oer, moocs and micro learning

OER, MOOCs and Micro Learning

Damla Yıldırım (M.A.)

Technische Universität Ilmenau

OUTLINE

«Openness» in Academic PracticeOpen Educational Resources (OERs)Massive Open Online Courses (MOOCs)Micro LearningSynthesisDiscussion

«Openness» in Academic Practice

Transparency    Communication & Collaboration

Continued innovation

Opening Doors to Global Academic Practice

Wiley, D. (2006). Open source, openness, and higher education. Innovate Journal of Online Education, 3(1).

Open Teaching

Retain   Reuse Revise   Remix Redistribute

Open Educational Resources

Wiley, D. (2006). Open source, openness, and higher education. Innovate Journal of Online Education, 3(1).

Wiley’s 5R’s of «Openness»

5R’s Description

Retain Make own copies

Reuse Use in a wide range of ways

Revise Adapt, modify, and improve

Remix Combine two or more

Redistribute Share with others

This material was created by David Wiley and published freely under a Creative Commons Attribution license at: http://opencontent.org/blog/archives/3221

Open Research

Open Access 

Journals    Databases    

Wiley, D. (2006). Open source, openness, and higher education. Innovate Journal of Online Education, 3(1).

OUTLINE

«Openness» in Academic PracticeOpen Educational Resources (OERs)Massive Open Online Courses (MOOCs)Micro LearningSynthesisDiscussion

Open Educational Resources

Teaching, learning and research resources that reside in the public domain or have been released under intellectual property license that permits their free use or re‐purposing by others.

Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. Report to The William and Flora Hewlett Foundation. Retrieved from http://www.hewlett.org/uploads/files/Reviewofthe OERMovement.pdf

Purpose of OER Movement

• Sustaining open access to high quality digital educational 

materials

• Increasing transparency, collaboration and networking;

• Encouraging “freedom of use”

• Ensuring quality of digital educational materials

Benefits of OER

• Interoperability • Cover broad range of subjects and topics• Assure flexibility in determination• Save time and effort• Provide learning communities• Establish collaborative learning environments

McGreal, R. (2013). Introduction: The need for open educational resources. In Rory McGreal, Wanjira Kinuthia, & Stewart Marshall (Eds.). Open educational resources: Innovation, research, and practice. Commonwealth of Learning and Athabasca University, Vancouver. Retrieved from http://www.col.org/PublicationDocuments/pub_PS_OER-IRP_web.pdfGeser, G. (2012). Open educational practices and resources: OLCOS Roadmap 2012. Retrieved from http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf

Key Challenges of OER• Lack of awareness among

academics about intellectual property rights

• Quality assurance of open content

• Sustainibility of OER initiatives in long run

Hylén, J. (2005). Open Educational Resources: Opportunities and Challenges. Organisation for Economic Co-operation and Development, 1(2).Yuan, L., MacNeill S., & Kraan W. (2008). Open Educational Resources – Opportunities and challenges for higher education. Joint Information Systems Committee (JISC) CETIS, 1(34)

Creative Commons

• OER released under the appropriate Creative Commons license

• To legitimate the use, re‐use, re‐appropriation and re‐mixing of open content

• To remove the restrictions for learners and educators

Deimann, M. & Farrow, R. (2013). Rethinking OER and their Use : Open Education as Bildung. The International Review of Research in Open and Distance Learning, 14(3), pp. 344-360.

OER Practices

Higher education institutions have growing interest to participate in this “open” movement.

Side by side with large institution‐based orinstitution‐supported initiatives, there are many 

small‐scale activities.

Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open educational resources: Enabling universal education. International Review of Research in Open and Distance Learning, 9(1), pp. 1-11. Organisation for Economic Co-operation and Development – OECD (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Retrieved from http://www.oecd.org/edu/ceri/38654317.pdf

OER Practices

More than 100 higher education institutions and associated organisations (including Turkey) from around the world have formed the OpenCourseWareConsortium, using a shared model, with the aim to advance education and empower people worldwide through opencourseware.

