moocs to support human rights & story writing in the middle east

Director, Technical Leadership & LearningGlobal Education

MOOCs to Support Human Rights & Story Writing in the Middle East

STEPHEN D. LUKE, ED.D.

CIESMARCH

2016

SLIDESHARE.NET/DrNICHCY

2

OUTLINE

• Brief History of Open & Distance Education• MOOC Benefits/Criticisms• FHI 360 MOOC on Human Rights & Story Writing– Design– Learning Analytics & Outcomes

• Future Directions

3

S O W H A T’ S A

MASSIVE

M O O COPEN ONLINE COURSE

S O W H Y I S T H I S A

T H I N G ?Access to high quality education to anybody, anytime, anywhere.

I S T H I S S O N E W ?

MASSIVE

M O O COPEN ONLINE COURSE

7

1800 2000

1728

1728 1900

CorrespondenceCourses

".... any person in this country, desirous to

learn this Art, may, by having several lessons sent weekly to them, be perfectly instructed, as

those who live in Boston.“

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

8

1800 2000

1858

1728 1900

UniversityOf London

• First university to offer its degrees worldwide

• To reach people who were not wealthy, who worked, or who were not able to study full-time on a University campus.

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

9

1800 20001728 1900

Intended to reach a number of target populations including:

“young men and women in stores, in shops or on farms, who are desirous of learning, but cannot leave their labor to attend school.”

1883Ithaca, NY: The Correspondence University, a consortium founded by 32 university professors representing different colleges and universities, including Columbia, Cornell, Harvard, John Hopkins and University of Pennsylvania.

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

10

1800 20001728 1900

UniversityOf Wisconsin

1906

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

11

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

12

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

13

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

1953

University Of Houston

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

14

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

1953

University Of Houston

1969

The OpenUniversity

1969“First distance teaching

university, founded on the belief that communications technology could bring high

quality, degree-level learning to people who had not had the opportunity to attend

traditional campus universities.”

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

15

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

1953

University Of Houston

1969

The OpenUniversity

1976

Apple II

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

16

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

1953

University Of Houston

1969

The OpenUniversity

1976

Apple II

1989

World WideWeb

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

17

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

1953

University Of Houston

1969

The OpenUniversity

1976

Apple II

1989

World WideWeb

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

2002

MIT

18

1800 20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

1953

University Of Houston

1969

The OpenUniversity

1976

Apple II

1989

World WideWeb

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

2002

MIT

2008

1st MOOC:“Connectivism & Connective Knowledge”

19

1800

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

20001728 1900

UniversityOf Wisconsin

19061922

Penn StateCollege

1940s

U.S. Military

1953

University Of Houston

1969

The OpenUniversity

1976

Apple II

1989

World WideWeb

2002

MIT

A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION

2008

1st MOOC:“Connectivism & Connective Knowledge”

2012

20

MOOC

21

SEARCH FOR “MOOC” POST-2008…

MOOC

22

SEARCH FOR “MOOC” POST-2008…

MOOC

MOOC BENEFITS

• Anytime, anywhere, access to High Quality Content from Global Experts regardless of location

• Reach marginalized and/or non-traditional populations

• Leverage peer knowledge & experience

• Detailed learner analytics

23

MOOC CRITICISMS

• Low Completion Rates• Little or No Direct

Contact with Instructor• Luxury of the Rich &

Educated• Imperialistic Approach

to Education• Weak Theory of Change

24

25

TO MOOC OR NOT TO MOOC…

BUILDING ON A PIONEERING SPIRIT OF ICT INNOVATION…

(AED + FHI 360)

27

PIONEERING USE OF EDUCATIONAL RADIO…

28

AND EDUCATIONAL SATELLITE TRANSMISSIONS…

29

AND WIRELESS BROADBAND…

ADDITIONAL VALIDATION…

• Mike Trucano | World Bank 2013-14– Missing Perspectives on MOOCs -- Views from developing countries– More about MOOCs and developing countries– Debating MOOCs– Making Sense of MOOCs -- A Reading List– MOOCs in Africa

• Potential at the Bottom of the Pyramid: MOOCs 4 Development | UPenn, April 2014Gathered a diverse group of educational leaders from across the globe – including presidents of international universities, representatives from the World Bank, IFC, UNESCO, USAID, Google, Microsoft, and Coursera.

30

OVER THE PAST 3 YEARS…

• 25 million people from around the world have enrolled in MOOCs

• 80% are college educated– 20% post-secondary or less = 5,000,000

• 60% from developed countries– 40% from developing countries = 10,000,000

31

OVER THE PAST 3 YEARS…

• 4% course completion rate

= 1,000,000 completing MOOCs globally

= 400,000* completing MOOCs in developing countries

*10x the number of students graduating from Ivy League

32

33

TIME TO MOOC!

