Pedagogy of MOOCs

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Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.

Transcript of Pedagogy of MOOCs

  • The Pedagogy of MOOCs University of Cape Town Seminar 17-Oct-2013 This presentation is based on my Pedagogy of MOOCs blog post at: with Paul Stacey Associate Director of Global Learning Creative Commons Except where otherwise noted these materials are licensed Creative Commons Attribution 3.0 (CC BY)
  • Internet, Social Networking, Online Learning Networked Teacher Diagram Update by Alec Couros CC BY-NC-SA
  • Education Openness Open Access Open Source Software
  • Massive Open Online Courses (MOOCs) 2012 The MOOC! The Movie by Giulia Forsythe CC BY-NC-SA
  • The Pedagogy of MOOCs How can you effectively teach thousands of students simultaneously? Im fascinated by the contrast between post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy. How well are MOOCs doing at successfully teaching students? Based on MOOCs equally massive dropout rates having teaching and learning success on a massive scale will require pedagogical innovation. Its this innovation, more than massive enrollments or free that I think make MOOCs important.
  • Early MOOCs 2007 Alec Couros
  • Early MOOCs 2008 & 2009 George Siemens Stephen Downes
  • Early MOOCs 2010 Stephen Downes George Siemens Dave Cormier Rita Kop
  • Early MOOCs 2011 George Siemens Jon Dron Dave Cormier Sylvia Currie Tanya Elias
  • Common Features of Early MOOCs Open to anyone to participate. Some of these early MOOCs, taught by university faculty, had tuition paying students taking the course for university credit who were joined in the the same class with non-tuition paying, non-credit students who got to fully participate in a variety of non-formal ways. Alec Couros pedagogically designed his graduate course in a way that relies on the participation of noncredit students. Other early MOOCs were solely offered as a form of informal learning open to anyone for free without a for-credit component. Openly licensed using Creative Commons licenses
  • Pedagogy of cMOOCs These early MOOCs, known as connectivist or cMOOCs, focus on knowledge creation and generation rather than knowledge duplication. In cMOOCs, the learners take a greater role in shaping their learning experiences than in traditional online courses. Four key characteristics - autonomy, diversity, openness, and connectedness/interactivity Dave Cormier maps out the five steps to success in a cMOOC 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus. Faculty/facilitators focus on fostering a space for learning connections to occur.
  • Pedagogy of cMOOCs PLENK2010 is an unusual course. It does not consist of a body of content you are supposed to remember. The learning in the course results from the activities you undertake, and will be different for each person. This course is not conducted in a single place or environment. It is distributed across the web. We will provide some facilities. But we expect your activities to take place all over the internet. We will ask you to visit other peoples web pages, and even to create some of your own. This connectivist course is based on four major types of activity 1. Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward.
  • Pedagogy of cMOOCs Learning happens within a network Learners use digital platforms such as blogs, wikis, social media platforms to make connections with content, learning communities and other learners to create and construct knowledge. Participant blog posts, tweets etc. are aggregated by course organizers and shared with all participants via daily email, newsletter, forum, RSS feed, My Twitter Social Ego Networks by David Rodrigues CC BY-NC-SA Social Learning
  • In those early pioneering days MOOCs were exciting for their pedagogy! Even the courses were about innovative pedagogy Social Media & Open Education, Connectivism, Personal Learning Environments, Learning Analytics, 21st century Learner by Giulia Forsythe CC BY-NC-SA
  • In 2011 MOOCs migrated to the US with Jim Grooms DS106 Digital Storytelling at the University of Mary Washington in Virginia. DS106 is a credit course at UMW, but you can also be an open participant.
  • New Pedagogical Directions Rather than assignments created by faculty, ds106 course assignments are collectively created by course participants over all offerings of the course. The Assignment Bank is online and anyone can access it. Having course participants collectively build course assignments for use by students in future classes is a hugely significant pedagogical innovation.
  • ds106 is the first ever online course with its own radio station - ds106 radio The pedagogical potential of a course radio station is an exciting but relatively unexplored opportunity.
  • MOOCs Go Massive Fall of 2011 Stanford Engineering professors offered three of the schools most popular computer science courses for free online as MOOCs Machine Learning, Introduction to Artificial Intelligence, and Introduction to Databases Introduction to Artificial Intelligence course offered free and online to students worldwide from October 10th to December 18th 2011 was the biggest surprise Taught by Sebastian Thrun and Peter Norvig this course really was massive attracting 160,000 students from over 190 countries
  • Stanford MOOC Pedagogy Pedagogically a step backward Watch video lecture recordings, read course materials, complete assignments, take quizzes and an exam Gone were the rich pedagogical innovations from earlier MOOCs Simply migrated campus-based didatic methods of teaching to the online environment Absence of any effort to utilize the rich body of research on how to teach online effectively While didactic, lecture based methods of teaching have long been the mainstay of bricks and mortar schools we know that this method of teaching does not transfer well to online
  • Sebastian Thrun leaves Stanford and raises venture capital to launch Udacity Mission to bring accessible, affordable, engaging, and highly effective higher education to the world.
  • Pedagogy of Udacity Udacity courses include lecture videos, quizzes and homework assignments. Multiple short (~5 min.) video sections make up each course unit. All Udacity courses are made up of distinct units = a weeks worth of instruction and homework. Since Udacity enrollment is open, you can take as long as you want to complete. Udacity courses include discussion forums and a wiki for course notes, additional explanations, examples and extra materials. Each course has an area where instructors can make comments but the pedagogical emphasis is on selfstudy.
  • Pedagogy of Udacity Udacity courses do have an informal discussion forum where students can post any ideas and thoughts they have about the course, ask questions, and receive feedback from other students Free participation is non-credit A few courses can be taken for credit (from California institutions) for a fee Udacity offers job placement service in partnership with various employers
  • Late December 2011 MIT announced edX Aim of letting thousands of online learners take laboratory-intensive courses, while assessing their ability to work through complex problems, complete projects, and write assignments. October 2013, 76 courses, 29 partners
  • Pedagogy of edX As with other MOOC style offerings edX students wont have interaction with faculty or earn credit toward an MIT degree. For a small fee students can take an assessment which, if successfully completed, will provide them with a certificate from edX. EdX offers honor code certificates, ID verified certificates, and XSeries certificates (successfully completing a series of courses) edX platform used to conduct experiments on how students learn and how faculty can best teach. Assessing course data, from mouse clicks to time spent on tasks, to evaluating how students respond to various assessments.