Organisation for Economic Co-operation and Development – OECD (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Retrieved from http://www.oecd.org/edu/ceri/38654317.pdf

Massachusetts Institute of Technology’s OCW initiative

Khan Academy

UK Open University’s OpenLearn initiative

Multimedia Educational Resources for Learning and Online Teaching (MERLOT)

Multilingual Open Resources for Independent Learning (MORIL)

TURKEY (2007)

OUTLINE

«Openness» in Academic PracticeOpen Educational Resources (OERs)Massive Open Online Courses (MOOCs)Micro LearningSynthesisDiscussion

Massive Open Online Courses (MOOCs)

A MOOC is an open online course offered by any individual or institution on a platform that hosts many other alike courses or a stand‐alone course

McAuley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). Massive Open Online Courses. Digital ways of knowing and learning. The Mooc Model For Digital Practice (Created through funding received by the University of Prince Edward Island through the Social Sciences and Humanities Research Council's "Knowledge Synthesis Grants on the Digital Economy". 2010 CC Attribution.) 

MOOCs

Higher educationExecutive educationEmployee development

Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 1236-1244). Chesapeake, VA: AACE.

April 2012

http://edutechnica.com/moocmap/

October 2013

http://edutechnica.com/moocmap/

Free of Charge?

What About Return on Investment?

• Completion Certificates• Institutional buying • Additional paid resources

Strongly dependent on context, culture

and political ideology

Visual Academy. The Making Money Schemes of MOOCs Infographic. Retrieved from http://www.onlineschools.org/visual-academy/mooc-money/

Current Place of MOOCs

Brown, C., Deacon, A., Small, J., & Walji, S. (2014). To MOOC or not to MOOC – That is the question. Retrieved from http://www.slideshare.net/adeacon/to-mooc-or-not-to-mooc-that-is-the-question?qid=fe6af2e5-849d-42ba-85cf-0fa83cd8b121&v=default&b=&from_search=2

Formal Accreditation

Accelerating in USA

Five Coursera MOOCs were recommended by American Council of Education the Accreditation body for credit 

awards in March 2013

Department for Business, Innovation and Skills – BIS (2013). The Maturing of the MOOC: Literature Review of Massive Open Online Courses and other Forms of Online Distance Learning. Research Paper Number 130. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf

Informal Accreditation

Open Badges

Recognition of skills and interestsJob OpportunutiesLifelong learning

https://backpack.openbadges.com

Learner Motivation

• Lifelong learning or gain an understanding of anysubject matter, without any particular expectations for completion or achievement

• Edutainment • Convenience• Exploration of online education

Belanger, Y. & Thornton, J. (2013). Bioelectricity: A Quantitative Approach, Duke University’s FirstMOOC, Duke Center for Instructional Technology

Consensus Points

• Brand Extension• Recruitment• Educational Innovation• Revenue (or cost reduction)

Department for Business, Innovation and Skills – BIS (2013). The Maturing of the MOOC: Literature Review of Massive Open Online Courses and other Forms of Online Distance Learning. Research Paper Number 130. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf

Controversial Points

Growing interest  vs.             HypePositive outcomes             vs.             Poor learning quality

MOOCs are unstoppable which will break the old business model of Higher Education

Department for Business, Innovation and Skills – BIS (2013). The Maturing of the MOOC: Literature Review of Massive Open Online Courses and other Forms of Online Distance Learning. Research Paper Number 130. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf

Challenges

High retention rates

Accreditation 

Assessment 

Authentication

Department for Business, Innovation and Skills – BIS (2013). The Maturing of the MOOC: Literature Review of Massive Open Online Courses and other Forms of Online Distance Learning. Research Paper Number 130. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf

Types of MOOCs

• Centralized / linear• Organized lecture recordings • Predefined schedule• Proprietary licenses • Self-assessment and discussion forums• Learner Analytics• Lack of social interaction and access

xMOOCs

van Treeck, T., Himpls‐Gutermann, K., & Robes, J. (2013). Offene und partizipative Lernkonzepte: E‐Portfolios, MOOCs und Flipped Classrooms. In M. Ebner und S. Schön (Eds.). Lehrbuch für Lernen und Lehren mit Technologien. Retrieved from http://l3t.eu Grünewald, F., Meinel, C., Totschnig, M., & Willems, C. (2013). Designing MOOCs for the Support of Multiple Learning Styles. Lecture Notes in Computer Science, 8095, pp. 371‐382. Schulmeister, R. (2013). Der Beginn und das Ende von Open, Chronologie der MOOC-Entwicklung. In R. Schulmeister (Ed.). MOOCs – Massive Open Online Courses: Offene Bildung oder Geschäftsmodell? Münster: Waxmann.

