Mooc activity @university of johannesburg
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THIS PRESENTATION WAS PRESENTED IN TEACHING STUDIES CLASS AT THE UNIVERSITY OF JOHANNESBURG ON THE 3rd OF AUGUST 2015 AS AN ACTIVITY.
![What is a MOOC?
http://youtube.com/watch?v=eW3gMGqcZQc
Cormier, D (2010) What is a MOOC? [CC-
BY]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Mooc activity @university of johannesburg
- 1. MOOC ACTIVITY PRESENTED BY NEMUEL ALFA MALULEKE
- 2. What is a MOOC? http://youtube.com/watch?v=eW3gMGqcZQc Cormier, D (2010) What is a MOOC? [CC- BY]
- 3. What is a MOOC? MASSIVE Uses the Internet to connect with others on a global scale OPEN – No charge for students ONLINE Learning together in digital modes COURSE – A MOOC Covers a single topic
- 4. Really, its the rise of Openness… “The real revolution is that universities, with scarcity at the heart of their business models, are embracing openness” Sir John Daniel (2012)
- 5. The brief history of MOOCs 2004: George Siemens & Stephen Downes develop theory of Connectivism, “the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks (Downes, 2012, p.9). 2008: First MOOC presented at University of Manitoba with ~ 2200 learners 2010: Dave Cormier videos about MOOCs added to YouTube (Cormier, 2010) 2011: MOOC for college prep skills helps freshmen prepare for college requirements (Cormier, 2011) 2012: Harvard’s first MOOC has 370,000 registered students (Pappano, 2012) 2012: Coursera launches from Stanford; offers first xMOOCs (Chen, 2012) New York Times calls 2012 “The Year of the MOOC” Pappano, 2012) 2013: cMOOCs and xMOOCs too numerous to count accurately
- 6. Brief History of MOOCs cont. Open Education Movement Open content, open knowledge, open content Connectivism learning is successful if we connect and build relevant networks CCK08 Connectivism and Connective Knowledge Course run in 2008 Standford MOOCs (2012) Artificial Intelligence, Machine Learning, Databases Platforms Coursera
- 7. MOOC Types: cMOOC & xMOOC
- 8. MOOC Types C X Academics, Non profits, Individuals Major Universities Constructivist, Connectivist approach Behaviourist, Cognitvist approach Many-to-many (Dialogue, Peer2Peer interactions) One-to-many (Student/Content, Teacher/Student interactions) Informal learning More formal learning Collaborative, peer assessment Coordinated assessments and quizzes (often automated) Rich social media Social media used Drive towards openness Open to join, but not all content Network building, collaboration Organised group work Ad hoc learner space Fixed Platform De Waard, I (2013)
- 9. Why use MOOCs? Networked learning offers opportunities to share ideas, exchange knowledge, and work in collaborative teams Learning takes place through interaction, questioning, searching for information, and discussing what has been discovered Collaborative work prepares students for real-world employment Diverse learners bring fresh experiences from their varied backgrounds “Rhizomatic” learning: just as rhizomes in plant roots propagate new plants, networked learning creates new nodes of information and higher levels of interaction among participants (Cormier, 2012.
- 10. Benefits and Downsides Benefits Downsides • Able to organise a MOOC in any setting with connectivity • Use any online tools that are relevant • Use your own devices • Work across timezones and boundaries • Connect across disciplines and institutions • Do not need a degree to enter • Improve lifelong learning skills • Feeling of chaos • Demands digital literacy • Demands self-directed learning capacity • Requires time and effort (often more than expected) • Possible steep learning curve • Technology can distract from learning purpose and content
- 11. Principles for Open Learning Provide opportunities and capacity for lifelong learning Learner-centred processes and encourage active engagement leading to independent and critical thinking Flexible provision, allowing learners to increasingly determine where, when, what and how they learn, as well as the pace Prior learning and experience is recognised Conditions created for a fair chance of learner success through learner support, contextually appropriate resources and sound pedagogical practices Saide (2012)
- 12. Quality and Completion University brand does not equal teaching and learning quality Elite institutions gained reputations in research Importance of Quality Assurance criteria Improving rate of course and degree completion Require not just access but access to success Example: MIT’s Circuits and Electronics Course 155 000 registrations, 23 000 did the first problem set, 7157 passed MOOC <10% completion is disastrous But includes the curious and the tourists
- 13. Certification Mostly, success in a MOOC does not lead to credit but to a certificate Elite institutions define quality by numbers of applicants that they exclude, not after admission Certificates can be traded for credit but very expensive
- 14. Local Impact MOOCs may encourage development of elearning and use of OER BUT MOOCs will not address the challenge of expanding higher education in the developing world Access to technology Independent learning and study skills
- 15. MOOC Development Timeline 2004: Connectivism [Knowledge stage of innovation] 2008: First MOOC [Decision stage of innovation] 2010: Dave Cormier videos [Persuasion stage] 2011: MOOC for college prep skills [Implementatio n stage] 2012: Harvard, Coursera, Year of the MOOC [Confirmation stage]
- 16. MY Field of Interest Basically, my field of interest is Education. Since ‘m doing bachelor of education, I have chosen this field because it is relevant to my field of study at the University Of Johannesburg.
