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Collaborative Learning Through MOOCs and Social Development

CIPD Learning & Development Show, 30th April, 2014
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Mira Vogel

on 30 April 2014

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Transcript of Collaborative Learning Through MOOCs and Social Development

We don’t educate people as others wished, or as I wished. We have a lousy product.
Chafkin, 2013
Mira Vogel - m.vogel@ucl.ac.uk - @TrabiMechanic
Matt Jenner - m.jenner@ucl.ac.uk - @mattjenner
Perry Timms - p.timms@cipd.co.uk - @PerryTimms

Bruff, D. O. et al. 2013. Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning. MERLOT Journal of Online Learning and Teaching 9 (2).
Carr, D.F. 2013. Udacity CEO Says MOOC 'Magic Formula' Emerging. Information Week. http://www.informationweek.com/software/udacity-ceo-says-mooc-magic-formula-emerging/d/d-id/1111221?
Chafkin, M. 2013. Udacity's Sebastian Thrun, godfather of free online education, changes course. Fast Company. http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb
Clarke D. 2013. 10 big reasons for rise of corporate MOOCs. Donald Clark Plan B. http://donaldclarkplanb.blogspot.co.uk/2013/12/10-big-reasons-for-rise-of-corporate.html
Davidson, C. 2013. If We Profs Don't Reform Higher Ed, We'll Be Re-Formed (and we won't like it). http://www.hastac.org/blogs/cathy-davidson/2013/01/13/if-we-profs-dont-reform-higher-ed-well-be-re-formed-and-we-wont-it-s
Deakin Crick, R., 2007. Learning How to Learn: The Dynamic Assessment of Learning Power. The Curriculum Journal, 18, 135-155
Emanuel, E. J. and co signatories (2013). Online education: MOOCs taken by an educated few. Nature; 503(342). http://www.nature.com/nature/journal/v503/n7476/full/503342a.html
Fisher, D. H. 2012. Warming up to MOOCs. Chronicle of Higher Education. Warming Up to MOOCs. http://chronicle.com/blogs/profhacker/warming-up-to-moocs/44022
Haggard, Stephen 2013. The Maturing of the MOOC: Literature Review of Massive Open Online Courses and Other Forms of Online Distances Learning. 130. BIS Research Paper. Department for Business, Education and Skills. https://www.gov.uk/government/publications/massive-open-online-courses-and-online-distance-learning-review, accessed April 12, 2014.
Halawa, Sherif, Daniel Greene, and John Mitchell. 2014. Dropout Prediction in MOOCs Using Learner Activity Features. E-Learning Papers, no. 37. http://openeducationeuropa.eu/sites/default/files/old/issue_37_0.pdf.
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning. International Review of Research in Open and Distance Learning, 13(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1651
Kanwar, A. Cited in Mtshali, N. (2013). Online learning could have the answer. IOL SciTec. http://www.iol.co.za/scitech/technology/internet/online-learning-could-provide-answer-1.1605822#.U1Jco1eTLWO
Kop, R. 2011. The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distance Learning, 12(3).
Leckart, S. 2013. The Stanford experiment could change higher learning for ever. Wired. 20th March 2012. http://www.wired.com/2012/03/ff_aiclass/all/
McAulay, A., Stewart, B., Siemens, G., Cormier, D., 2010. The Mooc Model for Digital Practice. http://www.elearnspace.org/Articles/MOOC_Final.pdf
EDUCAUSE REPORT
Miller, G.E., 1990. The assessment of clinical skills/competence/performance. Acad Med 65, S63–67.