• Decentralized• Connectivist principles of learning • Active participation and engagement• Social learning through social software• Personal Learning Environments• Peer Learning (pedagogical model)• Joint communication

cMOOCs

Types of MOOCs

van Treeck, T., Himpls-Gutermann, K., & Robes, J. (2013). Offene und partizipative Lernkonzepte: E-Portfolios, MOOCs und Flipped Classrooms. In M. Ebner und S. Schön (Eds.). Lehrbuch für Lernen und Lehren mit Technologien. Retrieved from http://l3t.eu Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp. 3-10. Grünewald, F., Meinel, C., Totschnig, M., & Willems, C. (2013). Designing MOOCs for the Support of Multiple Learning Styles. Lecture Notes in Computer Science, 8095, pp. 371-382.McAuley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). Massive Open Online Courses. Digital ways of knowing and learning. The Mooc Model For Digital Practice (Created through funding received by the University of Prince Edward Island through the Social Sciences and Humanities Research Council's "Knowledge Synthesis Grants on the Digital Economy". 2010 CC Attribution.)

George Siemens and Stephen Downes: “Connectivism and Connective Knowledge” at the University of Manitoba in 2008

Sebastian Thrun: “Artificial Intelligence” at the University of Stanfordin 2011

Udacity: Sebastian Thrun and Peter Norvig (Director of Research at Google) in 2012

Coursera: Daphne Koller and Andrew Ng in 2012

edX: Harvard University and MIT

FutureLearn UK: The Open University in 2013

OUTLINE

«Openness» in Academic PracticeOpen Educational Resources (OERs)Massive Open Online Courses (MOOCs)Micro LearningSynthesisDiscussion

Micro Learning

Micro‐content delivery through web and mobile service with a sequence of micro interactions which prevents learners from information overload

Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation. Proceedings from BLED 2012. Retrieved from http://aisel.aisnet.org/bled2012/2 Kovachev, Cao, Klamma, & Jarke (2011). Learn-as-you-go: New ways of cloud-based micro-learning for the mobile web. Proceedings from 10th International Conference, Hong Kong, China, pp. 51-61.

Micro Learning

• Formal learning         Direct & Pragmatic approach

• Autonomous learning environment

• On‐demand information from any kind of device

• Independent from any restrictions of formal education.

Krüger, N. (2012). Micro-E-Learning in Information Literacy. Proceedings from World Library and Information congress: 78th IFLA General Conference and Assembly. Retrieved from http://conference.ifla.org/past/2012/93-kruger-en.pdf

Micro Learning

Micro learning does not provide seperate learning sessions, rather it is integrated into several activities of learner

It supplements other forms of learning to support the autonomy of learner.

Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation. Proceedings from BLED 2012. Retrieved from http://aisel.aisnet.org/bled2012/2

Micro Learning

Macro Learning

• Static • Quickly 

outdated 

Micro Learning

• Dynamic• Pragmatic• Autonomous • Personalized• Open Access (i. e. Digitial 

repositories of universities) 

Krüger, N. (2012). Micro-E-Learning in Information Literacy. Proceedings from World Library and Information congress: 78th IFLA General Conference and Assembly. Retrieved from http://conference.ifla.org/past/2012/93-kruger-en.pdf

OUTLINE

«Openness» in Academic PracticeOpen Educational Resources (OERs)Massive Open Online Courses (MOOCs)Micro LearningSynthesisDiscussion

Individual Involvement Institutional Involvement

Recognition Individually  Institutionally (Global)

Transparency Individually developed educational materials, or courses

A collection of institutionally developed educational materials, or courses

Quality Benchmarking of individually developed educational materials, or courses

Benchmarking of institutionally developed educational materials or courses AND brand extension

MICRO MACRO

OER & MOOCs

Discussion