emoocs 2014 policy track 5_fischer

8/13/2019 EMOOCs 2014 Policy Track 5_Fischer

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Gerhard Fischer 1 EMOOCs, 2014

Wisdom is not the product of schoolingbut the lifelong attempt to acquire it.

- Albert Einstein

Rich Landscapes of Learning (including MOOCs)

a Perspective from the Learning Sciences

Gerhard Fischer

Center for LifeLong Learning & Design (L3D), Department of Computer Science and

Institute of Cognitive Science, University of Colorado, Boulder

EMOOCs Meeting, Lausanne, February 2014


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My Background:

! Center for LifeLong Learning & Design (L3D) founded in 1993

! one of our objectives:to create socio-technical environments in whichpeople want to learnrather than have to learn


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The Envisionment and Discovery Collaboratory (EDC)


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Frames of References for MOOCs

! many of the reflections about MOOCsare based on- economicperspectives(scalability, productivity, being free) and- technologyperspectives(platforms supporting large number of students in online

environments, enrichment components such as forums, peer-to-peer learning support,

automatic grading, ..)

! our/my research objective:- to create a learning science perspectiveby putting MOOCs into a larger context

with other approaches to learning and education

- inspiration: Learning Webs from Ivan Illich(chapter 6 in: Illich, I. (1971) DeschoolingSociety) outlining educational systems that

o provide all who want to learn with accessto available resources at any time intheir lives

o empower all who want to sharewhat they know to find those who want to learn itfrom them

o furnish all who want to presentan issue to the public with the opportunity tomake their challenge known


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Specific Dimensions


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Learning Aboutversus Learning to Be

! learning about:- focused on the accumulation of intellectual capital realized in a curriculum- stresses the communication of culturally central theories, facts, and skills- claim:MOOCs can be effective and are often well suited for learning about (e.g.,

learners getting introduced to domains of knowledge that are new to them, e.g., Math

101, Physics 101, Design 101, etc.)

! learning to be:- not teaching about mathematics, physics, or design "but: what it means to be a

mathematician, a physicist, a designer, a Wikipedian, a skier, or a surfer

- in our Center for Lifelong Learning & Design (L3D):o Undergraduate Research Apprenticeship Programo horizontal and vertical integration

- claim: learning to be is facilitated by letting learners engage with communities


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Learning When the Answer is Known

versus

Learning When the Answer is Not Known

! learning when the answer is known- domains: existing knowledge in different disciplines (specifically in the natural

sciences)

-

the answer to the problems discussed in courses exists- the answer is known by the teacher- the core challenge is for learners to learn what the teacher knows

! learning when the answer is not known- domains: wicked, ill-defined design problems (specifically design problems)- all participants engage in collaborative knowledge construction- a correct, final answer does not exist- teacher, learner !f{person} "teacher, learner = f{context}


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MOOCS versus Self-Directed, Design-Based, Active Collaborative Learning

MOOCs SDACLs

massive(scaling up to very large numbers is

possible and supported)

personalinteractions are best facilitated with

small numbers of participants

open for learners as consumers open for learners as active contributors

online with globalreach face-to-facewith local participation

pre-planned: designers create course

content, interaction, and support

resources well before any learner arrives

in a course (courses are fixed)

situated:real-time modifications of learning

resources and social suggestions

(environments are seeds evolving by

active learner participation)

learning about learning to be

learning when the answer is known learning when the answer is not known

knowledge transmission collaborative knowledge construction

emphasis and focus is on teaching,curriculum, covering content

emphasis and focus is on self-directedlearning, passion, intrinsic motivation

role of teachers:sage on the stage, provide

information, superstars are promoted

role of teachers:guide on the side,

member of a community of learners


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My Personal Interest

! to create arguments grounded in the sciences theories for the respectivecontributions of

- online learning (MOOCs, open educational resources)- core competencies of residential, research=based universities

! basic assumptions- teaching a class in a residential university with more than 100, 150 or 200 students is

not fundamentally different from a MOOC

- ..


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Our Research Agenda to Focus on the Core Competencies of

Residential, Research-Based Universities

(complementing MOOCs)

! Cultures of Participation migrating from passive consumers to activecontributors

!Meta-Design fostering and supporting active knowledge construction;transcending the information given

! Learning-on-Demand allowing and motivating learners to engage inauthentic, self-directed learning activities

! Courses-as Seeds flipped classroom, student as active contributors,peer-to-peer learning, peer assessment, self assessment

! Undergraduate Research Apprenticeship learning to be; verticalintegration, horizontal integration, fostering enculturation

emoocs 2014 policy track 5_fischer

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