11. Analysis of MOOCs. Practical cases - Marco Kalz (OU NL) - Presentation

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

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

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

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

A.) MOOCs are just courses
• Learning outcomes
• Curriculum embedding
• Targeted Learner Profiles
• Application of classical Instructional Design
principles (principles of instruction, 4CID
etc.)

A.) Learning outcomes

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?)

A.) Learner profile
• In ID clear expectations regarding
• Prior knowledge
• Social and academic embedding
• Depending on course, methodological skills
• Internal value of participation

A.) What is instructional design?
Reigeluth
Neill

A.) ADDIE

A.) ROME model

A.) Dick & Carey

A.) Dick & Carey Example of ISD

A.) The ID quality perspective
• Margaryan, Bianco & Littlejohn(2014)
• 5 principles of instruction (Merril):
• Problem-centered
• Activation
• Demonstration
• Application
• Integration

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

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).

B.) Diversity
Source:SpivaArts@Flickr

B.) MOOC design is richer

“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

SCALE
SCALABILITY
Kasch, van Rosmalen, & Kalz (submitted)

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

D.) The Iron Triangle

D.) A hierarchy of learning objectives

D.) Constructive Alignment

D.) Interaction intensity/quality

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)

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

D.) Teacher load for feedback and
assessment

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

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11. Analysis of MOOCs. Practical cases - Marco Kalz (OU NL) - Presentation