Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Mmvc14 0ssiannilsson
1.
2. MMVC14
MOOCs Hope and Hype
Dr Ebba Ossiannilsson
EDEN FELLOW 2014
Research Leader ICDE Quality Standard Study
Evaluator SEQUENT
Project Manager
Lund University, Sweden
6. MOOCs Hope and Hype
The presentation
will focus on:
What can we do
with MOOCs in 2014
and in the years
forward, after that
the bubble has
popped?
Ossiannilsson2014
8. In their relatively short history of six years, MOOCs
have rapidly grown into a major force in higher
education, presenting new opportunities in online
learning, academic credit and pedagogical
approaches.
Why? The rational is straightforward. They offer
hope in a higher education landscape that is reeling
from reduced funding, shrinking enrolment, and the
sky-rocketing expense of obtaining a college degree.
MOOC mania is happening at a time when the cost
and quality of education at all levels is being
questioned.
Ossiannilsson2014
9. Despite the potential of MOOCs to radically reduce
costs, raise a university’s profile and improve
education, a number of issues and questions remain.
The first and foremost is: can they possibly live up to
the expectations placed on them—affordable
education for everyone with few if any learning
problems?
Do they really represent a turning point in online
education?
Or are they simply a popular and headline-friendly
trend in a more general move to online education?
Ossiannilsson2014
14. 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
Ossiannilsson2014
16. • 100 000 partticipants
• Demography, globally
• Most have HE
Scalable
• Lesser then 10% get certificate
• Drop outs are not analyzed enoughDrop out
• Critizism (one course crached)
• Satisfaction
Variety in
fulfilness
Ossiannilsson2014
Experiences so far…
17. 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
20. Main message Xavier Prats-Monne of
the EC
“What can
MOOCs do?” is
not relevant any
longer; rather, we
have to ask
"What should
MOOCs do?”
Will affect higher
education and that the
traditional educational
map must be redrawn
with other structures,
colors, models,
pedagogy, organization,
management
Ossiannilsson2014
GLOCALISATION
23. Ossiannilsson2014
The Networked Teacher – my PLN
meWork Friends
Twitter
(# and
people)
Conferences/
PD meetings
Blogs
Social
mediaWikis
Twitter
chats
Websites
& media
26. 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(Conole2013)
http://e4innovation.com/?p=727
30. Openess to learners
Digital openness
Learner centred
Independent learning
Media supported
learning
Quality focus
Spectrum of diversity
OpenupEd labelOssiannilsson2014
31. Massive target group
Mixing groups
Learning across contexts
Support self-organization
Declare whats in it
Peer to peer pedagogy
MOOCs support choice based
learning
MOOC.EFQUEL.ORG
MOOC Quality Project:
Ossiannilsson2014
40. Beyond the MOOCs…
• What key policy issues
does openness pose for
institutions?
• Do institutional quality
practices need to
change?
• Will openness change
the spending priorities
of institutions?
Ossiannilsson2014
41. Learner autonomy - learning my way
Small and short - bite-sized learning
Continuous - a steady flow of learning
On demand - when I want/need it
Social - community of interest
Anywhere, anytime, any device (Hart 2014)
Ossiannilsson2014
42. How can we support more autonomy in
learning?
How can we enable shorter learning
experiences?
How can we encourage ongoing learning?
How can we support learning at the point of
need?
How can we balance the need for
authoritative content and knowledge
sharing?
How can we encourage anywhere learning?
Ossiannilsson2014
I am Ebba Ossiannilsson, Lund University, Sweden
I recently, dec 2012 earned my PhD from Oulu University in Finland and I did it through distance
I work for several international and national organisations on open learning and quality and some of them are represented here by their logos
I will here especially emphazise the work on the Paris declaration by UNESCO, the work with OER Service and the MOOC quality project. I also use to serve as a reviewer for several organisations, such as EFQUEL and Epprobate.
I have been asked to talk about the topic I am happy to share this with you today
During the session, we will discuss that technology is exciting and offers a change to redefien-or at least alter-learning and education for the better. But how it will shape it and where we are going is not entirely clear. The session will try to focus how this and how it will work. The session will focus both on the MOOC hope and the MOOC hype.
Vad betyder så varje bokstav
Massive =att det är för många, väldigt många
Open = öppen i vidaste mening, i stort sett enbart ngn devise o Internet
Online = online inga fysiska möten alls
Course = att det är en kurs, vanligtvis veckomoduler
Vidare att MOOCen är autonom, mångfaldig, öppen och interaktiv
Autonomy, Diversity, Openess, Interactivity
Jfr Downes blogpost
cMOOC community basearat, man bygger gemenasmt kursen allteftersom
xMOOC innehållsbaserad
Open Badges
Såvida det inte är arbetsgivaren som ger sk Open Badges, som jag nämnde nyss, vilket redan är vanligt förekommande. I landet väster över…
===================================
Taxonomi 8 varianter Clark (2013)
transferMOOCs
madeMOOCs
synchMOOCs
asynchMOOCs
adaptiveMOOCs
groupMOOCs
connectivistMOOCS
miniMOOCSs
Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories.
Add mobile versions
Karen: If you had told me my PLN would look like this a year ago, I would have laughed in your face! I wasn’t even on Facebook let alone Twitter…..and had no idea what PLN meant…Twitter & Blogs are larger font as these have the most impact on my learning at the moment (explain briefly some of the connections in the diagram).
You can see how connected the PLN is. I learn from many many other people, and with other people: I am basically connected to a global staffroom of engaged and interested teachers…..>>
As my strong believe caring is sharing
So my footprints and contact details
My slides are available at slidshare where you can find my other presentations as well