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- 1. Evaluating MOOCs – what is really happening? Gráinne Conole, University of Leicester 11th June 2014 EDEN conference, Zagreb National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 2. Outline • Emergence of MOOCs • FutureLearn • UoL MOOC evaluation • Methodology • A new MOOC classification • Survey findings • Interview themes • Recommendations • Conclusion
- 3. The emergence of MOOCs • CCK08 – Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009)http://www.irrodl.org/index.php/irrodl/article/view/643/1402 • Emergence of large-scale xMOOCs • Recent developments – UK-based FutureLearn – Launch of Massey on Open2Study • List of MOOCs – http://www.mooc-list.com/ • EFQUEL series of blogs – http://mooc.efquel.org/ • ICDE list of MOOC reports – http://tinyurl.com/gconole-MOOC • MOOC research reports – http://www.moocresearch.com/reports • MOOCs for development – http://www.moocs4d.org/media.html
- 4. • Critiques the hype • History of MOOCs • More an interactive textbook than a course • Issue re feedback and assessment • Support models • Issue of support large- scale learning • Degrees of openness http://www.parlorpress.com/invasion_of_the_moocs
- 5. Massive Open Online Courses (MOOCs) Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html JOLT, Vol. 9, No. 2, http://jolt.merlot.org
- 6. cMOOCs or xMOOCs? • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media • Linear learning pathway • Mainly text and video • Formative feedback through MCQs • Individually focused
- 7. Dimension Characteristics Context Open Degree to which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy A taxonomy of MOOCs http://e4innovation.com/?p=727
- 8. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 For each dimension, give the MOOC a score: Low=1, Medium=2 High=3
- 9. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 How to rate Open? It’s free = 1 At least some CC materials = 2 All materials CC, and non-registered students can view materials=3 How to rate Massive? Under 500=1 500-10,000=2 Over 10,000=3 http://tinyurl.com/OEWBirdConole
- 10. FutureLearn • Launched Dec 2012 • 37 partners • Inspire learning for life • Diverse range of courses • Globally connecting learners with experts • Bite-size steps of learning • Learning through storytelling • Mix of text, video, audio and activities https://www.futurelearn.com/
- 11. Principles • Open • Listen to learners • Tell stories • Provoke conversation • Create connections • Keep it simple • Learn from others • Celebrate progress • Embrace FutureLearners
- 12. UoL MOOCs • Courses – England in the time of King Richard III – Forensic Science and Criminal Justice • Key features – 6 weeks, 3 hours a week – Bite-size chunks of learning – Text, audio, videos, forums and activities – Certificate of participation
- 13. Methodology • Focus: – Interviews • developers, tutors, learners, UoL lead – Survey (participants) – Analysis of courses – Learning analytics – Number registered – Drop out rates
- 14. Aims • Rationale for joining • Patterns of interactions • Perceptions • Development time • Time on different components • Reasons for participating • Reasons for drop out • Recommendations
- 15. Activities
- 16. Survey findings • Cost £28, 500 – 130 days of staff time • 52% had prior MOOC experience • Richard III (10, 066) • Most visited a few times a week • Average No. posts 8 • 87% no contact with tutors • 47% still active in final week
- 17. Survey findings • 97% structure clear • 91.5% Engaging • About right – 67% level – 85% time – 69% length • Participating – Learn new things (85%) – Try a MOOC (53%) – Online learning (46%) • 91% a positive experience • Interesting, enjoyable, informative
- 18. Interview themes • Marketing • Use of video and chunks • Learner analytics • Need for Learning Technologists • Unknown audience • Platform – Good for learners – Not good for developers • Expectation management • Not much discussion • Good profile • Learner discussions and content generation • Public good • Pedagogical innovation • Expert learners
- 19. Meta research themes • Size, scale, free • HE marketplace • Transformation • Business models • Pedagogy http://www.moocresearch.com/reports Neil Selwyn, Scott Bulfin • Content • Students and teachers • Assessment • Technology • Learning
- 21. Formal Informal Individual Social Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges Formal/informal landscape
- 22. Recommendations • More strategic choice of courses • Support from Learning Technologists • Effective use of learner analytics • Explore new business models • Feed into campus courses • More pedagogical innovation
- 23. MOOCs as a disruptive technology • Disruptive technologies are challenging traditional institutions • New business models emerging • New approaches needed for designing and delivering MOOCs • Blurring of boundaries: – formal/informal, real/virtual, teacher/learner, cross cultural • Need for new pedagogies • Disaggregation of education – High quality resources – Learning pathways – Support – Accreditation
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