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exploiting networks for the education of the masses
or just a trend?
MOOCs
Vanessa Camilleri, Leonard Busuttil, Matthew Montebello
Source: http://www.flickr.com/photos/will-lion/3601144842/
CPD Session - Faculty of Education, May 2014 2
• Different factors impinging on the state of
Higher Education
• Rise in a “Global Faculty and student mobility
• “The Invisible College”
• The changing student
Changing Trends in Higher
Education
CPD Session - Faculty of Education, May 2014 3
Shifting Cultures
Source: http://www.flickr.com/photos/will-lion/3601146386/in/photostream
CPD Session - Faculty of Education, May 2014 4
• Shift towards the online world; online & blended
programs – more access
• Student needs create a more learner-centric
program – more collaboration
• Crowd sourcing or crowd learning? – more
sharing
• Gamification or game-based? – more play
New Models in Teaching and
Learning
CPD Session - Faculty of Education, May 2014 5
Source: http://www.flickr.com/photos/24752578@N02/5589897831/
How we learn today, is not how we will learn tomorrow.
Digital (R)evolution in HE
MOOCs are the third digital revolution
1. E-Learning hype around new millenium 
Changed learning environments
2. OER peak from 2007
 Giving away knowledge for free
3. MOOC peak from 2010
 Access to education for free
CPD Session - Faculty of Education, May 2014 7
What is a ‘MOOC’?
CPD Session - Faculty of Education, May 2014 8
CPD Session - Faculty of Education, May 2014
9
CPD Session - Faculty of Education, May 2014 9
Sebastian Thrun, Peter Norvig
Source: http://www.ted.com/talks/peter_norvig_the_100_000_student_classroom.html
…the 160,000 classroom
CPD Session - Faculty of Education, May 2014 10
Sebastian Thrun: In 50 years there will be only 10
institutions in the world delivering higher
education and Udacity has a shot at being one
of them (quoted in 2012 online report:
http://www.wired.com/wiredscience/2012/03/
ff_aiclass/all/)
Media hype
CPD Session - Faculty of Education, May 2014 11
MOOCs didn’t just appear
12
CPD Session - Faculty of Education, May 2014 12
13
CPD Session - Faculty of Education, May 2014 13
CPD Session - Faculty of Education, May 2014
14
CPD Session - Faculty of Education, May 2014 14
April 2012
http://edutechnica.com/moocmap
CPD Session - Faculty of Education, May 2014
15
CPD Session - Faculty of Education, May 2014 15
October 2012
http://edutechnica.com/moocmap
CPD Session - Faculty of Education, May 2014
16
CPD Session - Faculty of Education, May 2014 16
April 2013
http://edutechnica.com/moocmap
CPD Session - Faculty of Education, May 2014
17
CPD Session - Faculty of Education, May 2014 17
October 2013
http://edutechnica.com/moocmap
CPD Session - Faculty of Education, May 2014
18
CPD Session - Faculty of Education, May 2014 18
Completion Rates
http://www.katyjordan.com/MOOCproject.html
CPD Session - Faculty of Education, May 2014 19
CPD Session - Faculty of Education, May 2014 20
6 million students / 54 staff
CPD Session - Faculty of Education, May 2014
21
CPD Session - Faculty of Education, May 2014 21
Content is NOT free
Students can NOT support
each other
MOOCs can NOT solve the
problem of educational
scarcity in emerging
economies
Education is NOT a mass
customer industry
MOOC myths
It's NOT all about money
Will NOT create a two-
tier educational system
MOOCs are NOT
inherently inferior
We've have NOT seen
how this plays out
Against (from Laurillard) For (from Educause)
22CPD Session - Faculty of Education, May 2014 22
Coursera
How Higher Education is becoming more open
Source: https://www.coursera.org/
CPD Session - Faculty of Education, May 2014 23
MOOCs
The current and future state of Higher Education
Source: http://edfuture.net/
CPD Session - Faculty of Education, May 2014 24
The Quality Challenge
The quality challenge:
• Start from digital and technological
innovation,
• move on to educational (r)evolution
and change, and
• Lead to a quest for quality and
innovation strategies.
CPD Session - Faculty of Education, May 2014 25
MOOCs and quality
• Should we care about the MOOC drop outs?
• Do MOOCs challenge the current HE model?
• How will it be looking when learning and
certification will be disaggregated?
• What is it that makes a model with high drop
out, little success rates and heterogenious
target groups popular?
26CPD Session - Faculty of Education, May 2014
1. Massive Target Audience?
• Change from „no target audience“-thinking
to having one in mind, even if it is wide. Take
into acount new participation profiles.
