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From MOOCs to From MOOCs to POOCs: POOCs: Personalizing Personalizing Online Language Online Language Courses Courses Clayton Mitchell Clayton Mitchell Marc Cadd Marc Cadd Drake University Drake University Des Moines, Iowa Des Moines, Iowa

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From MOOCs to POOCs: Personalizing Online Language Courses. This presentation presents options on how to begin offering online language instruction.

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From MOOCs to From MOOCs to POOCs:POOCs:

Personalizing Online Personalizing Online Language CoursesLanguage Courses

Clayton MitchellClayton MitchellMarc CaddMarc Cadd

Drake UniversityDrake UniversityDes Moines, IowaDes Moines, Iowa

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Purpose of TalkPurpose of Talk

Drake University has been using Drake University has been using MOOC style instruction affectively MOOC style instruction affectively for a number of years. We have for a number of years. We have found that for courses to be most found that for courses to be most effective with student outcomes, effective with student outcomes, they must become personalized so they must become personalized so that students do not feel alienated that students do not feel alienated in the process. We will present our in the process. We will present our experiences and evolutions on this experiences and evolutions on this process. process.

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MOOCsMOOCs

Massive Open Online Massive Open Online CoursesCourses

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Characteristics of Characteristics of MOOCsMOOCs

• (Usually) Free(Usually) Free

• Open to anyoneOpen to anyone

• Potentially unlimited enrollmentPotentially unlimited enrollment

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PedagogyPedagogy

• (Prerecorded) Lecture; high-quality indexed video(Prerecorded) Lecture; high-quality indexed video

• ReadingsReadings

• QuizzesQuizzes

• Data capture capabilitiesData capture capabilities

• Delivery platform that combines social networking Delivery platform that combines social networking with traditional LMS characteristicswith traditional LMS characteristics

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xMOOCsxMOOCscMOOCscMOOCsLOOCsLOOCs

Types of MOOCsTypes of MOOCs

http://www.gilfuseducationgroup.com/mooc-course-list-3http://www.gilfuseducationgroup.com/mooc-course-list-3

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Most Well-known MOOC Most Well-known MOOC Offerings for CreditOfferings for Credit

• Coursera/Georgia State UniversityCoursera/Georgia State University

• UdacityUdacity

• EdExEdEx

• StanfordStanford

• San Jose State UniversitySan Jose State University

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MOOC Learning TheoryMOOC Learning Theory

•Learning & knowledge rest in diverse areasLearning & knowledge rest in diverse areas

•Learning is a process of connecting specialized Learning is a process of connecting specialized nodes of information sourcesnodes of information sources

•Learning is more critical than knowingLearning is more critical than knowing

•Perceiving connections between fields, ideas, Perceiving connections between fields, ideas, concepts is a core skillconcepts is a core skill

•Decision making is itself a learning processDecision making is itself a learning process

•Filtering what is and is not good informationFiltering what is and is not good information

MOOCs are designed around the MOOCs are designed around the connectivist learning theoryconnectivist learning theory

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Pros & Cons of Pros & Cons of MOOCs?MOOCs?

PROSPROS CONSCONSFreeFree They’re Free (offering credit)They’re Free (offering credit)

OpenOpen They’re open, no screening of They’re open, no screening of participantsparticipants

Opportunity to learn from Opportunity to learn from expertsexperts

No way to verify people are who No way to verify people are who they say they are (issuing credit)they say they are (issuing credit)

Choose as much as one wants to Choose as much as one wants to learnlearn

Unclear how much/what type of Unclear how much/what type of learning is taking placelearning is taking place

Self pacedSelf paced Students may jump around Students may jump around within the coursewithin the course

Large knowledge base to pull Large knowledge base to pull information frominformation from

Students may not get the Students may not get the scaffolding information necessary scaffolding information necessary

for successfor success

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How POOCs differ from MOOCs How POOCs differ from MOOCs POOCs are more constructivist than MOOCs, POOCs are more constructivist than MOOCs, which are connectivistwhich are connectivist

POOCsPOOCsProcess Oriented Online Process Oriented Online

CoursesCourses

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•The learner constructs meaning out of the learning The learner constructs meaning out of the learning processprocess

