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MAKING SENSE OF MOOCS

Jason B. Huett, Ph.D.jhuett@westga.edu

Kim C. Huett, Ed.S.khuett@westga.edu

University of West Georgia

TXDLA 2014, Corpus Christi, TX

http://txdla2014.wiki.westga.edu/

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From http://www.sadlybald.com/

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From http://lilsisbet.blogspot.com/2013/05/choosing-natural-weight-loss-products.html

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OH. THOSE. COMPLETION. RATES.

Research Credit: Katy Jordan

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Media Credit: Michael Smith http://www.flickr.com/photos/mbransons/

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From http://www.michaelbransonsmith.net/blog/2013/03/22/all-moocs-and-no-play-makes-university-dull/audrey-watters-say-mooc-again/

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Media Credit: Jesse Gurney Cartoonist

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GARTNER’S HYPE CYCLE

Research Credit: Katy Jordan

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Research Credit: Katy Jordan

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CASE 1. VSMOOC12Led by Dr. Michael K. Barbour

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DELIVERY & AUDIENCEAudience• 25 Students

• 6 males• 19 females

• Graduate Students

• Master’s/Ed.S. in IT/SLM• Doc Students in Education

Delivery• 100% online

• Course: WebCT BlackBoard

• MOOC: Wikispaces

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SCHEDULE, CONTENT, FORMAT, BADGING

WEEK Monday-Thursday Friday-Sunday1 Classifying History

2 Research (gen.) Research (design)

3 Research (teaching) Research (facilitation)

4 Research (intl) Conclusion

Format: text, documents, videos, URLs, multimediaIncentives: 5 badge options

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EMBEDDING INTO COURSEModule 13 weeks

Module 24 weeks

Module 32 weeks

Intro to Course

Intro to Major Projects

Explaining MOOC Project

MOOC Anticipation Data

VSS MOOC (8 topics; 4 weeks; 15 blog posts)

MOOC Reflection Data

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SCAFFOLDING THE MOOC

Full MOOC Experience Scaffolded MOOC Experience• Students access solely via

MOOC• Students access MOOC via

course LMS• Questions addressed by MOOC

participants• Questions primarily addressed

within course structure• May be addressed by MOOC

participants• Attainment of Badges Grade in

Course• Grades assessed by professor • Badge optional/secondary

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BENEFITS1. Connections to Larger World.2. Reflection on Practice.3. Potential for Teacher Professional

Development (PD). 4. Improvement of Technology Skills.5. Just-in-Time, Up-to-Date Learning.

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CHALLENGES1. Need for Extrinsic Feedback. 2. Feelings of Isolation and Seclusion. 3. Novelty Effect Fading. 4. Too Much Information, Too Little Time. 5. Poor Communication among Disparate Participants. 6. Twitter as Poor Networking Tool.

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CASE 2. GAVS TOOL MOOC ‘14

DELIVERY & AUDIENCEDelivery• 100% online

• Course: D2L

• MOOC: WordPress

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Audience• 12 students

• 1 male• 11 females

• Graduate Students

• Master’s/Ed.S. in IT/SLM• Doc Students in Education

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SCHEDULE, CONTENT, FORMAT

WEEK Topic1 Participate

2 Navigate

3 Communicate

4 Create

5 Evaluate

6 Capstone

Format: text, documents, videos, URLs, multimedia

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https://www.openteachertraining.org/

BADG

ING

/ VER

IFICA

TION

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EMBEDDING INTO COURSEModule 12 weeks

Module 22 weeks

Module 33 weeks

Intro to Course

Explaining MOOC Project

Create blog

Rregister;

Get oriented to TOOL

TOOL Topics:ParticipateNavigate

TOOL Topics: CommunicateCreateEvaluate

Wrap-up Discussion

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SCAFFOLDING THE MOOC

Full MOOC Experience Scaffolded MOOC Experience• Students access solely via

MOOC• Students access MOOC via

course LMS• Course timetable/calendar

• All questions addressed by TOOL MOOC staff

• One General questions forum in LMS

• Students were referred back to TOOL MOOC Staff

• Verification = grade of A for project

• Timeline adjusted by professor• Grade adjusted based on

completion

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BENEFITS1. Rigorous and highly applicable2. Relevant and timely information3. Excellent in-MOOC scaffolding and support4. Effectively covered most major issues with

virtual teaching and learning5. Official verification process with immediate

marketability6. Overall great learning experience

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CHALLENGES1. TIME: TOOL MOOC took much longer

than initially anticipated to complete2. Lack of sense of collaboration or

interactivity3. Navigation and technical glitches in

Word Press and with verification4. Lack of detailed feedback—just verified

or not

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STRATEGIC PLANNING

Credit:http://macleodcartoons.blogspot.com/2010/10/university-strategic-planning.html

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EDUCATION WILL BE MORE TECHNOLOGICALLY-ENHANCED.

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EDUCATION WILL BE MORE ACCESSIBLE.

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EDUCATION WILL BE MORE FLEXIBLE.

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EDUCATION WILL BE MORE GLOBAL.

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EDUCATION WILL BE MORE AFFORDABLE.

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UNIVERSITY SYSTEM OF GEORGIA (USG)• System-level New Models Taskforce• Georgia State University’s Acceptance of MOOC Transfer

Credit (Jan 2013)• USG Partners with Coursera (May 2013)• Goal: Making all USG Online Courses “Visible and

Accessible” to all USG students (Davis, 2013, p. 3)• Fall 2015: Student Retention Funding • MOOC Initiatives

• Univ. of Georgia - Middle Georgia College - Georgia State Pre-calculus MOOC

• Kennesaw State University—Blended/Online Learning MOOC

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UWG MOOC SQUADThis committee believes that pursuit of innovative approaches to delivery are consistent with the comprehensive mission of the institution as well as Complete College Georgia and QEP initiatives. Rather than recommend whether or not MOOCs should or should not be part of these approaches, the committee suggests a broader strategy which encourages thoughtful but bold approaches and relieves existing barriers to innovation and student success.

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MOOC SQUAD RECOMMENDATIONS1. MOOCs for Introductory and Remedial

Instruction2. Free and Open Textbooks, Software, and

Resources3. Direct Assessment, Competency-Based,

and Prior Learning Approaches4. Membership in eMajor and the Adult

Learning Consortium

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MOOC SQUAD RECOMMENDATIONS5. Credit Transfer Process6. For-Credit MOOC-Like Courses7. MOOCs for Public Relations and

Recruitment8. Develop Processes to Streamline

Quality for all Online Courses/Programs

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THANK YOU!Kim Huett

khuett@westga.edu

Jason Huettjhuett@westga.edu

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REFERENCESBarbour et al. (2012). Virtual school MOOC: Introduction to K-12 online learning research. Retrieved from http://virtualschoolmooc.wikispaces.com/VSSMOOC12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oaCleveland-Innes, M. & Garrison, R. (eds.) (2010). An introduction to distance education: Understanding teaching and learning in a new era. New York/Abingdon UK: Routledge.Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory: Volume II (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates.Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of learning technologies. New York: Routledge.Spector, J.M. (2012). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York: Routledge.

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EXTRA SLIDES

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PURPOSEI. Integration into for-credit class structure • Case 1• Case 2

II. Leveraging MOOCs to support comprehensive mission of your institution