oocs for minerva

MOOCs, OOCs, OOPs! for the rest of us

Neil Currant, Liz Lovegrove, George Roberts, Fiona Smith, Marion Waite

OCSLD, Oxford Brookes University, Minerva, March 2013

Back

grou

nd

Our MOOC• First Steps into Learning and Teaching in Higher

Education (FSLT12)

Over 200 signed up• 60 participated throughout the 6

weeks• We reached our constituency• 14 undertook the assessment and

received a certificate• Participants were from 24 different

countries including Australia, Canada, India, South Africa, as well as many European countries &US

Research continuing• How people learned• Differential participation• Design principles

Eval

uatio

n

• Bonk (2013) identifies 22 types of MOOC with 20 Leadership Principles and 12 business models.

• The numbers are changing and boundaries are fuzzy.

• There is stratification going on at the innovative end of traditional educational institutions.

A bubble?

Andy Wharhol, 1986

• Monetize– Accreditation– Tuition– Publications– Recruitment– ???

• Or… sell picks and shovels to the Klondikers– MOOCs as platforms

Cowboy economics?

Tiger photo © 2009 by Siddhartha Lammata (Siddy Lam) http://www.flickr.com/photos/siddylam/4130020318/sizes/l/in/photostream/ Creative commons attribution non-commercial licence

Discourses around higher education are:

“… a field of competition for the legitimate exercise of symbolic

violence,

… an arena of conflict between rival principles of legitimacy, and

competition for political, economic and cultural power

(Bourdieu 1993, 121)

Shere Khan bites Baloo from Walt Disney’s Jungle Book

MOOC experiences

• A focus on the course and the platform ignores the experience of the MOOC learner

• MOOCs offer an unlimited number of possibilities for hybridization because, whatever else, they offer participants the opportunity to fashion their own learning according to their own needs.

Question 1

• At your table, what has the MOOC experience/perception been?

Expert participantsOur Research…

“This opened my eyes as a teacher”

• diversity of other participants

• The 'Vet' presence highlighted some of the difficulties which the ‘newbies’ were experiencing and also provided a reciprocal zone of proximal development and triggers for active participation.

Three main themes

1. Navigation2. Transformative reflective practice 3. Making sense of community

Navigation

New participants felt overwhelmed by technology, multiple channels & perceived need to multi-task.

Experienced MOOCers were judicious about planning their route and orienting their participation.

Transformative reflective practice

Ultimately learners experienced a transformative shift …

but it required reflection on practice, community support and self-organization

Making sense of community

New learners needed time to determine their audience and core community…

and to realize reciprocal relationships.

Skilled orienteers

Active MOOC participants are skilled orienteers. Leveraging local expertise of experienced MOOC learners and developing participatory skills in new learners is a key strategy for those who organize and facilitate MOOCs.

Question

• We aim to develop a network of expert participants.

• Expert participants may be disciplinary experts, online experts or other…

• What could you bring to the expert participant role?

Flip teachingThe new black…

BLENDED LEARNING: THE ROLE OF OER

http://www.educause.edu/research-and-publications/books/learning-spaces/chapter-11-designing-blended-learning-space-student-experience

OPEN EDUCATIONAL RESOURCES

What are OERs?

“learning and teaching materials available for free online for anyone to use. Examples include full courses, course modules, lectures, games, teaching materials and assignments.” JISC

Where would I find them?

iTunes U, Slideshare, Youtube, Repositories: e.g. Jorum, Brookes Radar.

Licensing: Creative Commons

LEVELS OF ENGAGEMENT

Use Use existing resources created by others

Adapt / repurpose Adapt existing resources for your own purpose

Create / produce Create and share your own resources

BENEFITS

Learners

Staff users

Creators

Institutions

See - https://openeducationalresources.pbworks.com for a full list of benefits

FLIP TEACHING

Class time focuses on understanding the material

Delivery of content happens outside of class time, e.g. online

http://www.youtube.com/watch?v=26pxh_qMppE&feature=player_embedded

DOES YOUR MOODLE LOOK LIKE THIS?

OER – video in Youtube – key content of topic

OER – text in RADAR

OERS, FLIP & BLENDED: MAKING THE LINKS

Discussion:

How can you make this work for your practice?

DISCUSSIONAnd for the rest of us?

Reasons for developing OOCs

• Improving the global learner experience• Fulfilling the university’s social/global/community

educative mission• Enhancing reputation and increasing visibility• Showcase own expertise• Sell books• Increasing reach

– Better serve (retain) existing clients– Attract new clients– Earn more revenue

• What would your reasons for be for developing open online “courses”?

• What would you like to do with MOOCs?

• What support would you like?

• What are the challenges for Brookes?

Thank you

OCSLDOxford Brookes University

March 2013groberts@brookes.ac.uk

Research• Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (under review 2013).

Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT

• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (in submission 2013). x v c: Hybrid learning in, through and about MOOCs. OER13/JIME

• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). What is necessary and what is contingent in design for a massive open online course? In Open Horizons: Sharing the Future. Aston University, Birmingham: Higher Education Academy. Retrieved from http://www.slideshare.net/georgeroberts/what-is-necessary-and-what-is-contingent-in-mooc-design

• Roberts, G., Mackness, J., Waite, M., & Lovegrove, E. (2012). Not just moocin’ about. In ALT-C 2012: A confrontation with reality. Presented at the ALT-C, Manchester, UK. Retrieved from http://www.slideshare.net/georgeroberts/not-just-moocin-about

• Roberts, G. (2012). OpenLine Project Final Report (JISC Project Report). Oxford: Oxford Brookes University. Retrieved from http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC1_Oxford_Brookes

Copyright and Takedown NoticeIf you are a rights holder and are concerned that you have found material on our website or legitimately under our name elsewhere, for which you have not given permission, or is not covered by a limitation or exception in laws of the UK or other countries (as relevant), please contact us in writing stating the following:

• Your contact details• The full bibliographic details of the materials• The exact and full URL or other location where you found the material• Proof that you are the rights holder and a statement that, under

penalty of perjury, you are the rights holder or are an authorised representative

Upon receipt of notification the Oxford Brookes University 'Notice and Take down' procedure [LINK] is then invoked.

© 2013 Oxford Brookes University, Headington Campus, Gipsy Lane, Oxford OX3 0BP, UK Tel: +44 (0)1865 74 1111