MOOC
Lurkers
Passive
participants
Active participants
Drop-ins
HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online]
e-Literate blog post 02/03/13 [accessed 19/04/13]. Available:
http://mfeldstein.com/the-four-student-archetypes-emerging-in-moocs/
27
2. Mixing Groups?
Be aware that inviting the world
means to bring in the worlds
opinion (existing groups might be
disturbed)
Mixing campus and MOOC
Students might be challenging:
drive in/by learners vs. highly
motivated learners who want a
masters degree.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg 28
3. Learning Across Contexts
Be aware that the quality paradigm “fitness for
purpose” is not working for MOOCs because
MOOCs mean learning across contexts and
purposes.
Quality measures become individualised, quality
methods like self- & peer-assessment and –
reflection are suitable.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg 29
4. Support Self-Organization
Be open about your requirements of self-
organisation, provide scaffolding for those who
lack that self-organisation.
http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg
30
AmyMullarkey
5. Declare What‘s in it!
Be precise about the content and purpose of the
MOOC (self-declaration) and keep promises!
(Use a MOOC description model) - (Conole 2013)
CPD Session - Faculty of Education, May 2014 31
6. Peer-to-Peer Pedagogy
Use peer-to-peer pedagogy: peer-learning, peer-
review, peer-assessment, collaborative learning,
multiple learning pathways and exploratory
learning
Understand that teaching is not a prerequsite of
learning.
http://www.naset.org/uploads/pics/choice.gif
7. MOOCs Support Choice Based
Learning
Move away from the notion that „ending a MOOC
early“ means dropping out ; looking at MOOCs
like (structured, paced, timebound) courses
Be aware that MOOC learning is an opt-in/out
learning model - MOOCs follow voluntary
sequencing and are based on choices. The
choices they offer make their attractiveness.
33
The ‘Network Enabler’ – common design
elements in MOOCs
Common Grounds
Fosters
Engagement
Tutors as
Facilitators
Reflects
Global
Perspectives
Uses Social
Media
channels
Collective
Scaffolding
CPD Session - Faculty of Education, May 2014 34
• Imagination is more important than
knowledge – Einstein
• We need diversity of thought in the world to
face new challenges – Sir Tim Berners Lee
Where is the future taking us?
Source:
http://www.flickr.com/photos/682
89482@N05/6277834810/
CPD Session - Faculty of Education, May 2014
Source: http://www.flickr.com/photos/lgb06/4390432853/
CPD Session - Faculty of Education, May 2014 36
THANK YOU!
Vanessa Camilleri, Leonard Busuttil, Matthew
Montebello
vanessa.camilleri@um.edu.mt
leonard.busuttil@um.edu.mt
matthew.montebello@um.edu.mt

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Presentation for the Book Chapter - The Social Classroom

  • 1. exploiting networks for the education of the masses or just a trend? MOOCs Vanessa Camilleri, Leonard Busuttil, Matthew Montebello
  • 3. • Different factors impinging on the state of Higher Education • Rise in a “Global Faculty and student mobility • “The Invisible College” • The changing student Changing Trends in Higher Education CPD Session - Faculty of Education, May 2014 3
  • 5. • Shift towards the online world; online & blended programs – more access • Student needs create a more learner-centric program – more collaboration • Crowd sourcing or crowd learning? – more sharing • Gamification or game-based? – more play New Models in Teaching and Learning CPD Session - Faculty of Education, May 2014 5
  • 6. Source: http://www.flickr.com/photos/24752578@N02/5589897831/ How we learn today, is not how we will learn tomorrow.
