exploiting networks for the education of the masses or just a trend?

MOOCs

Vanessa Camilleri, Leonard Busuttil, Matthew Montebello

Source: http://www.flickr.com/photos/will-lion/3601144842/

CPD Session - Faculty of Education, May 2014 2

• Different factors impinging on the state of Higher Education

• Rise in a “Global Faculty and student mobility• “The Invisible College”• The changing student

Changing Trends in Higher Education

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Shifting Cultures

Source: http://www.flickr.com/photos/will-lion/3601146386/in/photostream

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• Shift towards the online world; online & blended programs – more access

• Student needs create a more learner-centric program – more collaboration

• Crowd sourcing or crowd learning? – more sharing

• Gamification or game-based? – more play

New Models in Teaching and Learning

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Source: http://www.flickr.com/photos/24752578@N02/5589897831/

How we learn today, is not how we will learn tomorrow.

Digital (R)evolution in HE

MOOCs are the third digital revolution1. E-Learning hype around new millenium

Changed learning environments2. OER peak from 2007

Giving away knowledge for free3. MOOC peak from 2010

Access to education for free

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What is a ‘MOOC’?

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Sebastian Thrun, Peter Norvig

Source: http://www.ted.com/talks/peter_norvig_the_100_000_student_classroom.html

…the 160,000 classroom

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Sebastian Thrun: In 50 years there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them (quoted in 2012 online report: http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/)

Media hype

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MOOCs didn’t just appear12

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April 2012http://edutechnica.com/moocmap

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October 2012http://edutechnica.com/moocmap

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April 2013http://edutechnica.com/moocmap

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October 2013http://edutechnica.com/moocmap

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Completion Rates

http://www.katyjordan.com/MOOCproject.html

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6 million students / 54 staffCPD Session - Faculty of Education, May 2014

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Content is NOT freeStudents can NOT support each otherMOOCs can NOT solve the problem of educational scarcity in emerging economiesEducation is NOT a mass customer industry

MOOC myths

It's NOT all about money

Will NOT create a two-tier educational system

MOOCs are NOT inherently inferior

We've have NOT seen how this plays out

Against (from Laurillard) For (from Educause)

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CourseraHow Higher Education is becoming more open

Source: https://www.coursera.org/

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MOOCsThe current and future state of Higher Education

Source: http://edfuture.net/

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The Quality Challenge

The quality challenge:• Start from digital and technological

innovation,• move on to educational (r)evolution and

change, and • Lead to a quest for quality and

innovation strategies.CPD Session - Faculty of Education, May 2014 25

MOOCs and quality

• Should we care about the MOOC drop outs?• Do MOOCs challenge the current HE model?• How will it be looking when learning and

certification will be disaggregated?• What is it that makes a model with high drop

out, little success rates and heterogenious target groups popular?

26CPD Session - Faculty of Education, May 2014

1. Massive Target Audience? • Change from „no target audience“-thinking

to having one in mind, even if it is wide. Take into acount new participation profiles.

MOOC

Lurkers

Passive participants

Active participants

Drop-ins

HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available:

http://mfeldstein.com/the-four-student-archetypes-emerging-in-moocs/ 27

2. Mixing Groups?

Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed)Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree.

http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg 28

3. Learning Across Contexts

Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because MOOCs mean learning across contexts and purposes.Quality measures become individualised, quality methods like self- & peer-assessment and –reflection are suitable.

http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg 29

4. Support Self-Organization

Be open about your requirements of self-organisation, provide scaffolding for those who lack that self-organisation.

http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg 30

Am

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5. Declare What‘s in it!

Be precise about the content and purpose of the MOOC (self-declaration) and keep promises! (Use a MOOC description model) - (Conole 2013)

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6. Peer-to-Peer Pedagogy

Use peer-to-peer pedagogy: peer-learning, peer-review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learningUnderstand that teaching is not a prerequsite of learning.

http://www.naset.org/uploads/pics/choice.gif

7. MOOCs Support Choice Based Learning

Move away from the notion that „ending a MOOC early“ means dropping out ; looking at MOOCs like (structured, paced, timebound) coursesBe aware that MOOC learning is an opt-in/out learning model - MOOCs follow voluntary sequencing and are based on choices. The choices they offer make their attractiveness.

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The ‘Network Enabler’ – common design elements in MOOCs

Common Grounds

Fosters Engagement

Tutors as Facilitators

Reflects Global

Perspectives

Uses Social Media

channels

Collective Scaffolding

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• Imagination is more important than knowledge – Einstein

• We need diversity of thought in the world to face new challenges – Sir Tim Berners Lee

Where is the future taking us?

Source: http://www.flickr.com/photos/68289482@N05/6277834810

/

CPD Session - Faculty of Education, May 2014

Source: http://www.flickr.com/photos/lgb06/4390432853/

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THANK YOU!

Vanessa Camilleri, Leonard Busuttil, Matthew Montebello

vanessa.camilleri@um.edu.mt leonard.busuttil@um.edu.mt

matthew.montebello@um.edu.mt