Making MOOCs Work
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Making MOOCs work: partnerships in international education. Seminar presentation MOOCs in STEM, University of Manchester (2015).
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Making MOOCs Work
- 1. Making MOOCs work: Partnerships in International Education Dr Stephen Powell 1 MOOCs in STEM teaching: current and future trends Friday, 20th January 2015, Manchester
- 2. brief introduction to MOOCs including their origins and some ideas that underpin them… partnership building project between the University of Southampton’s Electronics and Computer Science department and Beijing Normal University (BNU) Institute of Information, built around the Web Science course on the FutureLearn platform Attribution-ShareAlike 4.0 International
- 3. Reports MOOCs and Open Education: Implications for Higher Education, Li Yuan and Stephen Powell, JISC CETIS. March 2013 Beyond MOOCs: Sustainable Online Learning in Institutions, Li Yuan, Stephen Powell and Bill Olivier. January 2014 Attribution-ShareAlike 4.0 International
- 4. Attribution-ShareAlike 4.0 International MOOC Origins Title: Making MOOCs work: Partnerships in International Education Description: MOOCs including their origins and some of the ideas that underpin them. Key point: scalability (potential to be massive), register to join (open beyond institutional boundaries), it was online and was a course. Origins
- 5. Arguably, thus far the MOOC experiment has: • driven up the general quality of online learning and raised the level of interest and activity • opened up a culture of experimentation in teaching and learning • introduced many hundreds of thousands/millions of people to subjects from the arts through to STEM • challenged institutions to think about their learning technology • challenged institutions to also think about their teaching business models, particularly around ODL Attribution-ShareAlike 4.0 International
- 6. UKeU (2003) £50m, 900 students, £56,000 each! £14.5m in the technology platform (Education and Skills - Third Report. House of Commons) Attribution-ShareAlike 4.0 International
- 7. Attribution-ShareAlike 4.0 International Choices • Motivations • Platforms • Copyright • Sustainability & revenue models • Teaching design - audience and purpose • Learner
- 8. Attribution-ShareAlike 4.0 International Motivations: Southampton & Beijing partnership Southampton, an approach to marketing their postgraduate offerings and looking for: “opportunities to leverage the investment already made” “Anything we can experiment with, which is about how we develop partnerships with other universities" Beijing, desire to internationalise their curriculum
- 9. Attribution-ShareAlike 4.0 International Components Southampton Web Science MOOC: How the Web is Changing the World (6th Oct - 10th Nov) 87 BNU first year Undergraduate students on f2f Computer Science course WoLearn platform
- 10. Web Science MOOC OnlineSeminars Local facilitation & Assessment Attribution-ShareAlike 4.0 International
- 12. Students opinions… • technological issues that you might imagine • 65% students satisfied or very satisfied • for 81 % language barriers • 57 % MOOC valuable or very valuable • 58 % online discussion valuable or very valuable • 48 % online seminars valuable or very valuable Attribution-ShareAlike 4.0 International
- 13. “It is a great opportunity to broaden students’ horizons, especially to gain some precious experience of learning from foreign countries, including understanding different learning strategies/activities and improving English ability” Attribution-ShareAlike 4.0 International
- 14. Attribution-ShareAlike 4.0 International Some opportunities… Develop teaching practices “in this situation the whole point is I can't do a straight- forward lecture to the same lecture to students in China I have to make some provision for them and the easiest way is to flip. Once I have done that I have moved my educational practice on”
- 15. “Great opportunity for teachers to broaden the horizons. They could learn how academics in foreign countries to teach… foreign teaching focus more on communicating with students, the teaching style is much freer” Develop teaching practices Attribution-ShareAlike 4.0 International
- 16. Attribution-ShareAlike 4.0 International Marketing and recruitment “That may be a marketing opportunity, something southampton branded that engaged with a cohort of very good students and we may now see them thinking as Southampton as a place they may apply to”
- 17. Partnership building “Identify some courses that we are actually teaching at a time that we are actually teaching them. Discuss how we could deliver those same courses to a partner in China simultaneously. As soon as we do that we have simultaneous groups where we can have Chinese and English students learning together.” Attribution-ShareAlike 4.0 International
- 18. Attribution-ShareAlike 4.0 International Implications for STEM ?
Notes de l'éditeur
- About Cetis: Cetis is the Centre for Educational Technology, Interoperability and Standards. We work on education technology innovation, interoperability and technology standards. For over a decade Cetis has provided strategic, technical and pedagogical advice on educational technology and standards to funding bodies, standards agencies, government, institutions and commercial partners. About Stephen Powell: Dr Stephen Powell is a course developer working Cetis which specialises in technology innovation and interoperability standards in learning, education and training. He has expertise in curriculum design and delivery, and the organisation of teaching and assessment. Stephen has co-authored MOOCs and Open Education: Implications for Higher Education, and Beyond MOOCs: Sustainable Online Learning in Institutions.
