Issues in the design of Massive Open Online Course

Transcription

1 ICLON, Leiden University Graduate School of Teaching Issues in the design of Massive Open Online Course Wilfried Admiraal

2 ICLON, Leiden University Graduate School of Teaching Structure Taxonomy of MOOCs Definition of MOOCs as open online learning Research on MOOCs Rethinking educational variables Research agenda

3 Some Leiden University MOOCs ICLON, Leiden University Graduate School of Teaching

4 ICLON, Leiden University Graduate School of Teaching MOOC platforms Coursera ( EdX ( Udacity ( OpenupEd ( Other national platforms in Europe, Asia and Australia (Futurelearn, iversity, ALISON, Open2Study, XuetangX.com) Local university platforms

5 Typical (?) MOOC Course 4-12 weeks Video lectures Online materials Discussion platform Quizzes, essay assignments & final MC-exam Thousands of registrants Only a few hundred obtain certificate Learner commitment wanes Learners: 2-6 hrs per week ICLON, Leiden University Graduate School of Teaching

6 ICLON, Leiden University Graduate School of Teaching Taxonomy of MOOCs (1) cmooc Socio-constructivist view Participant driven Student-student, student-teacher, student-environment interaction Teacher is facilitator/collaborator Social media, student-created materials Assessment for learning xmooc Behaviorist-cognitive view Subject driven Student-environment interaction Teacher is expert/authority Lecture videos, text-based readings, assignments MC-tests, quizzes, peer review

7 Taxonomy of MOOCs (2) DOCC (Distributed Open Collaborative Course) POOC (Participatory Open Online Course) SPOC (Small Private Online Course) BOOC (Big Open Online Course) HOOC (Hybrid Open Online Course) gmooc (game MOOC) SMOC (synchronous Massive Online Course minimooc (short version of a MOOC) tmooc (task-based MOOC) ICLON, Leiden University Graduate School of Teaching

8 8 ICLON, Leiden University Graduate School of Teaching Massiveness and Openness Open and flexible Less More Massiveness Smaller SPOC minimooc cmooc DOCC POOC gmooc Larger BOOC HOOC SMOC xmooc tmooc

9 ICLON, Leiden University Graduate School of Teaching Diversity Openness: Flexibility in time, Blended or not with campus education, Adaptivity in pace and tracks, Accessibility Free or little costs Massiveness Focus

10 ICLON, Leiden University Graduate School of Teaching Simple definition of MOOC MOOCs are online environments that feature courselike experiences for example lectures, labs, discussions, and assessments- for little to no cost (p. 74 DeBoer et al., 2014)

11 Review MOOC research Thoughts about design (Creelman et al., 2014; Statey, 2014;Walker & Loch, 2014) Course evaluations (students and teachers) (Hew & Cheung, 2014; Walker & Loch, 2014) Descriptive research on student profiles (Hew & Cheung, 2014) Descriptive research on implementation (DeBoer et al., 2014; Toven-Lindsay et al., 2015) Taxonomies of pedagogies (Conole, 2014; Margaryan et al., 2015; Swan et al., 2015) No controlled experiments or A/B testing ICLON, Leiden University Graduate School of Teaching

12 ICLON, Leiden University Graduate School of Teaching Instruction, interaction & assessment (Toven-Lindsey et al., 2015); 24 MOOCs Modes of More Less Instruction Interaction Assessment Text, video-taped instructor Student-student: Discussion board (Q&A, dialogue) Student-teacher: static posts Open ended Recorded lectures, animation/avatars Student-student: Chat, discussion prompts Student-teacher: Teacher active, live event MC, activity, discussion board posts, external resources

13 ICLON, Leiden University Graduate School of Teaching Instructional quality (Margaryan et al., 2015); 76 MOOCs Problem centred Activation Demonstration Application Integration Collective Collaboration Differentiation Authentic resources Feedback Real-world, ill-structured problems Activate prior knowledge & experiences Good & poor examples Apply particular knowledge in context Integrate knowlede in everyday work Reciprocal interdepence students Peer interaction Learning options Real-world materials Expert feedback

14 ICLON, Leiden University Graduate School of Teaching MOOC pedagogy: theory & practice Organisation Differentiation Learning materials Assignments Peer interaction Assessment Guidance Instruction

15 ICLON, Leiden University Graduate School of Teaching MOOC data: differences with campus education Magnitude of data gathered (numbers of students, observation per student and types of information) Diversity in student population (reasons for registration and background) Non-linear learning paths

16 Rethink educational variables (DeBoer et al., 2014) Enrollment: dynamic starts, diversity reasons to register, diversity educational level (and unknown) Participation: Huge variety in what learners do (watching video, reading, assignments, quizzes, forums) Curriculum and teacher: Non-linear and large variety in learning routes Achievement and assessment: Final exam/grades for a small minority ICLON, Leiden University Graduate School of Teaching

17 ICLON, Leiden University Graduate School of Teaching Research agenda Controlled experiments or A/B testing With in mind: Theories of (online) learning Reconceptualizing educational variables Pragmatics of teaching MOOCs 1. Peer interaction 2. Assignments 3. Guidance 4. Assessment

18 Research agenda: 1. Peer interaction ICLON, Leiden University Graduate School of Teaching Peer feedback / peer assistance Reciprocal interdependence Discussion groups (focus, moderation, composition) Social media outside course Live events with peers

19 Research agenda: 2. Assignments ICLON, Leiden University Graduate School of Teaching Assignment to create/produce Ill-structured probems Learner regulation / autonomy Multiple perspectives (background student) Follow-up events

20 Research agenda: 3. Guidance ICLON, Leiden University Graduate School of Teaching Differentiation in learning paths / tracks Adaptive instruction (fading scaffolding) Simulations and games Formal and informal learners (blend with campus) More experts than one expert teacher

21 ICLON, Leiden University Graduate School of Teaching Research agenda: 4. Assessment Self, peer en co-assessment Quality of automated assessments Assessment of what (activities, participation and knowledge)?

22 Research agenda: Make use of student data for ICLON, Leiden University Graduate School of Teaching Peer interaction Assignments Guidance Assessment

23 23 ICLON, Leiden University Graduate School of Teaching I would like to thank my colleagues Olga Pilli and Bart Huisman for their contribution More information: w.f.admiraal@iclon.leidenuniv.nl

24 Suggested readings Conole, G. (2014). A new classification schema for MOOCs. International Journal for Innovation and Quality in Learning, 2(3), Creelman, A., Ehlers, U-D., & Ossiannilsson, E. (2014). Perpsectives on MOOC quality. International Journal for Innovation and Quality in Learning, DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing "Course": Reconceptualizing Educational Variables for Massive Open Online Courses. Educational Researcher, 43(2), Hew, K. F., & Cheung, W. S. (2014). Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOVs). Computers & Education, 80, Stacey, P. (2014). Pedagogy of MOOCs. International Journal for Innovation and Quality in Learning, Swan, K., Bogle, L., Day, S., Matthews, D. (2014, April). The Assessing MOOC Pedagogies (AMP) project. Paper presented at the annual conference of the AERA, Philadelphia, USA. Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, Walker, L., & Loch, B. (2014). Academics perception on the quality of MOOCs: An empirical study. International Journal for Innovation and Quality in Learning, ICLON, Leiden University Graduate School of Teaching