11. Analysis of MOOCs. Practical cases - Marco Kalz (OU NL) - Presentation
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Presentation of training: Designing sustainable MOOCs in Europe. Dates: Madrid, 12-16 December 2016. SCORE 2020 Project: http://score2020.eadtu.eu/ EADTU contact: Darco Jansen darco.jansen@eadtu.eu UNED contact: Tiberio Feliz Murias tfeliz@edu.uned.es Licence: CC BY - Recording on Youtube: https://goo.gl/BLrsgB
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11. Analysis of MOOCs. Practical cases - Marco Kalz (OU NL) - Presentation
- 1. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Sustainable MOOC design: A quest for scalability Prof. Dr. Marco Kalz UNESCO chair of open education Open University of the Netherlands marco.kalz@ou.nl
- 2. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Open University of the Netherlands - 15 300 students - 3 faculties (Psychology & Educational Scie nces, Law and Cultural Science, Managem ent, Science and Technology) - 60 Mio Budget - 15 study centers - Welten Institute: Expertise Centre on Techn ology-Enhanced Learning (3 Mio Budget) - 7 BA’s and 9 MA’s
- 3. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe About me • UNESCO chair of Open Educationat OUNL • Faculty MST (0.4 FTE) & Welten Institute (0,6 FTE) • cETO member OUNL • European and national research projects • Supervising 5 PhD projects • Research focus: Use of technologyfor reducing barriers for lifelong learning • Research topics: Open Education, Mobile and seamless learning, eAssessment • http://www.marcokalz.de
- 4. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Structure • A.) The C of MOOCs: All systems go? (The ID perspective) • B.) The M of MOOCs and why it challenges the C • C.) The scalability challenge • D.) Translating it into practice
- 5. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) MOOCs are just courses • Learning outcomes • Curriculum embedding • Targeted Learner Profiles • Application of classical Instructional Design principles (principles of instruction, 4CID etc.)
- 6. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) Learning outcomes
- 7. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) Internal vs. external embedding • MOOCs often part of a larger (internal) curriculum • Different from external embedding (in which trajectory does the learner enter the course?)
- 8. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) Learner profile • In ID clear expectations regarding • Prior knowledge • Social and academic embedding • Depending on course, methodological skills • Internal value of participation
- 9. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) What is instructional design? Reigeluth Neill
- 10. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) ADDIE
- 11. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) ROME model
- 12. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) Dick & Carey
- 13. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) Dick & Carey Example of ISD
- 14. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe A.) The ID quality perspective • Margaryan, Bianco & Littlejohn(2014) • 5 principles of instruction (Merril): • Problem-centered • Activation • Demonstration • Application • Integration
- 15. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Margaryan, Bianco & Littlejohn (2014): To what extent are MOOCs: problem-centred; enable activation of existing experience; encourage learners to integrate new knowledge or skill? Do MOOCs: enable learners to apply their new knowledge or skill; enable collaborative learning?Do MOOCs provide expert feedback to learners? + Quality of organisation and presentation (objectives and measurable)? ⇒ Overall scores are low & measurable objectives are rare ! ⇒ Problems with learning objectives A.) The ID quality perspective
- 16. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe B.) Massiveness and Course design “…. in thinking about the pedagogy of MOOCS , it will be important to continue to avoid preconceptions, ………., as these assumptions may not be helpful in new environments” (Bayne & Ross, 2014).
- 17. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe B.) Diversity Source:SpivaArts@Flickr
- 18. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe B.) MOOC design is richer
- 19. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe “Scalability: Delivery at scale has been the essence of the founding missions of the many Open University systems established. …… Increased demand for rapid response to enquiries, increased personalisationof study, driven by expectations set by online services in the commercial sector, challenge the economies of scale achieved” (ICDE report: Ossiannilsson E, Williams K, Camilleri A & Brown M, 2015) C.) The scalability challenge
- 20. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe C.) The scalability challenge
- 21. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe SCALE C.) The scalability challenge SCALABILITY Kasch, van Rosmalen, & Kalz (submitted)
- 22. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe 99 153 262 414 2000 2009 2025 2030 (Lane, 2014) (UNESCO, 2009; ICDE, 2015) ??? ??? Accreditation Indicators: - Teacher quality - Student – staff ratio - Contact hours Students Year C.) The scalability challenge
- 23. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe D.) The Iron Triangle
- 24. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe D.) A hierarchy of learning objectives
- 25. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe D.) Constructive Alignment
- 26. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe D.) Interaction intensity/quality
- 27. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe content teacher student Student-Student Teacher-TeacherContent-Content D.) Interaction intensity/quality Sufficient levels of deep and meaningful learning can be developed, as long as one of the three forms of interaction (student- teacher; student-student; student- content) is at a very high level. (Anderson, 2002)
- 28. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe D.) Towards scalable support content teacher student Student-Student Teacher-TeacherContent-Content Opening the Iron Triangle: Students: tools & methods to support interactions of: - Student – Student - Student – Content - Student – Teacher
- 29. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe D.) Teacher load for feedback and assessment
- 30. Training Madrid, 12-16 December 2016 Designing sustainable MOOCs in Europe Thank you! marco.kalz@ou.nl http://www.linkedin.com/in/mkalz http://twitter.com/mkalz http://www.marcokalz.de With input from: Julia Kasch, Peter van Rosmalen, Olga Firssova, Francis Brouns