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Talk Presented via videoconference to Fast Forward Language Educator Symposium- University of Pennsyvania. Dec 14, 2013
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Language Educator Symposium University of Pennsylvania
MOOCS, MYTHS AND MISCONCEPTIONS
FAST FORWARD: LANGUAGE ONLINE
Saturday, December 14, 2013
Values • We can (and must) conRnuously improve the quality, effecRveness, appeal, cost and Rme efficiency of the learning experience.
• Student control and freedom is integral to 21st century life-‐long educaRon and learning.
• ConRnuing educaRon opportunity is a basic human right.
E-‐Learning is not the same
Learning as Dance (Anderson, 2008)
• Technology sets the beat and the Rming.
• Pedagogy defines the moves.
“A learning technology, by definiRon, is an orchestraRon of technologies, necessarily including pedagogies, whether implicit or explicit.” Jon Dron
Gardiner Hype Cycle
What is a MOOC?
• MOOC is a course • Defined Curriculum or content?
• “Big Data” mining potenRal
• SubsRtute of student-‐content and perhaps student-‐student for student-‐teacher interacRon
• May be asynchronous, synchronous, mixed
• Paced or self-‐paced • May be open content or not – as in using open resources
• Up-‐sell of auxiliary products • Emerging credenRal opRons
» Invigilated exams, badges, private cerRficaRon
Different Types of MOOCs
By Mathieu Plourde {(Mathplourde on Flickr) [CC-‐BY-‐2.0
Different Types of MOOCs
• “Our cMOOC model emphasizes creaRon, creaRvity, autonomy, and social networked learning. The Coursera model emphasizes a more tradiRonal learning approach through video presentaRons and short quizzes and tesRng.
• Put another way, cMOOCs focus on knowledge creaRon and generaRon whereas xMOOCs focus on knowledge duplicaRon.” George Siemens
Pedagogy of Moocs and Other forms of higher EducaRon
• xMOOCs – Cogni&ve Behavioural Pedagogy, disseminaRon of knowledge,
• sMOOCs – Social construc&vist pedagogy, small groups, cohorts, model of most online educaRon today
• xMOOCs – Connec&vist pedagogy, building networks and persistent arRfacts, net-‐naRve
Anderson, T., & Dron, J. (2011). Three generaRons of distance educaRon pedagogy. Interna'onal Review of Research on Distance and Open Learning, 12(3), 80-‐97. hEp://www.irrodl.org/index.php/irrodl/ar'cle/view/890/1826.
CoursEra-‐ Northwestern-‐ Case Study
• Media studies “Understanding Media by Understanding Google”
• 6 weeks, video lectures • Book excerpts, 80 background arRcles/blogs/youtube • 12 machine marked quizzes • 5 short essays – peer reviewed • 25,000 discussion posts • 55,000 registered, 19,000 logged in, 2400 handed in homework, 1,196 from 87 countries “passed”
• 90% of grads had a 4 year degree
Owen Youngman professor of digital media strategy in the Medill School at Northwestern University. MOOC
EducaRon is InteracRon
Anderson, T., & Garrison, D. R. (1998). Learning in a networked world
InteracRon Equivalency Theorem (Anderson, 2004)
• Thesis 1. Deep and meaningful formal learning is supported as long as one of the three forms of interacRon (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educaRonal experience.
• Thesis 2. High levels of more than one of these three modes will likely provide a more saRsfying educaRonal experience, although these experiences may not be as cost-‐ or Rme effecRve as less interacRve learning sequences.
hop://equivalencytheorem.info/
xMOOC Pedagogy
• DrasRcally reduce (by subsRtuRon) student teacher interacRon by student-‐content (videos) and student-‐student (discussion/peer assessment)
• This affords scalability and cost reducRon.
• “The students who drop out early do not add substanRally to the cost of delivering the course”. The most expensive students are the ones who sRck around long enough to take the final, and those are the ones most likely to pay for a cerRficate. Daphne Koller, Founder Coursera
MisconcepRons: Drop out rates are higher in MOOCs and online because
the instrucRon is poor
• Tinto’s Model of academic and social integraRon
• MOOC users are busy adults
• 50% of MOOC registrants don’t login even once
• How much work would your student do without credit??
Penn/CoursEra results
• 16 MOOCs from 110,000 to 13,000 registrants • Course compleRon rates are very low, averaging 4% across all courses and ranging from 2% to 14%
• compleRon rates are somewhat higher for courses with lower workloads for students (about 6% versus 2.5%).
• VariaRons in compleRon rates based on other course characterisRcs (e.g., course length, availability of live chat) were not staRsRcally significant.