References
Douglas Fisher, for example:
After Sherif Halawa & colleagues, 2014
Day
Unit
0
10
20
30
40
50
60
0
5
10
15
20
70
http://www.stanford.edu/~halawa/cgi-bin/
'Bursty' visitors perform worse in assessment than sustained, frequent visitors.
Internal factors
External factors
Ability
Prior knowledge
Self-efficacy
Self-regulation

Interest

Intention to complete

Persistence mediated by
Competing priorities
Unforeseen events
Poor course design
Sustained participation is better
Very early days of research into dropping out of Moocs
Related to drop-out:
Skipping materials or assessment
Falling behind
Low assessment scores
... but unreliable predictors.
Find out more
Find Moocs
Open Education Europa
, including the Moocs Scoreboard - http://openeducationeuropa.eu/en/european_scoreboard_moocs
Class Central
catalogues Moocs with an emphasis on several (but not all) major global consortia - https://www.class-central.com/
Moocs.co
calls itself the leading online global directory - http://www.moocs.co/
Mooc.ca
has some overlap with Class Central - http://www.mooc.ca/courses.htm
MOOC News and Reviews
does what it says on the tin - http://moocnewsandreviews.com/
Some Moocs have lots of video, some Moocs' topics are inter-dependent.
I decided that not using these high quality materials because of insecurity was silly. I was also excited about what I might do in a flipped class, and I didn’t have time and other resources to produce this material myself.
Prof Douglas H. Fisher,
Vanderbilt University
http://chronicle.com/blogs/profhacker/warming-up-to-moocs/44022
Visualisation of social network from the CMC11 Mooc (Yeager and Bliss, 2013)
Moocs share:
Need
Africa is the most youthful ... in the world with 65 percent of its billion people under the age of 35.
... we will need to build four universities with a capacity of 30 000 every week.
Professor Asha Kanwar
Commonwealth of Learning
A question of ...
Mooc student prior education far exceeds the general population of their countries.
83% already have a degree.
>44% have postgraduate education.
July 2013 survey of 34,779 students in 32 Coursera courses.
... MOOCs seem to be reinforcing the advantages of the 'haves' rather than educating the 'have-nots'.
Dr Ezekiel J. Emanuel
University of Pennsylvania
and co-signatories
http://global.upenn.edu/office-of-the-vice-provost-for-global-initiatives
http://www.col.org/about/staff/Pages/akanwar.aspx
They [MOOCs] are in the self improvement business...
Dr Jonathan Marks
Ursinus College
http://webpages.ursinus.edu/jmarks/
Former Mooc
provider for
Make Moocs (all free)
Connectivist
Instructivist
Chaotic, autonomous.
Peer-organised, informal peer review.
Dispersed, depend on aggregation.
Emphasis: coping
with abundance; self-
expression; networking, multicultural exchange.
Unofficial, adjunct.
Humanities, education,
professional development.
Structured, curricular.
Expert-led, assessed.
Emphasis: individuals' pre-defined subject knowledge.
Sciences, technology, objective knowledge base.
Institutionalised, certificated.
Autonomy
Examples:
LAK13, BYOD4L, ds106
Common to:
Consortia & start-ups eg Udacity, Coursera, EdX, FutureLearn
The thing I'm insanely proud of right now is I think we've found the magic formula.
Dream
Aug
2013

Only 10 universities left
by 2050.
Leckart, 2012.
Carr, 2013
Sebastian Thrun
Udacity co-founder
Mar
2013
Actuality
http://en.wikipedia.org/wiki/Sebastian_Thrun
So goodbye philanthropic pretext, hello 'corporate training'. Certificate Track now costs $150 per month
Sebastian Thrun
Udacity co-founder
http://en.wikipedia.org/wiki/Sebastian_Thrun
Dec
2013
Wake-up call
Nightmare?
Professor Cathy Davidson
Duke University
Portrait by Arnie Dixon at http://en.wikipedia.org/wiki/Cathy_Davidson
If we can be replaced by a form of education more suited to the real needs of students in 2013, we should be.
San Jose State University contributed to Udacity to develop cost effective courses for its struggling students.

