Lessons for e-Learning from MOOC-based Education presented by Dennis Viehland for the eLearnz 2015...

Lessons for e-Learningfrom MOOC-based Education

presented by

Dennis Viehland

for the

eLearnz 2015 Conference

22 July 2015

Lessons from MOOC-Based EducationeLearnz 2015 Conference

About the Presenter

• Dennis Viehland• Scholar of Emerging Technology• E-mail: [email protected]

My interest in MOOCs is consistent with my lifelong interest in discovering emerging technologies and sharing that discovery

with others who need to know.


Presentation Outline

• What is a MOOC? What's different?• The MOOC evolution

• Tracking MOOCs in the Gartner Hype Cycle

• MOOCs in New Zealand• Lessons Learned• Open Forum


What is a MOOC?

• Massive: larger than traditional instructional systems and resources can manage

• Open: the key defining word – open enrolment, uses open educational resources and open participation through social media

• Online: an obvious characteristic – all course interaction occurs over the Internet

• Course: a MOOC includes learning objectives, a start and end date, assignments, etc.


What’s Different about a MOOC?

Traditional course• Closed participation• 50-minute lectures• Lecture (one-to-many)• Paper-based textbook• Required assignments• Teacher marks

assignments• For credit• Structured learning

Massive open online course• Open participation• 8-15 minute interactive videos• Lecture and conversation (many-to-many)• Internet resources• Assignments optional• Students or computers

mark assignments• Credit optional• Connectivism learning


MOOC Providers

The largest and most well known MOOC provider; entrepreneurial and building a global presence

Originally a MOOC provider for the elite universities,now in partnership with Google in mooc.org

Most promising business model with emphasis on technology courses and job placement

Regional MOOC providers for the UK and Australia

These “MOOC-like” providers also exist


The MOOC Cometh

Initially MOOCs were portrayed as a disruptive force in online education. So….• Is this happening?• What next for

MOOCs?• What can we learn?


The Gartner Hype Cycle

The Gartner Hype Cycle is a graphical

representation of the adoption,

growing maturity and application of

specific technologies


MOOCs on the Gartner Hype Cycle

Internet, Web 2.0, Khan's Academy, OpenCourseWare, iTunesU

2008: 1st cMOOC taught by George Siemens and Stephen Downes

Oct-Dec 2011: Sebastian Thrun's AI MOOC attracts 160,000 registrants

April 2012: Coursera launches with four partners; now 122

2 Nov 2012: NY Times declares 2012 the Year of the MOOC

Late 2012 - mid 2013: MOOC-for-credit schemes emerge at Antioch Univ, Univ of Calgary and Georgia Tech

2013: MOOC-as-a-disruptive-force articles are everywhere



Sept 2013: Princeton Prof with showcase MOOC dumps Coursera Why? MOOCs are cutting funding to state universities

Nov 2013: Sebastian Thrun: "We don't educate people as I wished"

Dec 2013: MOOCs are mostly for rich white people with degrees

2014: massive debate on massive drop-out rate

2014: MOOC disasters, missing MOOCs, etc.

Ongoing: Where is the business model? When/how will anyone make money?



Jan 2013: Coursera launches Signature Track: verifiable certificates, $$$

Sept 2013: edX and Google partner in

mooc.org Sept 2013: job market embraces MOOCs (WS Journal)

Early 2014: learning analytics emerges

April 2015: Global Freshmen Academy announced

June 2015: MOOC revenue models emerge


MOOC Futures in the Plateau of Productivity

• University-based MOOCs stabilise• Few new, few disappear, many repeat, few refresh

• Professional-based MOOCs emerge• MOOC-based professional development• Fees for assessment and credit

• MOOCs support competency-based education

• "Hire education"• New credential: digital badges

• Learning analytics• Big data comes to higher education

230 million: data points collected about student

learning in an edX MOOC

open platform for MOOC dvlpmt


MOOCs in New Zealand

• University of Waikato • Data Mining with Weka;

More Data Mining with Weka• Offered independently• 5 weeks

• Massey University• Emergency Management; Indigenous Studies;

Agriculture and the World We Live In• Offered thru Open2Study• 2-4 hours per week * 4 weeks = 8-16 hours• Try-it-and-they-will-come business model


MOOCs in New Zealand

• University of Auckland• Data to Insight: Introduction to Data Analysis;

Academic Integrity: Values, Skills, Action; Logical and Critical Thinking

• Offered through FutureLearn• 4 hours per week * 8 weeks =

24 hours• University of Otago

• Not for us, thank you• AUT, Victoria, Canterbury, etc.

• No announced plans


The Diverse Intentions of the MOOC Student

sign up and never log in

log in, browse, never actively participate

actively participate but never complete the course

complete the course videos, but nothing else

Source: http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/

complete the course including some/all assignmts


Lessons Learned

• Students drop out because they get busy, but rapid intervention can get them to return.

• Lesson: monitor student activity and follow up promptly after a short period period of inactivity.

• Source: Practical Guidance from MOOC Research: Helping Busy Students Stick to Plans

• Online learning is an emotional experience.• Lesson: look for opportunities to excite, thrill and engage students• Lesson: understand more why your students learn• Source: The Invisible Learners Taking MOOCs


Lessons Learned

• Students learn most by doing, not so much just watching.• E-Learning must be more than videos and online quizzes; use

exercises, assignments• Source: Practical Guidance from MOOC Research: Students Learn

More from Doing than Watching• The lecture hall is a prime target to go blended

• Lesson: if timing and content suits, integrate MOOCs into online or place-based courses

• Lesson: even better, “flip the classroom”• Source: From Disruptor to Bestie: How Instructors are Learning to

Leverage MOOCs; many others


Lessons Learned

• MOOCs offer many different approaches to model online education, learn from them.

• Lesson: Give faculty professional development time to explore innovative MOOC teaching models

• Source: How Universities Might use MOOCs to Encourage Online Teaching

• Student assessment is about as effective as instructor assessment, and more engaging

• Lesson: Include some element of peer assessment in instruction• Source: Why it Makes Sense for Students to Grade One Another’s

Papers


Lessons Learned

• Mastery of learning is best through short videos with short quizzes for formative assessment

• Lesson: Break up content into 8-15 minute videos• Lesson: Add “pop-up” questions in the video and/or at the end.• Source: Pedagogical Foundations of Massive Open Online Courses

• e-Learning offers many opportunities to understand how your students learn

• Lesson: As much as possible, deploy learning analytics in your learning management and video delivery systems

• Example: Retention and Intention in MOOCs: In-Depth


Questions? Comments?

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