How Massive are MOOCs? (Katy Jordon, 2013)
(N = 220; Median = 18941; Minimum = 95; Maximum = 226,652). 75% courses in the <10,000 range.
Size Maoers (Katy Jordon, 2013)
Length Maoers (Katy Jordon, 2013)
Moocs or learners are getng beoer (Katy Jordon, 2013)
DifferenRated MOOC ParRcipaRon Paoerns
Unaffiliated Student
Blended online Student
Blue: -‐ Video lecture Green/Red/Brown: -‐ Automated assessment Yellow: -‐ Discussions Groups
Rethinking Online Community in MOOCs Used for Blended Learning by Michael Caulfield, Amy Collier, and Sherif Halawa hop://www.educause.edu/ero/arRcle/rethinking-‐online-‐community-‐moocs-‐used-‐blended-‐learning
Commercial MOOC DisrupRons
• Intellectual ownership? • Plauorm ownership?
• CompeRRve and due process for partnering?
• Data Mining?
• Re-‐selling and mashing?
©Coursera-‐ All Rights reserved
Is there a digital dividend for Students?
George Siemens 2013
Myth: UniversiRes cannot be Unbundled
• Unbundling: – provision from accreditaRon
– research from teaching – residence from learning – football teams from mission
– teaching from tenure
Anderson, T., & McGreal, R. (2012). DisrupRve Pedagogies and Technologies in UniversiRes. Educa'on, Technology and Society, 15(4), 380-‐389.
Who/What Should Accredit?
• Accredit the Learner, or the Course not the InsRtuRon.
• “The tradiRonal accrediRng agencies, which were founded long ago to serve the needs of the tradiRonal insRtuRons, are not well-‐suited to lead technological and social innovaRons that are alternaRves to the tradiRonal system” David Bergeron & Steven Klinsky, 2013
hop://www.insidehighered.com/views/2013/10/28/essay-‐need-‐new-‐innovaRon-‐focused-‐accreditor#ixzz2n7Fanb00 Inside Higher Ed “
New Forms of AccrediRng
Challenge Exams for Credit
Myth: Classroom Learners outperform online Learners
Myths: Good Teachers are Good Researchers
• A meta-‐analysis of 58 studies demonstrates that the relaRonship is zero.
• "instead of looking for even more mediators and moderators .... we should accept the conclusion that teaching and research (however conceived) are unrelated and move on to asking how we can enhance this relaRon" p. 632
Hate, J., & Marsh, H. W. (1996). The relaRonship between research and teaching: A meta-‐analysis. Review of Educa'onal Research, 66(4), 507-‐542.
Big Data: Savior or Just Scary?
Big Data &EducaRon
1) Technology: maximizing computaRon power and algorithmic accuracy to gather, analyze, link, and compare large data sets.
2) Analysis: drawing on large data sets to idenRfy paoerns in order to make economic, social, technical, and legal claims and design intervenRons.
3) Mythology: the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible, with the aura of truth, objecRvity, and accuracy.
Boyd, d. & Crawford, K. (2013). CriRcal QuesRons for Big Data: ProvocaRons for a Cultural, Technological, and Scholarly Phenomenon
The dialecRc of surveillance and recogniRon-‐ Boellstorff, T. (2013)
• “if a surveillance program produces informaRon of value, it legiRmizes it... . In one step, we’ve managed to jusRfy the operaRon of the PanopRcon.” Michel Foucault:
• MOOCs just one component of Open Scholarship
Weller, M. (2103) The baole for open -‐ a perspecRve. JIME
Open PublicaRon Open Data Open Science Open Texts Open EducaRonal Resources Open Review
Why get Involved in Open Scholarship & MOOCs?
• Public service in a Rme of public distrust and weakening support
• PromoRons, branding
• TesRng of more cost and learning effecRve models
• TesRng of flipped classroom model
• “first one free” markeRng
• Good scholarship is open scholarship
• John Dewey “Consider the history of any significant invenRon or discovery, and you will find a period when there was enough knowledge to make a new mode of acRon or observaRon possible but no definite informaRon or instrucRon as to how to make it actual. (EducaRon as Engineering, 1922, p. 3)
Conclusion
• “We think there’s as much opportunity as threat. If universiRes and governments take up these opportuniRes there could be a golden age ahead. The big dangers are complacency, Rmidity and risk aversion.” (Michael Barber advisor to Pearson Publishing in Warrell, 2013).
• Or are MOOCs part of the Neo-‐liberal aoack on higher educaRon??
Terry Anderson [email protected]
Blog: terrya.edublogs.org Skype: @terguy
Your comments and questions most welcomed!