mooc framework
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Lessons for MOOCs from Traditional Online Learning: Developing a MOOC
Framework
George Siemens, PhDOctober 25, 2013
CTV: 1966-1983Degree-level coursesUniversity partnershipsDelivered 6:00-9:00 am
Continental Classroom
NBC: 1958-1963
Radio instruction
1930’s
Distance Education
Frederick Jackson Turner: U of Wisc: correspondence late 1800
“Composition through the medium of the post” 1833 (see Simonson et al, p. 37)
Anna Eliot Ticknor:Society to Encourage Studies at Home, 1873
UNESCO, 2013
Researchers
Marti Cleveland-Innes (Athabasca U)Pierre Dillenbourg (EPFL)George Siemens (Athabasca U)
Three goals with this work
1. General evaluation of literature in online/blended learning
2. Conceptual framework for MOOCs:- Detail dimensions, application, guide for decision makers, faculty, designers, etc.
3. Explore applications and case studies
The approach
1. Literature review of “what do we know about online learning (Robert Lawson)2. Generation of MOOC framework3. Community input (Nov)4. Presentation of MOOC framework (Dec)
Research Fields considered
DEOnline learningGrey LiteratureLearning sciencesLA/EDM
Distance education research
Extensive literature on systems of learning and methods to support learning
Instructional/learning design (Reigluth, Clark, Kozma, Jonassen)
Theories of interaction (Moore, Anderson)
Philosophical foundation of open universities
Important contribution to MOOCs
Design and operation of learning systems
Online learning research
Various frameworks for interaction, notably Community of InquirySocial learning, networksPerpetual navel gazing “are we as good as classrooms”?Synch/asynchCost/efficiency (see Bowen ILO public univ)Meta-analysis (Tamim, Bernard et al, Means, Tallent-Runnels)
Important contribution to MOOCs
Role of technology/media, learner profile, social learning, quality, interactive & participatory learning/teaching
Grey Literature
Where all the fun and innovative stuff happens:- Blogs- Web 2.0/social media- Distributed networked learning- A “doing space”- Active experimentation
(see Downes, Couros, Wiley, Mackness, Sui Fai John Mak, Cormier, Stewart, Kop, Groom, Levine, many many others)
Important contribution to MOOCs
Energy, ideas, research space
Learning Sciences
Established, highest quality research communityCross-disciplinaryCognition, engagement, motivation, cultural, knowledge buildingGrounded in constructivismCSCLHeavily learner focused
Important contribution to MOOCs
Cognition, “soft learning factors”, learning, evidence, research quality
Learning analytics and data mining
Coursera, edX, FutureLearn embody the “data driven” view of researchLearning analytics are prominent in guiding pedagogy and design(often) rediscovering what is already in literatureAutograding, personalization, adaptation (all in response to scale)
Important contribution to MOOCs
Evidence-based, granular, insight at scale, new learning/tech models
MOOCs have much to learn from literature in online learning.
Online learning researchers have an opportunity to engage with new research methods (analytics) and new datasets to test existing theories and improve design/teaching/learning practices
MOOCs as a keystone concept in helping higher education transition to digital networked learning
A MOOC framework should help decision makers/admin/designers/academics plan and deploy MOOCs based on goals, context, expertise,
MOOC Frameworks
“MOOC Canvas model” Alario-Hoyos et al
Design and Evaluation FrameworkGrover et al
xMOOC/cMOOC/pMOOC/anyrandomconsonantMOOC
Elements of a MOOC conceptual model (think spectrum, not points)
Design: structured, adaptive. LD process, outcomes, goals, audienceLearner profile: history, capacity, familiarity, activity (see Kizilcic)Pedagogy: instructivist/participatory. Teaching & learning strategies. Individual/community. Media: Video, text, gamesTime: synch/asynch, realtime/archiveSupport: TA/tutor, peer, meetupsAssessment: auto, peer, faculty. Micro-credentialing, competency, cross learning spacesSpace: learning-owned, institution-providedContent: level, type, match to teaching/learning approaches
UNDERPINNING: Technology, system design, system/course evaluation & improvement
What is missing?
http://www.moocresearch.com/
ConferenceDecember 5-6, 2013University of Texas Arlington
Twitter/Gmail: gsiemens
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