ICT role in 21st century education and it's challenges.
Conole eden _mooc_evaln
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
• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc
• 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
4. 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
5. 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
6. 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
7. 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
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
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
9. 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/
10. Principles
• Open
• Listen to learners
• Tell stories
• Provoke conversation
• Create connections
• Keep it simple
• Learn from others
• Celebrate progress
• Embrace FutureLearners
11. 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
12. Methodology
• Focus:
– Interviews
• developers, tutors,
learners, UoL lead
– Survey (participants)
– Analysis of courses
– Learning analytics
– No. registered
– Drop out rates
13. Aims
• Rationale for joining
• Patterns of interactions
• Perceptions
• Development time
• Time on different
components
• Reasons for participating
• Reasons for drop out
• Recommendations
15. 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
16. 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
17. 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
20. Recommendations
• More strategic choice of
courses
• Support from LTs
• Effective use of learner
analytics
• Explore new business
models
• Feed into campus courses
• More pedagogical
innovation
21. 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