But...
Public, urban, many students from minorities, not much money.
A question of ...
See also:
ER22x Justice, SJSU and Michael Sandel.
Mitchell Duneier and Coursera
The failed SB 520 bill
And Edx students?
72% graduates.
31% postgrads.
7% doctorates.
Palin, 2014
How to encourage enrolments from target groups.
How to sustain their participation.
How to actively support successful behaviours.
How to economise without skimping.
How to maintain a stake, share responsibilities with learner-colleagues.
How to make a 'training' situation developmental.
Centralised.
Content + multiple choice assessment
Aggregate, remix, repurpose, feed forward, discuss.
Networks of contributors at the centre.
Content at the centre.
Moocs differ in:
A question of ...
What kind of Mooc does your colleague need?
How can you find it?
How do you know if it's right for your colleague?
If anyone can take it, what makes it distinctive to your workplace?
How can you verify and recognise achievement?
See 'Find out more' later.
Massive
Scale up easily.
Open
No / Low barriers to entry.
Online
Web-based.
Course
Timetable of events & work.
Learning from the higher education sector
Mooc.org is a Google & EdX platform - Mooc.org
Open up an existing VLE (eg Moodle)
Platform independent using participants' own Web 2.0 accounts and spaces eg BYOD4L
Blackboard CourseSites.
Canvas.net.
And more.
Promise
Staying the course
A question of ...
Collaborative Learning Through MOOCs and Social Development
Average Mooc:
43,000 students
6.5% complete
The longer the course, the more enrol but the fewer complete.
Katy Jordan, 2014
Finding the right Mooc.
Sustaining participation e.g. peer interactions, games.
Coupling content into context eg workplace questions, tasks, projects.
Recognising and rewarding completion.
Recognising non-completing participation?
Halawa et al, 2014
Jordan, 2014
Koller et al, 2013
http://iet.open.ac.uk/people/katherine.jordan
Katy Jordan
Open University
Save your professional development bill.
Any time, any place study.
Wide range of courses on offer.
From world experts.
Sherif Halawa
MIT
Accreditation
Was the person who took the assessment your colleague?
Is the certificate bona fide?
How to verify and recognise achievement.
Again, content into context.
A question of ...
Verifying identity
Invigilated exams at a test centre.
Remote invigilation via screensharing, webcam, mouseclicks.
Biometrics eg keystroke pattern recognition.
Photo authentication eg driving licence, credit card.
Motivates and sustains engagement.
Is portable.
Demonstrates achievement.
LinkedIn 'Direct-to-Profile Certifications'
Approaches
http://www.biosig-id.com/index.php/about/press-releases/item/233-moocs-may-facilitate-fraudulent-degrees/233-moocs-may-facilitate-fraudulent-degrees
Wrapping
'Dependencies' between Mooc and learner context.
Relate Mooc to subject and/or task.
Choose a Mooc aligned to the level of knowledge needed.
Otherwise need to bridge, supplement, adapt, make explicit.
Does the Mooc help you know or do something you need for work?
What kind of learning?
For activity examples, see https://wiki.ucl.ac.uk/display/DistanceLearning/Learning+activity+suggestions
Does
Shows
Knows how
Knows
Simple model of competence
Miller, 1990
(Teaches)
http://learningemergence.net/2011/10/09/elli-profiles-size-matters/
Self awareness?
Competence?
Dimensions
Main
Creativity:
Creativity
Rule-bound
Growth orientation:
Changing, learning
Stuck, static
Critical curiosity:
Critical curiosity
Passivity
Meaning making:
Meaning making
Fragmentation
Resilience:
Dependence, fragility
Resilience
Relationships, interdependence:
Relatnships, interdep.
Dependence or isolation
Strategic awareness:
Strategic awareness
Robotic
Contrast
After Deakin Crick, 2007
Learning how to learn?
Dimensions
Simple
Sophisticated
Certainty:
Absolute
Tentative, evaluative
Source:
Ability:
Speed:
Simple
Complex
Authority
Reason
Fixed
Can change
Quick/never
Gradual
After Schommer, 1990
Structure:
Complexity?
Mira Vogel
Matt Jenner
Perry Timms

CIPD Learning & Development Show, 30th April, 2014
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