  • 7. Digital (R)evolution in HE MOOCs are the third digital revolution 1. E-Learning hype around new millenium  Changed learning environments 2. OER peak from 2007  Giving away knowledge for free 3. MOOC peak from 2010  Access to education for free CPD Session - Faculty of Education, May 2014 7
  • 8. What is a ‘MOOC’? CPD Session - Faculty of Education, May 2014 8
  • 9. CPD Session - Faculty of Education, May 2014 9 CPD Session - Faculty of Education, May 2014 9
  • 10. Sebastian Thrun, Peter Norvig Source: http://www.ted.com/talks/peter_norvig_the_100_000_student_classroom.html …the 160,000 classroom CPD Session - Faculty of Education, May 2014 10
  • 11. Sebastian Thrun: In 50 years there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them (quoted in 2012 online report: http://www.wired.com/wiredscience/2012/03/ ff_aiclass/all/) Media hype CPD Session - Faculty of Education, May 2014 11
  • 12. MOOCs didn’t just appear 12 CPD Session - Faculty of Education, May 2014 12
  • 13. 13 CPD Session - Faculty of Education, May 2014 13
  • 14. CPD Session - Faculty of Education, May 2014 14 CPD Session - Faculty of Education, May 2014 14
  • 15. April 2012 http://edutechnica.com/moocmap CPD Session - Faculty of Education, May 2014 15 CPD Session - Faculty of Education, May 2014 15
  • 16. October 2012 http://edutechnica.com/moocmap CPD Session - Faculty of Education, May 2014 16 CPD Session - Faculty of Education, May 2014 16
  • 17. April 2013 http://edutechnica.com/moocmap CPD Session - Faculty of Education, May 2014 17 CPD Session - Faculty of Education, May 2014 17
  • 18. October 2013 http://edutechnica.com/moocmap CPD Session - Faculty of Education, May 2014 18 CPD Session - Faculty of Education, May 2014 18
  • 20. CPD Session - Faculty of Education, May 2014 20
  • 21. 6 million students / 54 staff CPD Session - Faculty of Education, May 2014 21 CPD Session - Faculty of Education, May 2014 21
  • 22. Content is NOT free Students can NOT support each other MOOCs can NOT solve the problem of educational scarcity in emerging economies Education is NOT a mass customer industry MOOC myths It's NOT all about money Will NOT create a two- tier educational system MOOCs are NOT inherently inferior We've have NOT seen how this plays out Against (from Laurillard) For (from Educause) 22CPD Session - Faculty of Education, May 2014 22
  • 23. Coursera How Higher Education is becoming more open Source: https://www.coursera.org/ CPD Session - Faculty of Education, May 2014 23
  • 24. MOOCs The current and future state of Higher Education Source: http://edfuture.net/ CPD Session - Faculty of Education, May 2014 24
  • 25. The Quality Challenge The quality challenge: • Start from digital and technological innovation, • move on to educational (r)evolution and change, and • Lead to a quest for quality and innovation strategies. CPD Session - Faculty of Education, May 2014 25
  • 26. MOOCs and quality • Should we care about the MOOC drop outs? • Do MOOCs challenge the current HE model? • How will it be looking when learning and certification will be disaggregated? • What is it that makes a model with high drop out, little success rates and heterogenious target groups popular? 26CPD Session - Faculty of Education, May 2014
  • 27. 1. Massive Target Audience? • Change from „no target audience“-thinking to having one in mind, even if it is wide. Take into acount new participation profiles. MOOC Lurkers Passive participants Active participants Drop-ins HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available: http://mfeldstein.com/the-four-student-archetypes-emerging-in-moocs/ 27
  • 28. 2. Mixing Groups? Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed) Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree. http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg 28
  • 29. 3. Learning Across Contexts Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because MOOCs mean learning across contexts and purposes. Quality measures become individualised, quality methods like self- & peer-assessment and – reflection are suitable. http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg 29
  • 30. 4. Support Self-Organization Be open about your requirements of self- organisation, provide scaffolding for those who lack that self-organisation. http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg 30
  • 31. AmyMullarkey 5. Declare What‘s in it! Be precise about the content and purpose of the MOOC (self-declaration) and keep promises! (Use a MOOC description model) - (Conole 2013) CPD Session - Faculty of Education, May 2014 31
  • 32. 6. Peer-to-Peer Pedagogy Use peer-to-peer pedagogy: peer-learning, peer- review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learning Understand that teaching is not a prerequsite of learning. http://www.naset.org/uploads/pics/choice.gif
  • 33. 7. MOOCs Support Choice Based Learning Move away from the notion that „ending a MOOC early“ means dropping out ; looking at MOOCs like (structured, paced, timebound) courses Be aware that MOOC learning is an opt-in/out learning model - MOOCs follow voluntary sequencing and are based on choices. The choices they offer make their attractiveness. 33
  • 34. The ‘Network Enabler’ – common design elements in MOOCs Common Grounds Fosters Engagement Tutors as Facilitators Reflects Global Perspectives Uses Social Media channels Collective Scaffolding CPD Session - Faculty of Education, May 2014 34
  • 35. • Imagination is more important than knowledge – Einstein • We need diversity of thought in the world to face new challenges – Sir Tim Berners Lee Where is the future taking us? Source: http://www.flickr.com/photos/682 89482@N05/6277834810/ CPD Session - Faculty of Education, May 2014
  • 37. THANK YOU! Vanessa Camilleri, Leonard Busuttil, Matthew Montebello vanessa.camilleri@um.edu.mt leonard.busuttil@um.edu.mt matthew.montebello@um.edu.mt