•People learn how to learn as they learnPeople learn how to learn as they learn

• The construction of meaning is personal and happens The construction of meaning is personal and happens cerebrally (in one’s mind) cerebrally (in one’s mind)

•Learning is a social activityLearning is a social activity

•Motivation is the key to learningMotivation is the key to learning

•Learning is contextualLearning is contextual•not isolated, i.e. socialnot isolated, i.e. social

POOC Learning POOC Learning TheoryTheory

POOCs are designed around the POOCs are designed around the Constructivist learning theoryConstructivist learning theory

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Background of Language Background of Language Instruction at DrakeInstruction at Drake

•In the Fall of 2002, Drake began offering NASILP style In the Fall of 2002, Drake began offering NASILP style instruction in all languages including commonly instruction in all languages including commonly taught European languagestaught European languages

•Self instructional courses were necessary because of Self instructional courses were necessary because of the environment at the institution at that timethe environment at the institution at that time

•Although successful, the way in which we offer Although successful, the way in which we offer languages has evolved over time, both face to face languages has evolved over time, both face to face and at distanceand at distance

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Drake has gone through three Drake has gone through three distinct phases of offering distinct phases of offering

language courses and course language courses and course material at distance. material at distance.

Drake's World Drake's World Languages Languages

Implementation Implementation

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•Synchronous distance language classes offered in Synchronous distance language classes offered in Chinese and RussianChinese and Russian

•Blended NASILP model where students worked with Blended NASILP model where students worked with native speakers twice per week and an instructor once native speakers twice per week and an instructor once per weekper week

•These courses were offered for 2 years and paid for by These courses were offered for 2 years and paid for by a granta grant

•These courses used Connect, Moodle, and Wordpress as These courses used Connect, Moodle, and Wordpress as the Classroom, Assessment tool, and Portfolio the Classroom, Assessment tool, and Portfolio respectivelyrespectively

•The idea was to construct a LCTL clearinghouse for The idea was to construct a LCTL clearinghouse for small independent colleges and their studentssmall independent colleges and their students

Phase 1Phase 1

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• There was a change in the WLC and There was a change in the WLC and faculty were migrated to tenure trackfaculty were migrated to tenure track

• The VLS grant expiredThe VLS grant expired

• University was not committed to University was not committed to continuing offering online courses in this continuing offering online courses in this mannermanner

From Phase 1 to From Phase 1 to Phase 2Phase 2

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•Courses offered to Drake students on Courses offered to Drake students on campuscampus

•Blended NASILP model courses where Blended NASILP model courses where the instructor met with the class once a the instructor met with the class once a week at distance via Connect week at distance via Connect

•The other 2 days a week, the students The other 2 days a week, the students worked with native speakers, practicing worked with native speakers, practicing speaking and pronunciation speaking and pronunciation

Phase 2Phase 2

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•To accommodate tenure track demands, To accommodate tenure track demands, the WLC switched to more faculty contact the WLC switched to more faculty contact hourshours

•Distance instruction was not viable for the Distance instruction was not viable for the number of contact hoursnumber of contact hours

•Hired on-campus faculty for all languages Hired on-campus faculty for all languages being taughtbeing taught

From Phase 2 to From Phase 2 to Phase 3Phase 3

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•More of a traditional language course More of a traditional language course where the students meet with an where the students meet with an instructor 2 days a week and once with a instructor 2 days a week and once with a native speaker to practice speaking and native speaker to practice speaking and pronunciation pronunciation

•Guest lecturers are brought in via Connect Guest lecturers are brought in via Connect periodically throughout the courseperiodically throughout the course

•All courses being taught in a blended All courses being taught in a blended environment. Most of the assessment for environment. Most of the assessment for the course is still being done onlinethe course is still being done online

Phase 3Phase 3

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Where the MOOC Where the MOOC Industry Is GoingIndustry Is Going

• MOOCs really work for the most motivated 1% of MOOCs really work for the most motivated 1% of learnerslearners

• ““The thing I’m insanely proud of right now is I The thing I’m insanely proud of right now is I think we’ve found the magic formula”think we’ve found the magic formula”

• ““We changed the equation and put people on the We changed the equation and put people on the ground”ground”

• Smaller more directed courses with increased Smaller more directed courses with increased personal contact between content experts and personal contact between content experts and studentsstudents