FHI 360 HUMAN RIGHTS & STORY WRITING MOOC

34

An Integrated Approach to Development

FHI 360: Civil Society & Peace Building, Global Learning, Global Research, TechLabRegion: Middle East & Diaspora around the worldFunder: US Department of State• Teach Human Rights concepts through a

writing course.• Delivered poet & novelist acclaimed in

the region• Supported by 14 Teaching Assistants

CANVAS LMS

35

• Canvas LMS– Fully-featured, state-of-the-art LMS• Calendar, modules, assessments, discussions• System-managed student grouping • Integrated grading rubrics• Peer review

–Open Source– Easily localized

CANVAS.NET

36

CANVAS COMMONS

37

MOOC DESIGN

• Instructor & TA Training– MOOC design & learner facilitation– Canvas LMS

• Required Orientation Module– Familiarized students to features & functions of the

platform, including discussion boards & quizzes– Overview of topics to be covered– Describe ways MOOCs differ from traditional instruction– Establish realistic expectations

38

MOOC DESIGN

• Content Modules– 6 modules based on earlier seminars– Short, high quality video lectures– Links to required readings downloadable from LMS

• Quizzes & Assignments– Frequent assessment of human rights topics– Short writing exercises to practice module-specific

writing techniques• Feedback from TA’s & peers

39

MOOC DESIGN

• Grading rubrics developed for each writing assignment– Guided students on what to look for when reviewing work– Established criterion for grading

• Students were responsible for providing 3 peer reviews per assignment– Canvas automated this– Ensured each student would receive multiple points of

feedback (including TA’s) and modeled a common approach in amateur & professional writing circles

40

MOOC DESIGN

• Student Grouping– Divided students into 9 learning groups– Assigned TA to manage communications a facilitate

discussions within each group– Supported consistent level of response & guidance to

learners• Forum Discussions– Series of weekly forums to stimulate discussion &

reflection on instructional content– Taps into wealth of experience of a large cohort of

participants

41

MOOC DESIGN

• Social Media Integration– Weekly, real-time interactions with instructor

• Facebook Chat• Google Hangouts On Air

– Facilitated connection outside of Canvas platform– Broadened respective social networks– Sustained relationships beyond course completion– Exposed & promoted content to broader audience

• Facebook• YouTube

42

MOOC DESIGN: COURSE ANTHOLOGY

43

LEARNING ANALYTICS & OUTCOMES

Demographics• MOOC Participants– 1,673 registrants

• 949 actually logged in after registration– Welcome Survey (564)

• 59% Female, 41% Male• 71% lived in target region, 29% other countries

– End of Course Survey (220)• 95% first MOOC experience• 78% new writers

44

ANALYSIS OF LEARNING OUTCOMES

• Evidence that this course reached a new audience, giving them access that they did not previously have to high quality, curated instruction and educational resources.

• It is also further evidence that these participants were highly motivated to learn, because they continued to engage with challenging assignments and resources in an unfamiliar environment.

45

ANALYSIS OF LEARNING OUTCOMES

Course Completion• 15% earned course certificates– Completed all required course elements– Passing grade on final quiz

• 58% active participants– Submitted at least one writing assignment

• 31% completed at least half of writing assignments• 24% completed more than 75% of assignments

46

ANALYSIS OF LEARNING OUTCOMES

47

Reach & Interaction: Learning ContentFile Type Number of DownloadsVideo (mp4) 15,786*Audio (mp3) 8,193PDFs 58,000Word Documents 77,718Zip files 33,027Total 122,724

File downloads from the course website. *As noted above, an additional 12,399 video views occurred on YouTube for a total of 28,185 views.

ANALYSIS OF LEARNING OUTCOMES

48

0%

20%

40%

60%

80%

100%

120%

Getting Started Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Active Users

Video Downloads from Canvas LMS as a Percentage of Confirmed Registrants

ANALYSIS OF LEARNING OUTCOMES

49

Active Users

0%

20%

40%

60%

80%

100%

120%

140%

Module 1 Optional Module 2

Opti

onal Module 3 Module 4 Module 5

Opti

onal

Required Reading Downloads from Canvas LMS as a Percentage of Confirmed Registrants

ANALYSIS OF LEARNING OUTCOMES

Reach & Interaction: Discussion Forums• 91 different discussion threads– 14,302 individual posts

• 11,148 posts (78%) were within required discussion threads

• Additional 3,154 posts (22%) in non-required discussion threads

• Activity relatively sustained across course– 1,670 posts in Module 1– 986 posts in Module 5

50

ANALYSIS OF LEARNING OUTCOMES

Learner Survey (220)• 87% gained story writing skills• 78% gained knowledge about human rights• 69% developed skills for creating stories about

human rights– These figures closely correspond with our own

evaluation that, of the 142 participants who earned certificates of completion, 82.4% demonstrated improved writing skills in their final stories.

51

ANALYSIS OF LEARNING OUTCOMES

Summary• Instructional Design addressed a number of MOOC

criticisms• 15% Completion Rate• Sustained user engagement – Incentive of publication– Grouping Students– TA facilitation & feedback– Distributed feedback from peers– Social media engagement

52

NEXT STEPS

• US State Dept, English Language Learning• Kosovo: Accredited Teacher Professional

Development• Latin America and Carribbean Higher

Education & Workforce Project• How about you?

53

54

THANK YOU

STEPHEN D. LUKE, ED.D.sluke@fhi360.orgTwitter: @StephenLukeEdD