- Introduction based on Cetis white papers: MOOCs and Open Education: Implications for Higher Education, Li Yuan and Stephen Powell, JISC CETIS. March 2013 Beyond MOOCs: Sustainable Online Learning in Institutions, Li Yuan, Stephen Powell and Bill Olivier. January 2014
- Analysis mid 2013: its purpose was to show that MOOCs didn’t appear from nowhere and, indeed, we have had online courses since 2000. OpenCourseWare (2002): All MIT course materials online and make them widely available to everyone under a creative commons licence. OpenLearn (2006): Open University's access point for its open and free online resources. A marketing initiative. Open Education Resources: freely accessible, openly licensed documents and media for teaching, learning, and assessing as well as for research purposes. In the UK, significant investment by Jisc/Hefce and charitable foundations such as William and Flora Hewlett. The term Massive Open Online Courses (MOOCs) was first used to describe Siemens and Downes’ “Connectivism and Connective Knowledge” course. This online course was initially designed for a group of twenty-five enrolled, fee paying students to study for credit and at the same time was opened up to registered only learners worldwide. In doing this, in part at least, the creators motivation was to give free access to an online course and experiment with a proposed theory of learning labelled connectivism - a courses with limited content, supported by informal internet based networks and using a mixed economy of online tools and services - a DIY approach. Following on from this, Sebastian Thrun at Stanford, colleagues opened up a course they were teaching on and this gave rise to the age of the Platforms (content, delivery, marketing, etc.) from which institutions and individuals (both creators and learners) now have a wide range of choices. Activities and content tends to be constrained within the platforms and would typically include content, quizzes, maybe some forums, but they offer a broader set of services including marketing. For example, I think that at Manchester you are partnered with Coursera.
- The critical discourse emerging around MOOCs is providing an opportunity for institutions to develop a more strategic approach to online learning. This includes enhancing existing classroom teaching practices, promoting institutional reputation and developing new revenue models.
- However, a key point I would make here is that rather than focussing on MOOCs per se, what is important is that what the past few years have done is to allow institutions to re-visit online, distance learning and in particular open education. A main criticism of the UKeU was that it was supply driven rather than demand led! Depending upon your motivations, this could be important.
- I see, therefore, a set of choices for people now wishing to develop online courses. Motivation for some MOOCs is a philanthropic one and a desire to share knowledge or research teaching and learning, and for others a business proposition within the same project. However, in both cases, there is the challenge of finding a viable model that allows for sustainability of MOOC provision. Institution and developers may well have different motivations. Platforms: technology options - new platforms and services with different functions, terms and conditions for experimenting with the development of MOOCs and open online provision in institutions, including opening up an existing VLE, partnering with a commercial MOOC platform; or using an ad hoc collection of tools and services that are suitable for innovative experimentation. Copyright: what you allow others to do with material that you hold copyright to - creative commons licenses. Sustainability Revenue models: different revenue models taking the established ideas from technology start-ups, such as applying the concepts of freemium and premium offers into online learning, providing institutions with new ways of thinking about marketing and income generation. Service Disaggregation - experimentation with business models that include unbundling and re-bundling of courses and delivery related services, such as offering paid for assessment and/or teaching and support, on top of free online course content. This may have a wider impact across institutions in the future through better deployment of existing resources to add value to customers where there is greatest benefit and to reduce costs through outsourcing (unbundling is already happening independently of MOOCs). [High impact & short term, likely for most institutions] Teaching design: purpose; audience; and pedagogy Pedagogic opportunities – for educators to experiment and evaluate different online learning approaches by developing and using MOOCs that challenge the established roles of learner and teacher and offer more flexible forms of learning and assessment that include community as well as content-based models of learning. For some, experimentation will be at the level of the individual lecturer and for others it may be departmental or large-scale cross-institutional change projects. Learner: developing new and affordable ways for learners to access courses and materials with the possibility of study for credits that are affordable and flexible. For xMOOCs, the word Massive focuses on the scalability with potential revenue streams while for cMOOCs it focuses on establishing learning communities and connections. For most xMOOCs, the word Open, means open access with relatively restricted licences for content but for cMOOCs it is open access with a licence that allows content to be used elsewhere under certain conditions. For xMOOCs the word Online focuses on individual learning, but cMOOCs emphasises networked learning. For xMOOCs the word Course emphasises the consumption of content, whilst in cMOOCs learners are expected to engage with peers and more widely across the Internet in online communities of practice sharing resources and generating their own content.
- A partnership building project between the University of Southampton’s Electronics and Computer Science department and Beijing Normal University (BNU) Institute of Information. The partnership was built around the Web Science course created by Southampton on the FutureLearn platform which was then integrated into the BNU Introduction to Computer Science undergraduate programme.
- MOOC Resources: articles to read; individual activities; joint activities in forums; evaluations including the opportunity to buy a statement of participation of sit a test for a statement of attainment. WoLearn Intermediary platform where bespoke student activities were hosted and where local tutors supported students. Dr. Li Yuan Southampton: Prof Leslie Carr and Prof Hugh Davis BNU: Prof Luan
- Technology used included: FutureLearn platform where all students were expected to register and access course content resources WoLearn platform (Moodle) where facilitated online activities took place that were aligned with seminars to be delivered by Southampton and integrated into an existing BNU course Adobe Connect for delivery of online seminars and student presentations to Southampton professors Southampton contractual agreement with FutureLearn meant they were able to use the course created elsewhere, although it isn’t released under a creative commons licence.
- Collected data through staff interviews, student questionnaire and student focus groups.
- Generally, BNU students were appreciative of the opportunity to interact with Southampton professors around the subject, but it was also very important to them to practice their use of English. They also found the variety of online content, activities (presentation, questioning, collaboration) and the interactive seminar valuable.
- Issues to consider: technology challenges - even at its best when it works there are lags so awareness needed understanding of English presentation and discourse needs moderating for technical and language issues and understanding of the topic get students to undertake content driven activities before the session making space for the interaction and engagement in the classroom
- 54 % more likely to chose Masters or PhD at Southampton University 50% more likely to consider an online course for Masters level study
- For this approach to work, there needs to be curriculum mapping and, perhaps, even some curriculum modification.
- More questions that answers. In the case of Southampton, opportunities have been created, but it isn’t clear where they will lead to. However, there are challenges around sustainability of the collaboration tay needs addressing, in there case BNU has some limited resources to ‘oil’ the wheels. Hopefully, from the presentations to follow you will get some more ideas…