Presentación utilizada en la "Master Class" (sic) "El aprendizaje en los MOOC" "impartida" en las Jornadas Universitarias de Tecnología Educativa (JUTE 2014) celebradas en la Universidad de Castilla La Mancha, Campus de Toledo, el 16 de mayo de 2014. http://jute2014.es
9. Cuatro ideas:
• ¿Qué es un MOOC?!
• ¿Aprendizaje? ¿Qué aprendizaje?!
• El contexto y la historia de los MOOC!
• Diferencias entre xMOOC y cMOOC!
• La investigación empírica sobre los MOOC!
• La pedagogía de los cMOOC y xMOOC!
• El futuro de los MOOC (y la universidad)
33. 1. El triunfo de la visión neoliberal de la
educación como inversión en capital
humano al servicio del sistema productivo...
y como oportunidad de negocio.
36. 2. La tremenda burbuja de la
educación superior EE.UU.
$24.000
Deuda media titulado/a
+75%Coste de la vida
1988-2008
+325%Coste College
4 años 1988-2008
37.
38. La Universidad está recibiendo fuertes
presiones de su entorno social, político y
económico para...“educar más estudiantes,
con mejores resultados de aprendizaje, con
un coste menor”
George L. Mehaffy, Vicepresidente
Liderazgo Académico y Cambio de la
Asociación Americana de Colleges y
Universidades Estatales.
George L. Mehaffy (2012). Challenge and Change,
EDUCAUSE Review, september 5, 2012.
41. David Wiley (Utah
State University)
ofrece “plazas”
gratuitas online en
uno de sus cursos:
INST 7150
Introduction to Open
Education
2007
http://www.opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus
42. 2008
George Siemens y Stephen
Downes crean el primer
MOOC (conectivista)
http://ltc.umanitoba.ca/wiki/Connectivism_2008
http://ltc.umanitoba.ca/wiki/Connectivism
48. xMOOC:
1. Masivos.
2. Acceso online y abiertos
3. Lecciones con vídeos cortos y pruebas
objetivas formativas.
4. Evaluación automatizada de pruebas
objetivas y/o por pares.
5. Foros para el debate y el soprte entre
iguales.
Objectivo: adquisición de conocimientos
49. cMOOC:
1. Masivos.
2. Lecturas, vídeos, conferencias, tareas, etc.
como “pretexto”.
3. Autoavaluación. No créditos, no
calificaciones. Aprender por aprender.
4. Foros en línea para el debate y el soporte
entre iguales.Y muchísimas más
herramientas... (tags para organizar).
Objectivo: apropiación y creación de
conocimiento. Networking, desarrollo del PLE.
50. Lane, Lisa M. (2012).Three Kinds of MOOCs, Lisa’s (Online) Teaching Blog, 15 agosto de 2012.
http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/
Tipos de MOOC
Basados en crear
conexiones
Basados
en tareas
Basados
en contenidos
!
Siemens/Downes
Alec Couros EC&I 831
Dave Cormier
CCKxx & Changex
Conectivismo
!
Jim Groom DS106
Lisa Lane POT Cert
!
Stanford AI
edx
Coursera
Udacity
Instructivismo
comerciales o pre-
comerciales
cMOOC xMOOC
51. !
1. the degree of openness, !
2. the scale of participation (massification), !
3. the amount of use of multimedia, !
4. the amount of communication, !
5. the extent to which collaboration is included, !
6. the type of learner pathway (from learner centred to teacher-centred
and highly structured), !
7. the level of quality assurance, !
8. the extent to which reflection is encouraged, !
9. the level of assessment, !
10. how informal or formal it is, !
11. autonomy, and 12. diversity.
G. Conole (2014). MOOCs as disruptive technologies:
strategies for enhancing the learner experience and quality of MOOC
I want to suggest that a better classification of
MOOCs is in terms of a set of twelve
dimensions:
52. 2012
Comenza el hype en la
prensa
http://www.wired.com/wiredscience/2012/03/ff_aiclass/
60. Clay Shirky
Higher education is now being
disrupted; our MP3 is the
Massive Open Online Course (or
MOOC), and our Napster is
Udacity, the education startup.
http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/
61. “I don’t think this is
revolutionary from an
educational perspective;
I think it is from a
business perspective.”
Dave Cormier
65. 2013
A study of a million users of
massive open online courses,
known as MOOCs, released this
month by the University of
Pennsylvania Graduate School of
Education found that, on
average, only about half of
those who registered for a
course ever viewed a
lecture, and only about 4
percent completed the
courses.
