To answer this, we need to consider student numbers,finance, and active learning. All three factors are relevant, but our focus in this presentation is on enhancing active learning in MOOCs. We sketch out the main options that allow us to do that.
14. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Prescriptive
Courses
Tasters
15. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Research Beta’s
Prescriptive
Courses
Tasters
16. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
APL / WBLExams
Certificate of
Completion
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Research Beta’s
Prescriptive
Courses
Tasters
17. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
Accreditation
APL / WBLExams
Certificate of
Completion
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Research Beta’s
Prescriptive
Courses
Industry CPD Univ.
Tasters
19. Narrative …
This presentation was given at the Faculty of Technology’s Teaching and Learning Conference in
June 2013, at Portsmouth University.
Slide 1: Active Learning
MOOCs can be seen as either an opportunity or a threat. Before we answer that, we need to
think through the issues, and for that, we need to decide where to start: the numbers of
students, the money, or active learning? Ideally we should consider all three, but if we have to
choose, we should start with enhancing active learning, and that is the focus of this presentation.
Slides 2-4: Open Networks
Networking in closed peer groups has always been part of higher
education and research, ever since the beginnings of the Royal Society
in the 17th Century.
What’s new is that these peer groups, as well as teaching and learning,
are now embedded in open networks and open research. In a sense we
are all e-learners and networked learners now; the question is just how
we are we going to use it.
20. Slides 5-10 Basic Choices
MOOCs are massive, open and online. There are
two basic choices: do you want to run a massive
prescriptive learning event, in which process and
outcomes are tightly specified (and ‘closed’), or a
massive emergent learning event, in which
process and outcomes are, precisely, open and
somewhat unpredictable?
Active prescriptive learning requires interactive media, and real-time individual (or group)
feedback – e.g. using what could be called PRS (personal response systems) ‘on steroids’.
Within the limits of prescribed learning, it can deliver large numbers of students, and fixed
outcomes in a fixed curriculum. It does not require social media, although it can very usefully
be supplemented and enriched by the use of them.
Active emergent learning is open in a much broader sense. It requires extensive use of social
media and interaction between learners, but also some form of facilitation or moderation. It
can yield open, emergent learning, and even an open, emergent curriculum. It relates to, and
interacts naturally with, open research.
21. Slides 11- 15: Extended Options
Emergent learning MOOCs can be
approached in two basic ways: i) as
Hangouts (at three different levels), to
get to learn something about a topic or
a course, or people with similar
interests, without any onus on them to
complete the course, or ii) as Open
Courses, with the intension of
completing the whole course.
Prescriptive learning has implicit expectations of course completion, although this too is not a
requirement. Prescriptive courses don’t really function as hangouts, but they can function as
taster courses.
In addition, there is a useful hybrid option, combining features of Open (MOOC) Courses and
traditional HE courses (whether on-campus or on-line): ‘Nested Courses within a MOOC’. These
link a formal HE course with a broader community of interest such as the relevant professional
community for that topic or subject.
22. Slides 11- 15: Extended Options (cont.)
And there is one further variation, which is a ‘Research Beta’ Emergent learning MOOC, in
which emergent research ideas are tested and developed collaboratively. The expectation
would be that it would be a ‘serious hangout’ (yet another hybrid form), of established
practitioners, although not exclusively so.
All of these variants overlap to some extent. All MOOCs, insofar as they are ‘open’, can be
used in a variety of ways.
Slides 16-17: Accreditation
MOOCs generally offer ‘certificates of completion’ (or even ‘badges’ for micro-
components, or micro-MOOCs). These are, in themselves, of little value in traditional
accreditation terms. Because of the basic problems with online identity validation, these
have little currency in the accreditation market .
23. Slides 16-17: Accreditation (cont.)
However, there are two accreditation options: i) Examination centers have for years
been provided for distance education, and could be expanded for MOOCs, and ii)
Accreditation of Prior Learning – APL can be obtained, most effectively through
‘work-based learning’ (or ‘learning at work’) programmes, provided by several UK
Universities, such as Portsmouth. These can lead to formal University credits and,
potentially, to credits for industry and professional CPD credits.
24. And finally, there is an open research wiki on emergent
learning, including design, research and evaluation, here.