Thursday, 11:00a

Thursday, 11:00a

Presentation and additional materials available in the Conference course:

https://instcon.canvas.net/courses/79/discussion_topics/791?module_item_id=107441

Steve Stockdale, Our First MOOC, June 2014

1

2Steve Stockdale, Our First MOOC, June 2014

Resources in Conference Discussion1. Powerpoint presentation (full with/without

video)2. Powerpoint presentation (print 6

slides/page)3. Link to the open GS course on Canvas

Network4. Downloadable HTML and PDF versions of

course (General Semantics: An Approach to Effective Communication)

5. Anonymous responses to request for inputs from completers

6. HTML snippets for Canvas

Our First MOOC


Our First MOOC

Presented by Steve StockdaleInstructureCon 2014


Our First MOOC

Presented by Steve StockdaleInstructureCon 2014

Experiment


Agenda

BackgroundPlans, PreparationsDesign ConsiderationsDemographicsResultsMOOConceptions


Background: Collaborators

STEVE STOCKDALE, MA (ED PSYCH)

• General Semantics (GS) background since 1979• Taught GS in Schieffer School of Journalism at TCU

(2005-2008)• Since Aug 2012, Canvas sub-account admin at NMSU

Grants CCMARY LAHMAN, Ph.D., MANCHESTER UNIVERSITY (IN)

• Met in 2002 at a GS seminar in Milwaukee• No experience with Canvas• Taught GS for ~ 20 years

GREG THOMPSON, Ph.D., BYU

• Post-doc at UCSD, 2011-2012 partially funded by GS endowment

• Met in Provo prior to InstructureCon 2013• Taught two GS courses, no online experience


Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec | Jan Canvas Network Social Media Course

Discussions with Greg about a GS course on CN Email from Mary

Greg, Mary, Manchester: YES!

Background (2013)


Leverage Scale

Why a MOOC?


41 67 1,325 195

Why a MOOC?


Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec | Jan CN Social Media Course

Discussions with Greg

Email from Mary

Greg, Mary, Manchester: YES!

Proposal to Canvas Network

CN Onboarding, Initial & Final Reviews

CN Course Catalog, Enrollment Opened

First day of the course: Jan 13, 2014

Background (2013)


Background: The Course


1. Six-week course2. I would work with Canvas3. Re-use, adapt existing texts4. Creative Commons Share Alike license

Plans, Preparations


5. Six weeks, six Modules

Plans, Preparations


6. Offer 3-5 hours/week of content, activities7. Progress markers – points?8. Promote student-student interactions (i.e., Discussions, of course!)9. Teachers as guides, moderators10. Enlist volunteer “assistants” (TAs)

Plans, Preparations


11. Expectations - International students likely- More than half lurkers, not participators- Moderating Discussions a challenge- Our responsibility to engage attention- Less than 200 would be disappointing, but worth it

Plans, Preparations


Home page – static or changing? Modules – open or gated? Pages – length, format, how many? Discussions – how many, leave

open? Announcements – how many,

purpose? Quizzes – for what purpose? Points? (Grades)

Design Considerations


Home page – static or changing?Static through Week 3Weeks 4, 5, 6 specific to that

week



Modules – open or gated?Gated, open each Monday, remain openFocus attention on Discussions(Full course content wasn’t ready on Day 1)Standard Module sequence: - Module Map (overview) page - Content - Module Completion Checklist



Module Map (1 of 2)


Module Map (2 of 2)


Completion Checklist


PagesFewer/longer, not more/shorterMinimize PDFs, allow reading within the Canvas page

Discussions3 or 4 pinned for the duration2 or 3 for each ModuleModules 2 & 3: select 1 of 6 cases to discuss



AnnouncementsLimit to inform, remind, nudge; not obtrusive or ignorable

QuizzesTo reinforce learning, not for assessment

Points, GradesCourse worth 1,000 pointsExcept Quizzes, points earned by participation/submittals



Accessibility – multiple content formats

Multiple paths to content Image or graphic on every page Instructor videos – scripted or not? Use YouTube to host videos Content dilemma:

Other Considerations

Don’t Short-change Don’t Overwhelm


Demographics

Enrollment

Canvas Network Survey


Series1

0100200300400500600700800

Course Enrollment (Dec 4 thru Jan 12)


0

200

400

600

800

1000

1200

1400

Course Enrollment thru Jan 20 (Week 1)Day 1 +213Day 2 +129


61% Female59% Younger than 45 years of age51% Live outside of North America35% English as non-primary language38% Graduate degrees70% At least 4-year degrees43% “Active” learners (self-reported)73% Expected to spend < 4 hrs/week

Demographics (n=403 of 1325)


What is your gender?

n=403

FEMALE = 61%

MALE = 37%


How old are you?

