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MOOCs:Reexamining our Assumptions
Larry CoopermanPast President, Open Education ConsortiumAssociate Dean for Open Education, University of California, Irvine
Prepared forEMMA Summer SchoolIschia, ItalyJuly 6, 2015
“The need to respond to the demands of massification has
caused the average qualification for academics in many
countries to decline.”
“Trends in Global Higher Education: Tracking an Academic Revolution,” UNESCO 2009 World Conference on Higher Education
Altbach, Reisberg and Rumbley
Trow’s Conceptions of Elite, Mass and Universal Higher Education
Elite (0-15%) Mass (16-50%) Universal (over 50%)
i) Attitudes to access A privilege of birth ortalent or both
A right for those with certainqualifications
An obligation for the middle and upperclasses
ii) Functions of higher education
Shaping mind and character of ruling class; preparation forelite roles
Transmission of skills;preparation for broaderrange of technical andeconomic elite roles
Adaptation of ‘whole population’ to rapidsocial and technologicalchange
iii) Curriculum and forms of instruction
Highly structured in terms of academic orprofessional conceptions of knowledge
Modular, flexible andsemi-structured sequenceof courses
Boundaries andsequences break down;distinctions betweenlearning and life break down
vii) Academic standards Broadly shared and relatively high (in meritocratic phase)
Variable; system/institution‘become holdingcompanies for quite different kinds of academic enterprises’
Criterion shifts from‘standards’ to ‘valueadded’
Source: Trow, Martin, “Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII. International Handbook of Higher Education: Part One: Global Themes and Contemporary Challenges. 2007. Springer. Dordrecht, Netherlands.
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
2005 2006 2007 2008 2009 2010 2011 2012 2013
Gross Enrollment RatioColombia 2005-2013
Content Experience Certification
Noodlepiehttp://www.flickr.com/photos/noodlepie/2680175828/CC BY-NC-SA 3.0
trey.menefeehttp://www.flickr.com/photos/trey333/2185461746/CC BY-NC-SA 3.0
Gadgetdudehttp://www.flickr.com/photos/gadgetdude/804190044/CC BY 3.0
Joe Hatfieldhttp://www.flickr.com/photos/jhat/80371024/CC BY-NC 3.0
University + The Internet = What?
?
Roy Whiddon - CC BY-NC-SA 3.0http://www.flickr.com/photos/rwhiddon/1338564499/
2015
What is (are) the right question(s) to ask?
What should we do now that the delivery of higher education is so highly digital (and
we have the Internet)?
Pedagogy
Hansch, Anna and Hillers, Lisa and McConachie, Katherine and Newman, Christopher and Schildhauer, Thomas and Schmidt, Philipp, Video and Online Learning: Critical Reflections and Findings from the Field (March 13, 2015). HIIG Discussion Paper Series No. 2015-02. Available at SSRN: http://ssrn.com/abstract=2577882 or http://dx.doi.org/10.2139/ssrn.2577882
Recommendation 1. Catalyze widespread adoption of empirically validated teaching practices.“Learning theory, empirical evidence about how people learn, and assessment of outcomes in STEM classrooms all point to a need to improve teaching methods to enhance learning and student persistence. Classroom approaches that engage students in “active learning” improve retention of information and critical thinking skills, compared with a sole reliance on lecturing, and increase persistence of students in STEM majors. STEM faculty need to adopt teaching methods supported by evidence derived from experimental learning research as well as from learning assessment in STEM courses. Evidencebased teaching methods have proven effective with a wide range of class sizes and increase learning outcomes even as enhancements of traditional lectures.”
Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering and Mathematics. Report to the President of the United States. President’s Council of Advisors on Science and Technology. Retrieved from https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_feb.pdf on June 25, 2015.
Peer Learning
Preszler, R. W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning. CBE Life Sciences Education, 8(3), 182-192. Retrieved February 20, 2015
The Research Problem
"It's messy, and it's always going to be messy, and those sort of clean lines are not even something we should strive for.“
-Dave Cormier, http://chronicle.com/article/George-Siemens-Gets-Connected/143959/
When Harvard University and the Massachusetts Institute of Technology last week released student data collected by edX, some higher education consultants remarked that the data provided "no insight into learner patterns of behavior over time.”
-http://www.insidehighered.com/news/2014/06/10/after-grappling-data-mooc-research-initiative-participants-release-results#sthash.56Dy3gyD.Y5Lq2gJS.dpbs
Research
70.3%
13.2%16.5%
Tertiary Degree Holder
Currently Enrolled in
College
Other
Primary 0.3%Secondary 2.8%Completed Secondary 9.7%Some additional training 3.8%
Undergraduate 30.1%Graduate 40.2%
“It surprised us that so many of our learners appeared to be very well educated despite the undergraduate entry-level of five of the MOOCs.”
Source: OCs at Edinburgh 2013 – Report #1. May 10, 2013. Retrieved at http://www.era.lib.ed.ac.uk/bitstream/handle/1842/6683/Edinburgh_MOOCs_Report2013_no1.pdf?sequence=1 on June 25, 2015.
“What Do We Know About MOOC Students So Far?: A Look at Recent User Data” Retrievedfrom http://moocnewsandreviews.com/what-do-we-know-about-mooc-students-so-far/
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review Of Research In Open And Distributed Learning, 16(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2112
Learning
“Not only has it become evident recently that students require socialization in MOOCs through different forms (of self-organization) such as local meet-ups (Coughlan, 2014) and that social factors contribute to attribution [sic] in MOOCs (Rose et al., 2014), but educational research is also very clear about numerous educational benefits of socialization. The Vygotskian approach…”
- Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf
Learning in Peer-led Study Groups
• Higher mean final course grades
• Higher course completion rates
• Better reenrollment and graduation rates.
• Greater effectiveness for underrepresented minorities and women.
-Dawson, P., van der Meer, J., Skalicky, J., and Cowley, K. (2014). On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010. Review of Educational Research. December 2014, Vol. 84, No.4, pp. 609-639. doi: 10.3102/003465431450007.
REVIEW OF EDUCATIONAL RESEARCH December 2014 vol. 84 no. 4 609-639 REVIEW OF EDUCATIONAL RESEARCH December 2014 vol. 84 no. 4 609-639
Learning Creative Learning MOOC
Emergent concepts
• Community over course• Projects• Peers• Passion• PlayBy Julie Donders. Retrieved from
http://reports.p2pu.org/learning-creative-learning/. More information at http://learn.media.mit.edu/lcl/
Thank You
[email protected]@openedconsortium.org@openeducatorhttp://ocw.uci.eduhttp://www.oeconsortium.orghttp://www.avu.org
Larry CoopermanPast President, Open Education ConsortiumBoard of Directors, African Virtual UniversityAssociate Dean for Open Education, University of California, Irvine