Barbour, M. K. (2014, May). Massive open online courses: What K-12 educators need to know. An invited convocation address to the Poliresearch Seminar: MOOCs for the Italian School, PoliCultura and EXPO Milan 2015, HOC-LAB, Politecnico di Milano, Milan, Italy.
24. Where Course Participants Can Create Their Own Content
Blogger - http://www.blogger.com
WordPress - http://www.wordpress.com
Tips on Creating Your Own Course Content
Read and React - don't just try to create content out of thin air, read what other
people have written and said and comment on that
Link - refer to external sources, references, ideas
Tools People Can Use to Aggregate Course Content
Google Reader - http://reader.google.com
Yahoo Pipes - http://pipes.yahoo.com/pipes/
Tools & Tips To Create Daily Newsletters
blogging software, such as WordPress
offer easy subscription options
26. Network-based MOOCs
are the original MOOCs
the goal is not so much content and skills
acquisition, but conversation, socially constructed
knowledge, and exposure to the milieu of learning on
the open web using distributed means
pedagogy based in connectivist or connectivist-style
methods
resources are provided, but exploration is more
important than any particular content
traditional assessment is difficult
http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/
27. Task-based MOOCs
emphasize skills in the sense that they ask the learner to
complete certain types of work.
there are many options for completing each assignment,
but a certain number and variety need to be done to
perform the skills
focuses on different topics for each week
skills are demonstrated through sections on design, audio,
video, etc.
community is crucial, particularly for examples and
assistance, but it is a secondary goal
pedagogy tends to be a mix of instructivism and
constructivism
traditional assessment is difficult
http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/
28. Content-based MOOCs
are the ones with huge enrollments, commercial
prospects, big university professors, automated
testing, and exposure in the popular press
community is difficult but may be highly significant
to the participants, or one can go it alone
content acquisition is more important in these
classes than either networking or task completion
tend to use instructivist pedagogy
traditional assessment, both formative and
summative, may be emphasized
mass participation seems to imply mass processing
http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/
32. Bioelectricity, Fall 2012 at Duke University
12,725 students enrolled, but only 7,761 ever
watched a video, 3,658 attempted a quiz, 345
attempted the final exam, and 313 passed,
earning a certificate (Catropa, 2013)
Coursera
completion rate of 7%–9% (Koller, 2012)
completion rate for students who complete the
first assignment is about 45 percent and
students paying $50 for a feature designed to
prevent cheating on exams have completion
rates of about 70 percent (Kolowich, 2013)
33. the preferred characteristics
include the highly
motivated, self-directed,
self-disciplined,
independent learner who
could read and write well,
and who also had a strong
interest in or ability with
technology (Haughey &
Muirhead, 1999)
36. Virtual School Designer: Course Development
design instructional materials
works in team with teachers and a virtual school to construct
the online course, etc.
Virtual School Teacher: Pedagogy & Class Management
presents activities, manages pacing, rigor, etc.
interacts with students and their facilitators
undertakes assessment, grading, etc.
Virtual School Site Facilitator: Mentoring & Advocating
local mentor and advocate for student(s)
proctors & records grades, etc.
Davis (2007)
44. Director of Doctoral Studies
Farrington College of Education
Sacred Heart University
mkbarbour@gmail.com
http://www.michaelbarbour.com
http://virtualschooling.wordpress.com