2%

13%

29%

17%

16%

15%

3%

13-1819-2425-3435-4445-5455-6465-

44% < 3561% < 45

n=403


North AmericaW. Europe

E. Europe, RussiaSouth America

South AsiaAustralia, S. Pacific

AfricaEast Asia

Southeast AsiaCentral America

CarribeanMiddle East

0% 10% 20% 30% 40% 50% 60%

Where do you live?

n=403


.49.24 .05

.04 .04

.04.02

.02

.01

Geographic Distribution

n=403

<.01<.01


AlgeriaArgentinaAustraliaBangladeshBelgiumBrazilBurkina FasoCanadaChileChinaColombiaCroatiaCzech RepublicDubaiEcuadorEgyptFrance

GermanyGreeceGrenadaHungaryIcelandIndiaIranIrelandItalyJapanJordanKazakhstanKuwaitLatviaLithuaniaMacedoniaMalaysia

MexicoMoldovaMoroccoNetherlandsNew ZealandNicaraguaNigeriaNorwayPakistanParaguayPeruPhilippinesPolandPuerto RicoRomaniaRussiaSaudi Arabia

SerbiaSouth AfricaSouth KoreaSpainSwedenSwitzerlandTasmaniaThailandTunisiaTurkeyUAEUKUSUruguayVanuatuVenezuela

Countries represented (67, at least)


Is English your primary spoken language?

YES = 64%

NO = 35%

n=403


What is your highest level of education?

12%

26%

8%24%

15%

5% 6%

PhD Masters Some Grad BS/BA Some College 2-yr Degree H.S./Prep

38% Graduate Degrees

70% CollegeDegrees

n=403


What type of learner best describes you?

43%40%

9%6%

Active Passive

Observer Drop-in

n=403

55% don’t plan to participate

38Steve Stockdale, Our First MOOC, June 2014 n=403

How many hours per week do you plan ...?

3%

34%

36%

16%

3%4%

< 1 hr1-2 hrs2-4 hrs4-6 hrs6-8 hrs> 8 hrs

1-2 hrs

2-4 hrs

73%


Results

Content

Lessons Learned

Feedback

MOOConceptions


Modules: 6 weekly (+ Getting Started) Discussions: 25 (4 Pinned) – 2,399 posts Announcements: 15 Assignments: 3 Quizzes: 3 Pages: 88 PDF Readings: 7 Assigned Reading (Pages + PDFs): 106,000 words Images: 174 Videos: 46 – 458 minutes

Course content


Total Minutes Assigned (Readings + Videos)

Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Mod 6 -

50

100

150

200

250

Full Videos Videos Reading

Avg/Week= 164 min (2.7 hrs)

(1)

(1)

(1)

(Avg 200 wpm)


Discussions

Pinned Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Mod 60

100200300400500600700800900

# of Posts (including Replies) = 2,399

Introductions, Vocabulary, General, Canvas


M M M M M M M0

1

2

Announcements (15)


1. Underestimated editing to reuse existing text

2. Underestimated time required for everything

3. Time on course organization, redundancy, paid off

4. Tradeoffs: design/develop entire course prior to course opening vs. delaying; stick to plan vs. adapting

5. Despite best intentions, accessibility relegated to afterthought

6. Make purposeful decisions – know why

Lessons Learned (1 of 2)


7. Once opened, course organization/management can easily get away from you

8. Avoid complexity (choose 1 of 6 cases ...)9. Define badge criteria explicitly, prior10. Badges were surprisingly motivating11. Close Discussions after some period? No for

us12. YouTube is blocked in China and Pakistan,

videos uploaded to Canvas generally okay

Lessons Learned (2 of 2)