Empiezan a verse resultados... y no son buenos
66. Phil Hill, “Emerging Student Patterns in MOOCs: A
(Revised) Graphical View ”. E-Literate, March 10,
2013 http://mfeldstein.com/emerging-student-patterns-
in-moocs-a-revised-graphical-view/
never login
read content or browse discussions, but do not take any form of assessment beyond pop-up quizzes embedded
in videos
perform some activity (watch videos, browse or participate in discussion forum) for a select topic within the
course, but do not attempt to complete the entire course
view a course as content to consume. They may watch videos, take quizzes, read discuss forums, but generally
do not engage with the assignments.
the students who fully intend to participate in the MOOC and take part in discussion forums, the
majority of assignments and all quizzes & assessments.
67. Clow, Doug (2013). MOOCs and the funnel of participation. In:Third Conference on
Learning Analytics and Knowledge (LAK 2013), 8-12 April 2013, Leuven, Belgium.
69. 2013
La prensa interesada se desencanta
And perhaps the most
publicized MOOC
experiment, at San Jose
State University, has
turned into a flop.
http://www.sjsu.edu/chemistry/People/Faculty/Collins_Research_Page/AOLE%20Report%20-
September%2010%202013%20final.pdf
70. 2013
El creador se desencanta y “gira velas”.
Entrevista en Fast Company a Sebatian Thrun:
71. "We were on the front pages of
newspapers and magazines, and at
the same time, I was realizing, we
don't educate people as others
wished, or as I wished. We have a
lousy product… "Online education
that leaves almost everybody
behind except for highly motivated
students, to me, can't be a viable
path to education. We look back at
our early work and realize it wasn't
quite as good as it should have
been. We had so many moments
for improvement."
Sebastian Thrun
Udacity
Licencia Algunos derechos reservados por jdlasica
Sebastian Thrun, Fast Company Magazine
http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb
73. 2014
Siguen los “informes” (cientos de informes)
Los dos de esta semana:
MAY 2014
Disruptor, Distracter, or What?
A POLICYMAKER’S GUIDE TO MASSIVE OPEN ONLINE COURSES (MOOCS)
Andrew P. Kelly
IDEAS | PEOPLE | RESULTS
MOOCs:
Expectations and Reality
Full Report
May 2014
Fiona M. Hollands, Ph.D.
Devayani Tirthali, Ed.D.
Center for Benefit-Cost Studies of Education
Teachers College, Columbia University
75. ¿Y qué se investiga?
Liyanagunawardena, T., A. A. Adams, and S. A. Williams (2013). MOOCs: A
Systematic Study of the Published Literature 2008–2012. The International Review of
Research in Open and Distance Learning 14 (3): 202–227.
1. Introductory (explaining aspects of MOOCs)
2. Concept (discussion of threats and opportunities of MOOCs in
higher education)
3. Case Studies
4. Educational theory (pedagogical approaches used),
5. Technology (discussion of hardware and software used)
6. Participant focused ((discussion of participants’ experiences)
7. Provider focused (discussion of course creators and leaders)
8. Other.
76. ¿Qué se investiga?
Ebben. M. & Murphy; j.S. (2014). Unpacking MOOC scholarly discourse: a review of
nascent MOOC scholarship. Learning, Media and Technology, DOI:
10.1080/17439884.2013.878352. (2009-2013 (1 de julio)).
1. Phase one: Connectivist cMOOCs, engagement and creativity
2009–2012
1. development of Connectivism as a learning theory, and
2. technological experimentation and innovation with
Connectivism in early cMOOCs
2. Phase Two: xMOOCs, Learning Analytics and Assessment
2012–2013
1. the rise of xMOOCs,
2. further development of MOOC pedagogy,
3. growth of learning analytics and assessment, and the
4. emergence of a critical discourse about MOOCs.
78. “Udacity announced this week that it
would phase out free certificates for
those who successfully complete its
classes because students demanded
more rigor. For reals?! No specifics on
how much the startup is going to
charge for the certificates now –
Sebastian Thrun says “a relatively
modest tuition fee.” Currently Udacity
charges $150 a month for a mentor
and feedback. MOOCs: free as in
“bullshit.”
