* A Practical Response to. Massive Open Online Courses (MOOCs)

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1 A Practical Response to Massive Open Online Courses (MOOCs)

2 MODERATOR Kenneth C. Green, founding director of The Campus Computing Project PANELISTS Pamela A. Havice, Ph.D., Associate Professor Clemson University Sean Brown Vice President Sonic Foundry

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4 M = Massive O = Open O = Online C = Courses

5 1. Have you participated in a MOOC? 2. Have you created a MOOC? 3. Of the elements in MOOC, what do you think is the most important? Massive Open Online

6 Content-Instruction-Assessment - Stephen Downes Build what will make this a great course for yourself - George Siemens Open course that is participatory, distributed and supports life-long networked learning, connecting learners to content and each other Dave Cormier Decentralized, informal, self-organizing online learning David Wiley Model for delivering learning content online to anyone, massive means potential vs. actual size - EDUCAUSE

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8 MOOC and MOOClike initiatives Launch Credential Taught by $ Pace Known for Early critiques Backing Experience Open Learning Initiative 2001 Carnegie Mellon Univ and others $ for academic version Asynch Instructional design, research on results Lack of instructor interaction Hewlett and Gates Foundations, CMU Custom web itunes U 2007 Varies by contributing school Degree-granting instituions 0 Asynch itunes integration, Apps Limited interactivity/ social tools, podcast focus Apple itunes, Apple, Piazza Khan Academy 2008 Badges Khan and others 0 Asynch Video chunk library, analytics Not interactive, lacks learner support Grants including Google and Gates Foundation Screencasts, video, forums Udemy 2010 Professors and professionals Mix Asynch Giving instructors monetization option Affiliate marketing Venture funds + 30% of paid course sales Various digital assets P2PU (Peer to Peer University) 2010 Badges Anyone, facilitators not insturctors 0 Asynch Peer learning Guide on the side isn t expert Mix of univeristy and foundations Web forums Udacity 2011 Certificate Stanford profs 0-$ for certified exam Synch but self-paced Stanford experiment turned startup, connect talent with companies Robot graders, lack of active learning Venture funds Short videos, quiz, feedback Bonk CourseSites for Blackboard 2011 Curtis J. Bonk, Indiana University 0 Synch The World is Open author Blackboard interface Blackboard Blackboard, Elluminate TED-Ed 2012 TED presenters and other authors 0 Asynch, but can be assigned TED quality, turning videos into lessons Lack of interactivity TED, Kohls, YouTube Video plus lesson plans, quizzes Coursera 2012 Certificate Profs from big name schools $ for cert Synch but self-paced Andrew Ng s spinoff from MOOC test at Stanford; peer eval voting Lack of active learning, instructor interaction; long boring videos Silicon Valley venture funds Videos, question ranking edx (Harvardx and MITx) 2012 Certificate Harvard and MIT profs $ for cert Synch but self-paced edx open source delivery platform, research outcomes Essay grading software $60M from MIT and Harvard edx open source, videos

9 MASSIVE Number of students, content generated, network created, how open DESIGN Synchronous or asynchronous LEAD BY Instructor, trainer, facilitator, guide or peers CONTENT Traditional instruction moved online or experimental new medium ACTIVITIES Engage with the web or lessons, challenges, assignments PEOPLE Network forum for dialog or individual exploration ACCESS Everyone sees everything or registered individuals see that course PROGRESS Structured or no single learning path COST Free or nominal fee PROOF Credential or badge, assessed or not assessed

10 Where do MOOCs fit in the larger online learning ecosystem? People talking about MOOCs People doing MOOCs

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12 Where do MOOCs fit in the larger online learning ecosystem? Ex: lecture capture, lot of interest, growing deployment

13 Faculty report being more pessimistic than optimistic about online learning. Academic technology administrators, on the other hand, are extremely optimistic about the growth of online learning, with over 80 percent reporting that they view it with more excitement than fear. Professors, over all, cast a skeptical eye on the learning outcomes for online education. Nearly two-thirds say they believe that the learning outcomes for an online course are inferior or somewhat inferior to those for a comparable face-to-face course. A Joint Project of The Babson Survey Research Group and Inside Higher Ed June 2012

14 The most significant contribution is the MOOC s potential to alter the relationship between learner and instructor and between academe and the wider community. Moreover, these widely attended courses can and sometimes do generate significant buzz, and their potential to raise the profile of instructor and institution is unlikely to be ignored. 7 Things You Should Know About MOOCS

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16 Can the MOOC model help unlock the online teaching potential for every instructor on your campus right now? 4 instructors Their content isn t MOOC They ve simply changed the context of where they teach

17 I could not promote deep learning in the way that I do without video streaming for mentoring messages, for coaching and for lectures themselves. Course Director York University

18 I m getting extremely positive feedback. Video has been absolutely integral to us delivering this seminar series to a worldwide audience. Professor and Director of Evolutionary Studies State University of New York at New Paltz

19 The biggest challenge in being recorded was feeling that people were judging my teaching. But as soon as students gave feedback I realized this isn t about judging. We capture the classroom experience - they hear me, they hear their peers and they learn from that. Associate Dean and Professor University of Wisconsin - Marinette

20 Students like the idea that, when they met in the classroom having watched the lecture captures ahead of time, they were able to use the class time to talk to the faculty, and ask more engaging questions. Associate Professor Clemson University

21 Flexible learning environments for constructing knowledge, skills and understanding

22 Integration or convergence of technology utilizing learning resources/materials distributed on a variety of media: Video and audio conferencing CDs, DVDs, podcasts Interactive TV , blogs, Facebook, Twitter Web-based instruction Interactive capabilities of networking, computing, multimedia, hypermedia Instructional methods and strategies collaboration, discovery learning, problem solving, active learning

23 Short rich media lectures audio, video, slides Delivered asynchronously, ability to stop and start, replay, take notes at own pace

24 Saved time, could have class whenever convenient Eliminated some of the hierarchical system in certain classroom settings, allowing them to focus on material All participants agreed online component created the opportunity to rely on peers and other group members more than traditional classes Could use experience to talk more frequently with professors and ask more engaging questions during discussions in face-to-face classroom environment Positively affected satisfaction by allowing access to rich media on own timeline

25 What impact will MOOCs, flipped and hybrid classes have on traditional, synchronous face to face education? Institutional initiatives to put all content online Acquiring technology for synchronous, but then repurposed for blended-flipped Massive = massive capture, creation, publishing

26 How does online instruction and video knowledge fit into the personal learning environment of your existing students? Focus on the student experience Shift from sage on stage to guide on side Connecting in both traditional and informal settings Creating learning resources that can be reused and remixed Create a global community of students around your instruction

27 How will knowledge be captured, distributed and delivered in a post- MOOC world? Technology Ease of use for faculty, students and institution Reliability Production values Automation to shift emphasis on course creation

28 How can you take advantage of the MOOC buzz to get your own courses online, right now? Identify which faculty, courses, modules are ripe for online components Test the waters by surveying students Begin simply recording classroom experience Partner with instructional design team to reuse/remix

29 MODERATOR Kenneth C. Green, founding director of The Campus Computing Project PANELISTS Pamela A. Havice, Ph.D., Associate Professor Clemson University Sean Brown Vice President Sonic Foundry

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