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MOOCs: opportunity or threat?. … where do we start? . Numbers? / $? / Active Learning? . Formal Higher Education Courses & Research. … has traditionally been based in. Closed Peer Groups (pre-internet) . Formal Higher Education Courses & Research. … all of which is now embedded in .

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moocs opportunity or threat

MOOCs: opportunity or threat?

… where do we start?

Numbers? / $? / Active Learning?

slide2

Formal Higher Education Courses & Research

… has traditionally been based in

slide3

Closed Peer Groups

(pre-internet)

Formal Higher Education Courses & Research

… all of which is now embedded in

slide4

Open Networks (internet-based)

Closed Peer Groups

Formal Higher Education Courses & Research

slide7

Massive emergent learning

MOOCs

Massive prescriptive learning

slide8

Open research

Massive emergent learning

MOOCs

Massive prescriptive learning

slide9

Open research

Massive emergent learning

MOOCs

Massive prescriptive learning

Fixed Curricula & Outcomes

Interactive Media

PRS on steroids

slide10

Open research

Open Curricula & Outcomes

Massive emergent learning

Social Media

MOOCs

Massive prescriptive learning

Fixed Curricula & Outcomes

Interactive Media

PRS on steroids

slide11

Open research

Open Curricula & Outcomes

Massive emergent learning

Social Media

MOOCs

Massive prescriptive learning

Fixed Curricula & Outcomes

Prescriptive

Courses

Interactive Media

PRS on steroids

slide12

Open research

Practitioners

Intermediate

Hangouts

Open Curricula & Outcomes

Massive emergent learning

Social Media

Novices

MOOCs

Massive prescriptive learning

Fixed Curricula & Outcomes

Prescriptive

Courses

Interactive Media

PRS on steroids

slide13

Open research

Practitioners

Intermediate

Hangouts

Open Curricula & Outcomes

Massive emergent learning

Social Media

Novices

Open

Courses

MOOCs

Massive prescriptive learning

Fixed Curricula & Outcomes

Prescriptive

Courses

Interactive Media

PRS on steroids

slide14

Open research

Practitioners

Intermediate

Hangouts

Open Curricula & Outcomes

Massive emergent learning

Social Media

Novices

Open

Courses

Nested within

a MOOC

Formal Courses

MOOCs

Massive prescriptive learning

Fixed Curricula & Outcomes

Prescriptive

Courses

Interactive Media

PRS on steroids

Tasters

slide15

Open research

Research Beta’s

Practitioners

Intermediate

Hangouts

Open Curricula & Outcomes

Massive emergent learning

Social Media

Novices

Open

Courses

Nested within

a MOOC

Formal Courses

MOOCs

Massive prescriptive learning

Fixed Curricula & Outcomes

Prescriptive

Courses

Interactive Media

PRS on steroids

Tasters

slide16

Open research

Research Beta’s

Practitioners

Intermediate

Hangouts

Open Curricula & Outcomes

Massive emergent learning

Social Media

Novices

Open

Courses

Nested within

a MOOC

Formal Courses

MOOCs

Certificate of Completion

Massive prescriptive learning

Fixed Curricula & Outcomes

Prescriptive

Courses

Interactive Media

PRS on steroids

Exams

APL / WBL

Tasters

slide17

Open research

Research Beta’s

Practitioners

Intermediate

Hangouts

Open Curricula & Outcomes

Massive emergent learning

Social Media

Novices

Open

Courses

Nested within

a MOOC

Formal Courses

MOOCs

Certificate of Completion

Massive prescriptive learning

Fixed Curricula & Outcomes

Prescriptive

Courses

Interactive Media

PRS on steroids

Exams

APL / WBL

Tasters

Accreditation

Industry CPD

Univ.

open research wiki http footprints of emergence wikispaces com

Open research wiki: http://footprints-of-emergence.wikispaces.com/

slide19

Narrative …

This presentation was given at the Faculty of Technology’s Teaching and Learning Conference in June 2013, at Portsmouth University.

Slide 1: Active Learning

MOOCs can be seen as either an opportunity or a threat. Before we answer that, we need to think through the issues, and for that, we need to decide where to start: the numbers of students, the money, or active learning? Ideally we should consider all three, but if we have to choose, we should start with enhancing active learning, and that is the focus of this presentation.

Slides 2-4: Open Networks

Networking in closed peer groups has always been part of higher educationand research, ever since the beginnings of the Royal Society in the 17th Century.

What’s new is that these peer groups, as well as teaching and learning, are now embedded in open networks and open research. In a sense we are all e-learners and networked learners now; the question is just how we are we going to use it.

slide20

MOOCs are massive, open and online. There are two basic choices: do you want to run a massive prescriptive learning event, in which process and outcomes are tightly specified (and ‘closed’), or a massive emergent learning event, in which process and outcomes are, precisely, open and somewhat unpredictable?

Slides 5-10 Basic Choices

Active prescriptive learning requires interactive media, and real-time individual (or group) feedback – e.g. using what could be called PRS (personal response systems) ‘on steroids’. Within the limits of prescribed learning, it can deliver large numbers of students, and fixed outcomes in a fixed curriculum. It does not require social media, although it can very usefully be supplemented and enriched by the use of them.

Active emergent learning is open in a much broader sense. It requires extensive use of social media and interaction between learners, but also some form of facilitation or moderation. It can yield open, emergent learning, and even an open, emergent curriculum. It relates to, and interacts naturally with, open research.

slide21

Emergent learning MOOCs can be approached in two basic ways: i) as Hangouts (at three different levels), to get to learn something about a topic or a course, or people with similar interests, without any onus on them to complete the course, or ii) as Open Courses, with the intension of completing the whole course.

Slides 11- 15: Extended Options

Prescriptive learning has implicit expectations of course completion, although this too is not a requirement. Prescriptive courses don’t really function as hangouts, but they can function as taster courses.

In addition, there is a useful hybrid option, combining features of Open (MOOC) Courses and traditional HE courses (whether on-campus or on-line): ‘Nested Courses within a MOOC’. These link a formal HE course with a broader community of interestsuch as the relevant professional community for that topic or subject.

slide22

Slides 11- 15: Extended Options (cont.)

And there is one further variation, which is a ‘Research Beta’ Emergent learning MOOC, in which emergent research ideas are tested and developed collaboratively. The expectation would be that it would be a ‘serious hangout’ (yet another hybrid form), of established practitioners, although not exclusively so.

All of these variants overlap to some extent. All MOOCs, insofar as they are ‘open’, can be used in a variety of ways.

Slides 16-17: Accreditation

MOOCs generally offer ‘certificates of completion’ (or even ‘badges for micro-components, or micro-MOOCs). These are, in themselves, of little value for traditional accreditation. Because of the basic problems with identity validation, these have little currency in the accreditation market.

slide23

Slides 16-17: Accreditation (cont.)

However, there are two accreditation options: i) Examination centers have for years been provided for distance education, and could be expanded for MOOCs, and ii) Accreditation of Prior Learning – APL can be obtained, most effectively through ‘work-based learning’ (or ‘learning at work’) programmes, provided by several UK Universities, such as Portsmouth. These can lead to formal University credits and, potentially, to credits for industry and professional CPD credits.

slide24

And finally, there is an open research wiki on emergent learning, including design, research and evaluation, here.