oocs for minerva
DESCRIPTION
Discussion at Brookes on MOOCsTRANSCRIPT
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?
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
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