MOOCs to POOCs: Personalizing Online Language Courses Clayton Mitchell Marc Cadd Drake University Des Moines, Iowa
    2. 2. Purpose of Talk Drake University has been using MOOC style instruction affectively for a number of years. We have found that for courses to be most effective with student outcomes, they must become personalized so that students do not feel alienated in the process. We will present our experiences and evolutions on this process.
    3. 3. MOOCs Massive Open Online Courses
    4. 4. Characteristics of MOOCs • (Usually) Free • Open to anyone • Potentially unlimited enrollment
    5. 5. Pedagogy • (Prerecorded) Lecture; high-quality indexed video • Readings • Quizzes • Data capture capabilities • Delivery platform that combines social networking with traditional LMS characteristics
    6. 6. Types of MOOCs xMOOCs cMOOCs LOOCs
    7. 7. Most Well-known MOOC Offerings for Credit • Coursera/Georgia State University • Udacity • EdEx • Stanford • San Jose State University
    8. 8. MOOC Learning Theory MOOCs are designed around the connectivist learning theory •Learning & knowledge rest in diverse areas •Learning is a process of connecting specialized nodes of information sources •Learning is more critical than knowing •Perceiving connections between fields, ideas, concepts is a core skill •Decision making is itself a learning process •Filtering what is and is not good information
    9. 9. Pros & Cons of MOOCs? PROS CONS Free They’re Free (offering credit) Open They’re open, no screening of participants Opportunity to learn from experts No way to verify people are who they say they are (issuing credit) Choose as much as one wants to learn Unclear how much/what type of learning is taking place Self paced Students may jump around within the course Large knowledge base to pull information from Students may not get the scaffolding information necessary for success
    10. 10. POOCs Process Oriented Online Courses How POOCs differ from MOOCs POOCs are more constructivist than MOOCs, which are connectivist
    11. 11. POOC Learning Theory POOCs are designed around the Constructivist learning theory • The learner constructs meaning out of the learning process • People learn how to learn as they learn • The construction of meaning is personal and happens cerebrally (in one’s mind) • Learning is a social activity • Motivation is the key to learning • Learning is contextual • not isolated, i.e. social
    12. 12. Background of Language Instruction at Drake • In the Fall of 2002, Drake began offering NASILP style instruction in all languages including commonly taught European languages • Self instructional courses were necessary because of the environment at the institution at that time • Although successful, the way in which we offer languages has evolved over time, both face to face and at distance
    13. 13. Drake's World Languages Implementation Drake has gone through three distinct phases of offering language courses and course material at distance.
    14. 14. Phase 1 •Synchronous distance language classes offered in Chinese and Russian •Blended NASILP model where students worked with native speakers twice per week and an instructor once per week •These courses were offered for 2 years and paid for by a grant •These courses used Connect, Moodle, and Wordpress as the Classroom, Assessment tool, and Portfolio respectively •The idea was to construct a LCTL clearinghouse for small independent colleges and their students
    15. 15. From Phase 1 to Phase 2 • There was a change in the WLC and faculty were migrated to tenure track • The VLS grant expired • University was not committed to continuing offering online courses in this manner
    16. 16. Phase 2 •Courses offered to Drake students on campus •Blended NASILP model courses where the instructor met with the class once a week at distance via Connect •The other 2 days a week, the students worked with native speakers, practicing speaking and pronunciation
    17. 17. From Phase 2 to Phase 3 •To accommodate tenure track demands, the WLC switched to more faculty contact hours •Distance instruction was not viable for the number of contact hours •Hired on-campus faculty for all languages being taught
    18. 18. Phase 3 •More of a traditional language course where the students meet with an instructor 2 days a week and once with a native speaker to practice speaking and pronunciation •Guest lecturers are brought in via Connect periodically throughout the course •All courses being taught in a blended environment. Most of the assessment for the course is still being done online
    19. 19. Where the MOOC Industry Is Going • MOOCs really work for the most motivated 1% of learners • “The thing I’m insanely proud of right now is I think we’ve found the magic formula” • “We changed the equation and put people on the ground” • Smaller more directed courses with increased personal contact between content experts and students Udacity CEO Sebastian Thrun
    20. 20. Where the MOOC Industry Is Going • San Jose State University is embracing MOOCs in their curriculum • Success stories of MOOCs being used in blended environments, in a flipped model • The critical element is access to content experts to help successfully guide the remaining 99% of students
    21. 21. What is needed in order to offer these types of classes? •Tech support •Support for hardware •Support for faculty •Support for students •Instructional support •Help for faculty converting material for online presentation •Training for faculty on how to offer online courses
    22. 22. What is needed in order to offer these types of classes? •Institutional support •Financial •A degree of recognition that online courses are valid and necessary •An acknowledgment that it takes just as much if not more effort to offer classes online as opposed to face to face
    23. 23. Tools for Synchronous Communication FREE PAID Hangouts (Google+) Adobe Connect Skype WebEx oovoo GoToMeeting BigBlueButton Blackboard Collaborate (Elluminate) Vyew Lync
    24. 24. Conclusion 1.MOOCs are not for every institution 2.MOOCs do offer individualized instruction 3.POOCs are one response to offering synchronous courses at distance, but in a more controlled way 4.POOCs offer the flexibility of personalizing the online experience
    25. 25. Bibliography • • • • • • • • •