MOOCs: What's Next?

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1. MOOCs and Learning Sciences: Where we have been. Where we are going. George Siemens Scandinavian MOOC Conference Stockholm, Sweden June 12, 2015 2. Where we started What happened What we should have done Where we are going 3. Where we started What happened What we should have done Where we are going 4. UNESCO, 2013 5. Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup. 6. http://edutechnica.com/moocmap/ 7. MOOCs Now reach 17+ million learners (Important: over 21 million distance learners) Hundreds of millions of $$ invested Hundreds/thousands of academics involved Media exposure in mainstream publications Developing ecosystem of value add products On-campus debate/soul-searching Learning/education is now a prominent public conversation 8. Where we started What happened What we should have done Where we are going 9. We have a lousy product 10. Kovanovi, V., Joksimovi, S., Gaevi, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology. 11. Kovanovi, V., Joksimovi, S., Gaevi, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology. 12. Kovanovi, V., Joksimovi, S., Gaevi, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology. 13. Where we started What happened What we should have done Where we are going 14. http://linkresearchlab.org/dlrn/ 15. Phase 1 Stats 266 total submissions 37 countries represented Top countries: - USA - Canada - China - UK - Spain - Australia 16. Phase 2 Stats 78 total submissions 15 countries represented Top Countries: - USA - Canada - UK - China - Australia http://www.moocresearch.com 17. Final selection MOOC platforms represented: - Coursera: 12 - edX: 4 - Multiple: 5 - Non-Major: 6 Countries: 4 (USA, Canada, UK, Australia) Institutions: ~28 18. Phase 2 Most Cited Authors Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5). 19. Engagement and learning success MOOC design and curriculum Self-regulated and social learning SNA and networked learning Motivation, attitude, and success criteria Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5). 20. Additional MOOC research IRRODL Special Issue: http://www.irrodl.org/index.php/irrodl/issue/view/ 64 JOLT Special Issue: http://jolt.merlot.org/Vol9_No2.htm http://www.moocresearch.com/ 21. Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5). 22. Where we started What happened What we should have done Where we are going 23. What is being ignored is the development of a new learning ecology. Serving an audience that higher education has ignored to date 24. Parallel developing partners: Adaptive and personalized learning Platform Publisher Knewton Pearson Smart Sparrow McGraw-Hill Desire2Learn adaptcourseware LoudCloud CMU OLI 25. Framework for understanding future technology infrastructure Control between learner and faculty/institution, including structured and unstructured learning activities Ownership of data and content the learner or the institution Integration loosely coupled with data exchange happening through APIs and related industry standards or tightly connected with enterprise level systems Structure - centralized and decentralized teaching and learning approaches 26. In: Siemens, Gasevic, & Dawson (eds), 2015 27. In: Siemens, Gasevic, & Dawson (eds), 2015 28. If the ladder of educational opportunity rises high at the doors of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them. President Truman, 1947 29. Student profiles Diversifying (OECD) Less than 50% now full time (US Census Bureau) http://www.oecd.org/edu/skills-beyond-school/EDIF%202013-- N%C2%B015.pdf http://www.census.gov/prod/2013pubs/acsbr11-14.pdf 30. Ho, A. D., Chuang, I., Reich, J., Coleman, C., Whitehill, J., Northcutt, C., Williams, J. J., Hansen, J., Lopez, G., & Petersen, R. (2015). HarvardX and MITx: Two years of open online courses (HarvardX Working Paper No. 10). doi:10.2139/ssrn.2586847 31. Granularization of assessment Cracking the credit hour (New America Foundation) Badges (Mozilla & others) http://newamerica.net/publications/policy/cracking_the_credit_hour http://openbadges.org/ 32. Favours women over men More learners as % (up to 60%) Average entrance age increasing Top three countries for entering students: China, India, USA Traditional science courses waning in popularity Greater international student OECD 2013 33. Certificates Fastest growing form of credentialing (800% increase in 30 years) Industry-facing Carnevale, Rose, Hanson 2012 34. Competencies Competency-based degrees (Chronicle, 2014) Prior learning assessment (Insider Higher Ed, 2012) http://chronicle.com/article/Competency-Based-Degrees-/144769/ http://www.insidehighered.com/news/2012/05/07/prior-learning- assessment-catches-quietly 35. Knowledge in pieces diSessa, 1993 36. The world is one big data problem Gilad Elbaz 37. Preparation for future technology use is a mindset shift : experimental, acceptance of ambiguity, recognition of complexity, participatory pedagogy, flexible control points