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