Udacity CEO Sebastian Udacity CEO Sebastian ThrunThrun

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Where the MOOC Where the MOOC Industry Is GoingIndustry Is Going

• San Jose State University is embracing MOOCs in San Jose State University is embracing MOOCs in their curriculum their curriculum

• Success stories of MOOCs being used in blended Success stories of MOOCs being used in blended environments, in a flipped modelenvironments, in a flipped model

• The critical element is access to content experts to The critical element is access to content experts to help successfully guide the remaining 99% of help successfully guide the remaining 99% of students students

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•Tech supportTech support•Support for hardwareSupport for hardware•Support for facultySupport for faculty•Support for studentsSupport for students

•Instructional supportInstructional support•Help for faculty converting material for Help for faculty converting material for online presentationonline presentation

•Training for faculty on how to offer Training for faculty on how to offer online courses online courses

What is needed in order to What is needed in order to offer these types of classes?offer these types of classes?

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•Institutional support Institutional support •FinancialFinancial•A degree of recognition that online A degree of recognition that online courses are valid and necessarycourses are valid and necessary

•An acknowledgment that it takes just as An acknowledgment that it takes just as much if not more effort to offer classes much if not more effort to offer classes online as opposed to face to face online as opposed to face to face

What is needed in order to What is needed in order to offer these types of classes?offer these types of classes?

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Tools for Tools for Synchronous Synchronous

CommunicationCommunication

FREEFREE PAIDPAID

Hangouts (Google+)Hangouts (Google+) Adobe ConnectAdobe Connect

SkypeSkype WebExWebEx

oovoooovoo GoToMeetingGoToMeeting

BigBlueButtonBigBlueButton Blackboard Collaborate Blackboard Collaborate (Elluminate)(Elluminate)

VyewVyew LyncLync

Meetings.ioMeetings.io

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1.1.MOOCs are not for every institutionMOOCs are not for every institution

2.2.MOOCs do offer individualized instructionMOOCs do offer individualized instruction

3.3.POOCs are one response to offering POOCs are one response to offering synchronous courses at distance, but in a synchronous courses at distance, but in a more controlled waymore controlled way

4.4.POOCs offer the flexibility of personalizing POOCs offer the flexibility of personalizing the online experiencethe online experience

ConclusionConclusion

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Bibliography Bibliography

• http://www.informationweek.com/software/udacity-ceo-says-mooc-magic-formula-emerging/d/d-id/1111http://www.informationweek.com/software/udacity-ceo-says-mooc-magic-formula-emerging/d/d-id/1111221?page_number=1221?page_number=1

• http://techcrunch.com/2013/08/28/californias-online-college-pilot-proves-successful-after-poor-results-inhttp://techcrunch.com/2013/08/28/californias-online-college-pilot-proves-successful-after-poor-results-in-1st-semester/-1st-semester/

• http://techcrunch.com/2013/09/09/lt-governor-gavin-newsom-on-new-online-education-initiatives-if-thishttp://techcrunch.com/2013/09/09/lt-governor-gavin-newsom-on-new-online-education-initiatives-if-this-doesnt-wake-them-up-i-dont-know-what-will/-doesnt-wake-them-up-i-dont-know-what-will/

• https://www.udacity.com/openedhttps://www.udacity.com/opened

• http://techcrunch.com/2013/09/10/google-expands-role-in-digital-education-teams-up-with-edx-to-buildhttp://techcrunch.com/2013/09/10/google-expands-role-in-digital-education-teams-up-with-edx-to-build-a-youtube-for-free-online-courses/-a-youtube-for-free-online-courses/

• http://www.mooc-list.comhttp://www.mooc-list.com

• http://www.seattleweekly.com/home/948803-129/class-students-mooc-online-says-ghadirihttp://www.seattleweekly.com/home/948803-129/class-students-mooc-online-says-ghadiri

• http://www.insidehighered.com/news/2013/01/23/public-universities-move-offer-moocs-credithttp://www.insidehighered.com/news/2013/01/23/public-universities-move-offer-moocs-credit

• http://www.insidehighered.com/news/2012/09/06/u-maine-campus-experiments-small-scale-high-touch-http://www.insidehighered.com/news/2012/09/06/u-maine-campus-experiments-small-scale-high-touch-open-coursesopen-courses