- 17. My MOOC Topic. My MOOC Topic is “Teaching adult learners”. I have chosen this topic because is relevant to my current studies and it will help me when I enter the world of work.
Notes de l'éditeur
- MOOC = Massive amounts of people register for a course situated in an open and online environment
- MOOC stands for Massive Open Online Course. It’s massive because it can have an unlimited number of learners working together. It’s open because anyone can participate. Traditional MOOCs are offered free of charge, unless they are taken for university credit. The work all takes place online, through a combination of social networking, wiki creation, real-time meeting in venues like Skype, and through audio and video podcasts. It’s a single-topic course, lasting from a few weeks to an entire semester.
- Salmon (2013) - learners demanding their own choices and pathways, following their own motivations not those of providers
- MOOCs have a brief history, but the concept has become so popular that its use has spread throughout the world, both within academic circles and among independent learner groups. The MOOC model is based on the Connectivist learning theory, which demonstrates how learning occurs through connections with others. MOOCs throughout the Internet world have grown from the first in 2008 to a place five years later where there are MOOCs or facsimiles of MOOCs available on nearly every topic imaginable, with participants from around the globe. Last year the New York Times pronounced 2012 as the “Year of the MOOC” in education.
- Connectivism – network itself is important, success is result of creation and cultivation of learning network CCK08 – Term coined by Dave Cormier and Bryan Alexander in a course led by George Siemens and Stephen Downes, consisted of 25 fee-paying students at University of Manitoba and 2300 non fee-paying public participants (Daniel, 2012). Content available through RSS feeds, threaded discussions, blogs, online meetings. Stanford AI – 2012 – 58000 participants – facilitator Sebastian Thrun later founded Udacity.
- Since the beginning of MOOCs, there have been many iterations of the model, with large universities offering what is now called an xMOOC, which is more closely aligned with traditional courses in its structure. These often use the more common professorial lecture in a larger scale than can be achieved in a classroom setting. cMOOCs, on the other hand, are open to knowledge sharing from ordinary participants as well as the course facilitators. Anyone with knowledge to share is welcome to do so. As you can see by the illustration, each letter in the acronym MOOC has been defined in different ways by different MOOC designers and users. We will look at the specifics of how MOOCs would work in the high school setting in a few minutes.
- Smith “in an xMOOC you watch videos, in a cMOOC you make videos” Reality is many more types of MOOCs Others (Donald Clark): transfer Moocs (take existing course and moocify it where focus is transferring knowledge from teacher to students); synchMOOCs with defined timeframes/deadlines, where asynchMOOCs are looser in terms of deadlines; adaptiveMOOCs – aim to personalise epxeriences driven by analytics; groupMOOCs or projectMOOCs: add small collaborative (sometimes physical) groups
- MOOCs can be valuable to high school students, who can benefit from the larger exchange of ideas and knowledge available when networking expands beyond the school walls. Students learn through interactions, discussions, questioning what is found, and discovering new information. Collaborative teams are becoming more prevalent in the business world, so the MOOC level of interaction helps prepare students for real-world employment situations. Since MOOCs bring together learners from a wide variety of backgrounds and experiences, learning diversifies and provides fresh insight into the subject matter. The concept of “rhizomatic learning” illustrates the nature of MOOCs; just as plants often propagate through rhizomes in their root systems, networked learning provides fresh nodes of connection and encourages further exploration beyond the classroom. MOOCs require a higher level of independent learning than traditional lecture-test instruction. Students learn that the knowledge they acquire is their own responsibility: if they want to understand a concept, they need to seek out answers and experience the learning for themselves.
- Is it still open if you have to pay for it? Even a nominal fee would reduce interest dramatically How do MOOCs stack up against these principles? Who owns the data?
- People already had the content knowledge = successful Learner support is required for success - remain on the course Learner expectations matching what is promised in the course
- Is the issue of certification important now and will it be in the future?
- Bates (2012) Formal education should be “developing and fostering such abilities so that learners can participate meaningfully in MOOCs and other forms of self-learning.” Sink or swim / flexible offering may suit the 1st world, and a small proportion of people in Africa, but not the average developing country learner for whom access to education is very precious
- Like most innovations, MOOCs have gone through various stages to reach their current rate of adoption. However, the sequence of events usually sees persuasion as the second stage. In the case of MOOCs, a decision to go forward with the model was made when the first MOOC was presented. Dave Cormier’s videos worked to persuade more development of MOOCs for the wider world. By 2012, MOOCs were offered in high enough numbers that it can be said confirmation stage has been achieved.