2. Purpose of Talk
Drake University has been using
MOOC style instruction affectively
for a number of years. We have
found that for courses to be most
effective with student outcomes,
they must become personalized so
that students do not feel alienated in
the process. We will present our
experiences and evolutions on this
process.
5. Pedagogy
•
(Prerecorded) Lecture; high-quality indexed video
•
Readings
•
Quizzes
•
Data capture capabilities
•
Delivery platform that combines social networking
with traditional LMS characteristics
7. Most Well-known MOOC
Offerings for Credit
•
Coursera/Georgia State University
•
Udacity
•
EdEx
•
Stanford
•
San Jose State University
8. MOOC Learning Theory
MOOCs are designed around the
connectivist learning theory
•Learning & knowledge rest in diverse areas
•Learning is a process of connecting specialized
nodes of information sources
•Learning is more critical than knowing
•Perceiving connections between fields, ideas,
concepts is a core skill
•Decision making is itself a learning process
•Filtering what is and is not good information
9. Pros & Cons of
MOOCs?
PROS
CONS
Free
They’re Free (offering credit)
Open
They’re open, no screening of
participants
Opportunity to learn from experts
No way to verify people are who they
say they are (issuing credit)
Choose as much as one wants to
learn
Unclear how much/what type of
learning is taking place
Self paced
Students may jump around within the
course
Large knowledge base to pull
information from
Students may not get the scaffolding
information necessary for success
11. POOC Learning
Theory
POOCs are designed
around the Constructivist
learning theory
• The learner constructs meaning out of the learning process
• People learn how to learn as they learn
• The construction of meaning is personal and happens
cerebrally (in one’s mind)
• Learning is a social activity
• Motivation is the key to learning
• Learning is contextual
• not isolated, i.e. social
12. Background of Language
Instruction at Drake
• In the Fall of 2002, Drake began offering NASILP style
instruction in all languages including commonly taught
European languages
• Self instructional courses were necessary because of
the environment at the institution at that time
• Although successful, the way in which we offer
languages has evolved over time, both face to face and
at distance
14. Phase 1
•Synchronous distance language classes offered in Chinese
and Russian
•Blended NASILP model where students worked with native
speakers twice per week and an instructor once per week
•These courses were offered for 2 years and paid for by a
grant
•These courses used Connect, Moodle, and Wordpress as
the Classroom, Assessment tool, and Portfolio respectively
•The idea was to construct a LCTL clearinghouse for small
independent colleges and their students
15. From Phase 1 to
Phase 2
•
There was a change in the WLC and faculty
were migrated to tenure track
•
The VLS grant expired
•
University was not committed to continuing
offering online courses in this manner
16. Phase 2
•Courses offered to Drake students on
campus
•Blended NASILP model courses where the
instructor met with the class once a week
at distance via Connect
•The other 2 days a week, the students
worked with native speakers, practicing
speaking and pronunciation
17. From Phase 2 to
Phase 3
•To accommodate tenure track demands, the
WLC switched to more faculty contact hours
•Distance instruction was not viable for the
number of contact hours
•Hired on-campus faculty for all languages
being taught
18. Phase 3
•More of a traditional language course where
the students meet with an instructor 2 days a
week and once with a native speaker to
practice speaking and pronunciation
•Guest lecturers are brought in via Connect
periodically throughout the course
•All courses being taught in a blended
environment. Most of the assessment for the
course is still being done online
19. Where the MOOC Industry Is
Going
•
MOOCs really work for the most motivated 1% of
learners
•
“The thing I’m insanely proud of right now is I think
we’ve found the magic formula”
•
“We changed the equation and put people on the
ground”
•
Smaller more directed courses with increased
personal contact between content experts and
students
Udacity CEO Sebastian Thrun
20. Where the MOOC Industry Is
Going
•
San Jose State University is embracing MOOCs in
their curriculum
•
Success stories of MOOCs being used in blended
environments, in a flipped model
•
The critical element is access to content experts to
help successfully guide the remaining 99% of
students
21. What is needed in order to
offer these types of classes?
•Tech support
•Support for hardware
•Support for faculty
•Support for students
•Instructional support
•Help for faculty converting material for
online presentation
•Training for faculty on how to offer online
courses
22. What is needed in order to
offer these types of classes?
•Institutional support
•Financial
•A degree of recognition that online courses
are valid and necessary
•An acknowledgment that it takes just as
much if not more effort to offer classes
online as opposed to face to face
24. Conclusion
1.MOOCs are not for every institution
2.MOOCs do offer individualized instruction
3.POOCs are one response to offering
synchronous courses at distance, but in a more
controlled way
4.POOCs offer the flexibility of personalizing the
online experience
MARC — Present two perspectives of our experiences with MOOCs edtech/langauge department What moocs are Learning theories of MOOCs What POOCs are
Learning theories of POOCS What Drake has done
Where credit bearing MOOCs are headed