Open, Sesame: OERs and MOOCs

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OPEN, SESAME: OERs and MOOCs Demystifying Open Educational Resources and Massive Open Online Courses 16 MAY 2014 Chemical Engineering seminar Cheryl Hodgkinson-Williams, Andrew Deacon, Janet Small and Sukaina Walji

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Presentation to CeBER (Centre for Bioprocess Engineering Research) at UCT on demystifying Open Educational Resources and Massive Open Online Courses.

Transcript of Open, Sesame: OERs and MOOCs

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OPEN, SESAME: OERs and MOOCs

Demystifying Open Educational Resources and Massive Open Online Courses

16 MAY 2014

Chemical Engineering seminar

Cheryl Hodgkinson-Williams, Andrew Deacon, Janet Small and Sukaina Walji

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What “hidden treasure” is to be found in Open Educational Resources (OER) and Massive Open Online Courses (MOOCs)?

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UNDERSTANDING THE EMERGENCE OF OPEN EDUCATIONAL RESOURCES (OER)

Section 1

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What are Open Educational

Resources (OER)?

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Open Educational Resources (OER)

OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and, if specified, the re-purposing by others.

Examples of OER include full courses, course materials, modules, textbooks, streaming videos, tests, software and any other tools, materials, or techniques use to support access to knowledge (adapted from Smith & Casserly, 2006: 8).

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Precursors to OER

OER

Open Source Software

Open Access

Learning Objects

Open Content

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Key enabler of OER: Alternative licensing

Previously copyright was binary: All rights retained or public domain

Copyright©

Public domainPD

Now alternative licensing options such as the GNU General Public License and Creative Commons provide a range of options where some rights are reserved

Copyright©

Some rights reserved Public domainPD

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Degrees of Openness of CC licensing

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Early University OER providers1999

Connexions, Rice University

MIT Open CourseWare

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Early Private providers: Khan Academy

(Note some materials are still copyrighted)

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Chemical Engineering – Example 1

Open Textbook

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Chemical Engineering – Example 2

Simulation

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Chemical Engineering – Example 3

Video

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Chemical Engineering – Example 4

Tutorial

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Launched on 12 February 2010

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Chemical Engineering @ UCT

Resources for

schools

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Where to from here for OER? Discover the potential “treasure” out there and …

Reuse – use “as is” or copy verbatim Revise – adapt and improve the OER so it better meets

your needs by re-authoring, contextualising, re-designing, summarising, repurposing, translating, personalising, re-sequencing the content

Remix – combine or “mashup” the OER with other OER to produce new materials by decomposing, re-mixing and/or assembling content to meet your requirements

Redistribute – make copies and share the original OER or your new version with others … on UCT Open Content

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Where to from here for OER? Research: Watch this space ROER4D

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EMERGING UNDERSTANDING OF MOOCS

Section 1

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The coming of ‘MOOC’?

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High profile MOOCs

https://wikipedia.org

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Sebastian Thrun

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Media hype

He’s thinking big now. He imagines that in 10 years, job applicants will tout their Udacity degrees. In 50 years, he says, there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them.

Thrun quoted in 2012 online report: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/

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MOOCs didn’t just appear

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April 2012http://edutechnica.com/moocmap

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October 2012http://edutechnica.com/moocmap

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April 2013http://edutechnica.com/moocmap

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October 2013http://edutechnica.com/moocmap

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Participants

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Completion Rates

http://www.katyjordan.com/MOOCproject.html

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6 million students / 54 staff

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● 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)

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COURSE LANDSCAPE

Section 2

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Course offered simultaneously as a formal and as a open course.

Small private open course nested inside a MOOC

Massive Online Course: formal course inspired by MOOC pedagogy

Students in a course taking a MOOC with added local support and additional material

Massive Open Online Course

Formal course with lectures and support.

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Wrapped MOOCs at UCT

Time TopicGroup meets every -Monday for 5 weeks

Critical Thinking in Global Challengeshttps://www.coursera.org/course/criticalthinking 

Group meets every -Thursday for 5 weeks 

Principles of Written Englishhttps://www.edx.org/course/uc-berkeleyx/uc-berkeleyx-colwri2-2x-principles-1348  Group meets every -Monday

for 6 weeksUnderstanding Research: An Overview for Health Professionalshttps://www.coursera.org/course/researchforhealth 

Group meets every second Wednesday for 5 weeks 

Model Thinkinghttps://www.coursera.org/course/modelthinking  

Group meets every Monday for 6 weeks  

Design and Interpretation of Clinical Trialshttps://www.coursera.org/course/clintrials  

Group meets every Wednesday for 10 weeks  

Data Analysis and Statistical Inferencehttps://www.coursera.org/course/statistics

Group meets every Thursday for 6  weeks

University Teaching 101 *NEW*https://www.coursera.org/course/univteaching101 

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WHAT COULD MOOCS LOOK LIKE AT UCT?

Section 3

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MOOC categories

C1 Teaching Showcase

C2 Gateway

Skills

C3 Graduate literacies

C4 Professional Showcase

C5 Research showcase

High-profile ‘rockstar’ MOOCs on general interest topics. Typically showcasing undergraduate teaching

Help prepare students for undergraduate study and introduce skills required.

Help prepare students for postgraduate study and develop general skills and expectations.

Support continuing education and showcasing professional careers and qualifications.

Showcase research and special interest topics that may attract postgraduate students

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A general interest high profile course that showcases the institution by means of an engaging subject or personality led. Likely to be of global interest and matches a popular understanding of high profile MOOCs

Category 1 Teaching Showcase

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Provide foundational or enhancement skills, which students could take these prior to applying or attending an institution but could also replace some campus-based teaching for 'bottleneck courses' or non-core. Likely to be of local interest, either within the institution or at a country-wide setting.

Category 2 Gateway Skills

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Post-graduate level courses to support application or programmes of study focussed on building postgraduate literacies. Likely to be of local or national interest.

Category 3 Graduate Literacies

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Geared towards vocational skills development, re-tooling and professional development; they could be offered in conjunction with other organisations or professional bodies. Likely to be of local interest, although some specialised topics may be globally relevant. .

Category 4 Professional showcase/development

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Specialised and targeted than category one courses as they assumes some existing background in the topic, but are still geared towards general or leisure learning. Likely to have global appeal.

Category 5 Showcase research/specialisms

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MOOC categories summary

MOOC Category

Institutional purpose and examples

1 – Teaching showcase

Showcase teaching and showcase faculty; general interest topics at an undergraduate level.

2 – Gateway skills

Prepare students; assist with bottleneck courses or provide supplementary assistance

3 – Graduate literacies

Help prepare students for postgraduate study and develop general skills and expectations.

4 – Professional showcase

Support continuing education and showcasing professional careers and qualifications.

5 – Research showcase

Showcase research and special interest topics that may attract postgraduate level of interest.

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MOOCs can be OER

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Where to from here?

CILT position paper - under review for journal Enroll for a MOOC - check www.class-central.com/ Draw MOOCs into classroom - ask your students

about their experiences? Set up a study group - or join the CILT unstudy

group Scoop-it curated links

http://www.scoop.it/t/moocswatch

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References

Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2009, Vol. 5, Issue 5, pp.101-116.

Smith, M.S. & Casserly, C.M. (2006). The promise of Open Educational Resources, Change: The Magazine of Higher Learning, 38(5), 8-17.