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Transcript of Conole eden _mooc_evaln
Evaluating MOOCs – what is really happening?
Gráinne Conole, University of Leicester
11th June 2014EDEN conference, Zagreb
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
Outline
• Emergence of MOOCs• FutureLearn• UoL MOOC evaluation• Methodology• A new MOOC classification• Survey findings• Interview themes• Recommendations• Conclusion
The emergence of MOOCs• CCK08
– Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc• Emergence of large-scale xMOOCs• Recent developments
– UK-based FutureLearn– Launch of Massey on Open2Study
• List of MOOCs– http://www.mooc-list.com/
• EFQUEL series of blogs– http://mooc.efquel.org/
• ICDE list of MOOC reports– http://tinyurl.com/gconole-MOOC
Massive Open Online Courses (MOOCs)
FreeDistributed global community
Social inclusion
High dropout ratesLearning income not learning outcome
Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
cMOOCs or xMOOCs?
• Weekly centred• Participant reflective
spaces• Social and networked
participation• Hashtag: #etmooc• Use of a range of social
media
• Linear learning pathway• Mainly text and video• Formative feedback
through MCQs• Individually focused
Dimension Characteristics
ContextOpen Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
For each dimension, give the MOOC a score: Low=1, Medium=2High=3
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
How to rate Open?
It’s free = 1
At least some CC materials = 2
All materials CC, and non-registered students can view materials=3
How to rate Massive?
Under 500=1500-10,000=2Over 10,000=3
http://tinyurl.com/OEWBirdConole
FutureLearn
• Launched Dec 2012• 37 partners• Inspire learning for life• Diverse range of courses• Globally connecting learners
with experts• Bite-size steps of learning• Learning through
storytelling• Mix of text, video, audio and
activities
https://www.futurelearn.com/
Principles
• Open• Listen to learners• Tell stories• Provoke conversation• Create connections• Keep it simple• Learn from others• Celebrate progress• Embrace FutureLearners
UoL MOOCs
• Courses– England in the time of King
Richard III– Forensic Science and
Criminal Justice
• Key features– 6 weeks, 3 hours a week– Bite-size chunks of learning– Text, audio, videos, forums
and activities– Certificate of participation
Methodology
• Focus: – Interviews
• developers, tutors, learners, UoL lead
– Survey (participants)– Analysis of courses– Learning analytics– No. registered– Drop out rates
Aims
• Rationale for joining• Patterns of interactions• Perceptions• Development time• Time on different
components• Reasons for participating• Reasons for drop out• Recommendations
Activities
Survey findings
• Cost £28, 500 – 130 days of staff time
• 52% had prior MOOC experience
• Richard III (10, 066)• Most visited a few times a
week• Average No. posts 8• 87% no contact with tutors• 47% still active in final week
Survey findings• 97% structure clear• 91.5% Engaging• About right
– 67% level– 85% time– 69% length
• Participating– Learn new things (85%)– Try a MOOC (53%)– Online learning (46%)
• 91% a positive experience • Interesting, enjoyable,
informative
Interview themes• Marketing • Use of video and chunks• Learner analytics• Need for Learning Technologists• Unknown audience• Platform
– Good for learners– Not good for developers
• Expectation management• Not much discussion• Good profile• Learner discussions and content generation• Public good• Pedagogical innovation • Expert learners
http://wp.europeanmoocs.eu/
Related projects
http://wikieducator.org/Emundus
http://vmpass.eu/
Formal
Informal
Individual Social
Blended courses
DL+ social media
Trad. campus courses
DL courses
OER
xMOOCs
OER + Social media
cMOOCs
APELePortforliosOERuBadges
Formal/informal landscape
Recommendations
• More strategic choice of courses
• Support from LTs• Effective use of learner
analytics• Explore new business
models• Feed into campus courses• More pedagogical
innovation
MOOCs as a disruptive technology• Disruptive technologies are
challenging traditional institutions
• New business models emerging• New approaches needed for
designing and delivering MOOCs• Blurring of boundaries:
– formal/informal, real/virtual, teacher/learner, cross cultural
• Need for new pedagogies• Disaggregation of education
– High quality resources– Learning pathways– Support– Accreditation
http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole
[email protected]://e4innovation.com
@gconole