Learning resources and MOOCs – What is being constructed and why?

rene b christiansendocent, phd

Massive?Open?

Course?Online!

”In an x-mooc you watch a video – in a c-mooc … you make one”

(George Siemens)

1: transferMOOCs 2: madeMOOCs 3: synchMOOCs 4: asynchMOOCs 5: adaptiveMOOCs 6: groupMOOCs 7: connectivistMOOCS 8: miniMOOCSs

(Clark 2013)

1: transferMOOCs 2: madeMOOCs 3: synchMOOCs 4: asynchMOOCs 5: adaptiveMOOCs 6: groupMOOCs 7: connectivistMOOCS 8: miniMOOCSs

(Clark 2013)

If you look at most research (e.g. Edinburgh University) most moocs tend to start out as

some things (active, social, cooperative, intense) and end up being quite other things

(deserted, lonesome places for stacking various resources for non-transparent reasons

WHY IS THAT?…LOTS OF REASONS!

By 2020 it is required (by law) that teachers working in the Danish primary school system

must hold a bachelor’s degree (Bach.Edu.) in the subjects they teach.

More than 10,000 teachers (of app 56.000 in total)will need to qualify for this within 5 years.

Various municipalities in Denmark and the University College of Zealand are now in the process of examining whether a new training and

learning format "MOOC“ can solve this gap.

What have we done?What did the teachers produce?

What problems emerge?

Our M O O Cis massive in one sense; not in number but in design

its online, its not open,

it is a course, but its not for free

(preliminary) design framework consisting of:1: A curriculum that is personalized

(individual curricula based on self-assesment)

2: A design that is adaptive(that can honour the above and present a

MOOC-milieu based on this)+

3: ”Mixed Methods”: Blended teaching formats

(MOOC/F2F)

The MOOCThe production of learning resources

The MOOCThe production of learning resources

The MOOCThe production of learning resources

How is teaching possible F2F when all student`ts bring with them

different curricula-needs)(this is NOT new – now it is visual knowlege!)

How is a successful mooc-milieu created? - learning- collaboration- feedback

How can the MOOC-teacher “come to live”?What is a “mooc-student”?

Bayne, S. & Ross, J. (2014). The pedagogy of the Massive Open Online Course: the UK view. The Higher Education Academy, University of Edinburgh. Accesed on 25.01.15, https://www.heacademy.ac.uk/sites/default/files/HEA_Edinburgh_MOOC_WEB_240314_1.pdf

Clark, D. 2013. Moocs: taxonomy of 8 types of MOOCS. Retrieved from http://donaldclarkplanb.blogspot.co.uk/

Knox, J. (2013). The Limitations of Access Alone: moving towards open processes in education technology. Open Praxis. 5 (1), pp.21–29.

Liyanagunawardena, T.R., Adams, A.A. & Williams, S.A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distance Learning. 14 (3), pp.202–227.

MOOC-utvalget 2013. Tid for MOOC (delrapport). Accessed on 25.01.15, https://www.regjeringen.no/globalassets/upload/kd/vedlegg/uh/styrer_rad_utvalg/moocutvalget_delrapport_1_13122013.pdf