Audrey Watters
Hack Education
http://hackeducation.com/2014/04/18/hack-education-weekly-
news-4–18–2014/
“MOOCs: free as in “bullshit”
Foto: Alan Levine
80. Principios de aprendizaje
conectivista (Siemens)
• El aprendizaje y el conocimiento yace en la
diversidad de opiniones.
• El aprendizaje es el proceso de conectar nodos o
fuentes de información.
• No sólo de los humanos se aprende, el
conocimiento puede residir fuera del ser humano.
• La capacidad de aumentar el conocimiento es más
importante que lo que ya se sabe. …
81. Principios de aprendizaje
conectivista (Siemens)
• La habilidad para ver las conexiones entre los campos, ideas y
conceptos es primordial.
• La información actualizada y precisa es la intención de todas las
actividades del proceso conectivista.
• La toma de decisiones es en sí misma un proceso de aprendizaje.
Escoger qué aprender y el significado de la información entrante
es visto a través de la lente de una realidad cambiante. Es posible
que una respuesta actual a un problema esté errada el día de
mañana bajo la nueva información que se recibe.
• Es necesario nutrir y mantener las conexiones para facilitar el
aprendizaje continuo.
86. Framework for emergent learning
and learning ecologies
Williams, Karousou, and Mackness (2011). Emergent
Learning and Learning Ecologies in Web 2.0.
International Review of Research in Open and Distance
Learning, 12(3), 39-59.
87. G. Siemens define
“emergencia” como:
!
an attribute exhibited by complex
systems. The interactions of multiple
agents at a local level can create or
contribute to significant system-level
change....When applied to learning, we
can appeal to emergence as the
outcome (understanding?) that arises
from different agents interacting and
producing unanticipated outcomes.
Siemens, G. (2009). Complexity, chaos, and emergence.
http://docs.google.com/View?docid=anw8wkk6fjc_15cfmrctf8
88. For the purposes of this paper, we interpret emergent
learning as:
!
learning which arises out of the interaction between a
number of people and resources, in which the learners
organise and determine both the process and to some
extent the learning destinations, both of which are
unpredictable. The interaction is in many senses self-
organised, but it nevertheless requires some constraint
and structure. It may include virtual or physical
networks, or both.
Williams, Karousou, and Mackness (2011). Emergent Learning
and Learning Ecologies in Web 2.0. International Review of
Research in Open and Distance Learning, 12(3), 39-59.
89. Aprendizajes
emergentes
Williams, R., Mackness, J., y Gumtau, S. (2012). Footprints of emergence. International Review
of Research in Open and Distance Learning, 13(4). Accesible en http://www.irrodl.org/
index.php/irrodl/article/view/1267/230
CaosCaos
Currículum
prescrito
94. Tiempo: una o dos semanas
xMOOC: Mastery Learning
Evaluaci
formati
Unidad o
lección 2
Actividades
de ampliación
Actividades de
recuperación
Unidad o
lección 1
Evaluación
formativa
Evaluación
formativa
96. Retrieval practice is the act of enhancing long–
term memory of facts through recalling
information from short–term memory.
Retrieval-based learning
97. “The key idea underlying
our research is that
frequent classroom
testing (and student self-
testing) can greatly
improve education from
kindergarten through
university.”
Roediger, H.L. & Karpicke, J.D. (2006).Test-Enhanced Learning.Taking Memory Tests
Improves Long-Term Retention, Psychological Science, 17(3), 249.
Jeffrey D. Karpicke
102. Los cMOOC han hecho un
interesante tabajo en auto-
organizción y comunidades
de aprendizaje. Los xMOOC
han escalado el aula magna
Son enfoques muy
diferentes. Su valor depende
del valor que Ud. vea en
estas dos metas.
!
Stephen Downes
103. What is interesting in this
context is all the noise about
MOOCs.These are just lectures
on line interrupted by quizzes
and discussion groups for the
most part.There are no actual
teachers and there is no one to
help you get better at something.
(A lot like an actual college
course, in fact).
Roger Schank
http://educationoutrage.blogspot.com.es/2012/11/practical-education-for-everyone-enough.html
105. Decir que los MOOC se
desvanecerán porque son de poca
calidad o su pedagogía es mala es
como decir que McDonalds
desaparecerá porque su comida
no es saludable y la sillas son
duras... Conveniencia y precio
ganarán, independientemente
de la calidad.
Lisa Lane
Why deMOOCification won’t work
http://lisahistory.net/wordpress/2013/06/why-demoocification-wont-work/