Download - Humanizing Instruction in a MOOC
HUMANIZING INSTRUCTION IN A MOOC
WHITNEY KILGORE AND ROBIN BARTOLETTI, PHDONLINE LEARNING CONSORTIUM #ALN14
OCTOBER 30, 2014
What will the future hold?
http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course
Sound Familiar?
What makes us uniquely Human?
“A critical community of learners, from an educational perspective, is composed of teachers and students transacting with the specific purposes
of facilitating, constructing, and validating understanding , and of developing capabilities that will lead to further learning.”
-Garrison and Anderson
Understanding the Community of Inquiry
The Human Element:
An Essential Online Course
Component
The Human Element
RolesRole of Facilitator Role of Learner
• Wayfinding• Amplifying• Curating• Aggregating• Filtering• Modeling• Staying Present
• Autonomous• Self Organize• Connect with Peers• Peer Support• Creation• Sharing• Build Personal
Network
ToolsBlogs (Blogger, Wordpress)
TwitterYouTube
VoiceThreadDiscussions
LinkedInMany more…
Participation
Discussion Posts Active Participants # of submissions Files
1945 697 344256
Feedback at Scale
Learner Demographics
Educational Background
4 year degreeSome graduate schoolMaster DegreeDoctorate Degree
Age
21-2930-3940-4950-5960 -older
MOOC Experience
0-12-34-56-8
Online Teaching Experience
Yes No
Instructor Presence
Video Announcements
Using Video Instructor Introductionsto enhance instructor presence
Helpful
strongly disagree2%
neutral18%
agree51%
strongly agree30%
The instructor was helpful in guiding the class towards understanding course topics in
a way that helped me clarify my thinking.
Sense of Communityneutral
9%
agree59%
strongly agree31%
Instructor actions reinforced the development of a sense of community among course partic-
ipants.
Cognitive Presence
TEDEd
TEDEd Example
TEDEd Example
Motivation
neutral9%
agree53%
strongly agree38%
I felt motivated to explore content related questions.
Knowledge Applicability
neutral7%
agree49%
strongly agree44%
I can apply the knowledge created in this course to my work or other non-class re-
lated activites.
Social Presence
Webinar withMichelle Pacansky-Brock
Online Toolsneutral
11%
agree55%
strongly agree34%
Online or web-based communication is an excellent tool for social interaction.
Comfort with Toolsdisagree
9% neutral9%
agree49%
strongly agree33%
I felt comfortable conversing through the online tools.
Learning is Messy
#HumanMOOC
Conclusion:Advice to Other Faculty
References• Akyol, Z. & Garrision, D.R. (n.d.). The Development of a Community of Inquiry over Time in an
Online Course: Understanding the Progression and Integration of Social, Cognitive, and Teaching Prescence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. Retrieved from http://sloanconsortium.org/system/files/v11n1_8garrison.pdf
• Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy . The International Review of Research in Open and Distance Learning, Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663
• Brinthaupt, T.M., Fisher, L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B. (2011). What the best online teachers should do. Journal of Online Learning and Teaching, 7 (4), 515-524. Retrieved from http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm
• Broup, J., West, R., & Graham, C. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, (15), 195-203.
• deWaard, I., Abajian, S., Gallagher, M., Hogue, R., Keskin, N., Koutropoulos, A., and Rodriguez, O., (2011). Using mlearning and moocs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94-115. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026
• Downes, S. (2012, March 23). [Web log message]. Retrieved from http://halfanhour.blogspot.com/2012/03/education-as-platform-mooc-experience.html
• Dunlap, J.C. & Lowenthal, P.R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20 (2)
• ELI (2013). 7 things you should know about... Calibrated Peer Reviews. Retrived from https://net.educause.edu/ir/library/pdf/ELI7101.pdf.
• Fini, A., (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distance Learning, 10(5), 1-26. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/643/1402
• Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of Scholarship of Teaching and Learning, 13 (1), 11-86. Retrived from http://josotl.indiana.edu/article/views/3268/3623
• Ice,P., Curtis, R., Phillips,P. & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. Jones, P., Naugle, K. Kolloff, M.(2008, March). Teacher Presence: Using Introductory Videos in Online and Hybrid Courses.Learning Solutions Magazine, 1-5. Retrived from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using-introductory-videos-in-online-and-hybrid-courses/pageall%20.
• Ke, F. (2010). Examining online teaching, cognitive, and social presence of adult students. Computers & Education, 55, 808-820, doi: 10.1016/j.compedu.2010.03.013.
• Keengwe, J. Adjei-Boateng, E., & Diteeyont, W. (2012). Facilitating active social presence and meaningful interactions in online learning. Education Information Technology, (18), 597-607. doi: 10.1007/s10639-012-9197-9
• Kop, R., & Carroll, F. (2011). Cloud computing and creativity: Learning on a massive open online course. European Journal of Open, Distance, and eLearning, Retrieved from http://www.eurodl.org/?article=457
• Kop, R., Fournier, H., and Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 12(7), 74-93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1041/2025
References
• Mak, W., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a mooc. Paper presented at 7th international conference on networked learning 2010. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf
• McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The mooc model for digital practice. (Master's thesis, University of Prince Edward Island, Prince Edward Island, Canada). Retrieved from http://davecormier.com/edblog/wp-content/uploads/MOOC_Final.pdf
• Mills, B.J (2010).Idea Paper #47: Promoting Deep Learning. The Idea Center.http://www.theideacenter.org/sites/default/files/IDEA_Paper_47.pdf
• Nagel, L., & Kotze, T. (2010). Supersizing e-learning: What a coi survery reveals about teaching prescence in a large online class. Internet and Higher Education, (13), 45-51.
• Rodriguez, C. (2012). Moocs and the ai-stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, Retrieved from http://www.eurodl.org/?p=current&article=516
• Siemens, G. (2004, December 12). [Web log message]. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
• Williams, R., Karousou, R., and Mackness, J., (2011). Emergent Learning and Learning Ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39-59. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883/1686
References