End of course survey (n=43)

Course materials had positive impact: 92% (A + SA)Course activities had positive impact: 80% (A + SA)Used a smartphone: 24%Used a tablet: 35%Spent between 2-6 hours per week: 71%Likely to recommend a CN course: 100% (6-10 on 10-pt scale)Overall Rating (1 – 5): 4 – 34%; 5 – 65%

Feedback (Participants)


Appreciated Teacher presence, visibility, engagement; well-timed Announcements

Frustration with Discussions – cumbersome, inflexible

Frustration with Modules – lack of progress indicators

Course/Canvas was easy to navigate, organization made sense

Enjoyed interactions with other cultures Enjoyed informality, humor, collegial

interactions Appreciated downloadable course content Badges – motivating, frustrating

Feedback (Participants)


From 19 course completers to the question:

What suggestions or “lessons learned” would you offer to teachers or administrators who are considering offering MOOCs through their institutions?

Solicited Comments


(Spain): I think it is a way to democratize culture.

(US): the MOOC is a fascinating and incredible way to reach, connect with, and teach a mass audience.

(Ecuador): the MOOC as an educational platform offers the opportunity to continue learning (life long learner) and therefore we can shape our world and not the other way ... [MOOCs] contribute to the education of individuals around the world.

Solicited Comments


(India): I've found the idea of MOOCs to be revolutionary.

(Spain): learning this way is an excellent opportunity to get in touch with all the research the world is doing ... I have broadened my mind in a way I have never thought and this has made me a better person.

(UK): informality and humour are really helpful and important ... an element of enjoyment aside from the learning is a nice touch.

Solicited Comments


(France): I'd like to thank any teacher who gets involved in MOOCs and takes time to provide lessons internationally ... my father is an author and actually writing a book about MOOCs.

(Greece): MOOCs are a huge breakthrough enhancing the modern human spirits ... there is indeed some sort of meritocracy in this kind of online education.

(US): I absolutely love learning through MOOCs.

Solicited Comments


(Russia): with lots of people participating in the course one gets different perspectives and learns best practices from all over the world ... As for the knowledge from the course I can definitely say (now being even more sure) that politics lies entirely in the field of General Semantics. The current Russian-Ukrainian crises in particular.

Solicited Comments


“Walking Dead” issue (WDI) Discussions No Journal tool More flexible and usable Groups No auto grading for “Complete on Submittal” Survey statistics “How are we doing?” survey

Feedback (for Canvas)


Recommended: HTML (formatting, tables, images,

captions) Photo editing (crop, size, resolution) PDF Video recording, creating, editing,

captioning Audio recording, creating, editing Word processing, spreadsheet,

presentation File management

Online Teacher Competencies


Recommended: HTML [text editor – TextWrangler,

Notepad++] Photo editing (crop, size, resolution)

[Photoshop, Photoshop Elements, GIMP, Picasa]

PDF [Acrobat Pro to copy, crop, manipulate, create]

Video [Camtasia, Premiere Elements, iMovie]

Audio [Audacity] [Office, iWork]

Online Teacher Competencies


MOOC Benefits:

Generalizes learning process

Amplifies human ability to learn

MOOConceptions


MOOC Benefits:

Generalizes learning processAmplifies human ability to learn

Extends Reach, Strengthens Grasp

MOOConceptions


41 1,325

MOOConceptions

67195

?

?


41

MOOConceptions

67195

Individuals in 14 different countries spent 30+ hours learning something we wantedto teachCountries were represented in our course – over 1/3 of the world


True or False: MOOCs can cleave the

educational digital divide.

MOOConceptions



educational digital divide. A: Yes

MOOConceptions



educational digital divide. A: Yes

cleave: 1) to adhere firmly; 2) to split

MOOConceptions


1. Obvious potential to generalize (reach) and amplify (grasp) learning

2. Execution depends on many known and unexpected specific variables

3. Impact on haves/have nots divide? TBD

4. 2014 : MOOCs as 1983 : personal computers(i.e., it’s way, way, way too early to judge or predict)

MOOConceptions


publishing platform that enables

worldwide one-to-many

learning

MOOC – a broad definition

Thursday, 11:00a

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