HUMANIZING INSTRUCTION IN A MOOC

WHITNEY KILGORE AND ROBIN BARTOLETTI, PHDONLINE LEARNING CONSORTIUM #ALN14

OCTOBER 30, 2014

What will the future hold?

http://www.npr.org/2013/12/31/258420151/the-online-education-revolution-drifts-off-course

Sound Familiar?

What makes us uniquely Human?

“A critical community of learners, from an educational perspective, is composed of teachers and students transacting with the specific purposes

of facilitating, constructing, and validating understanding , and of developing capabilities that will lead to further learning.”

-Garrison and Anderson

Understanding the Community of Inquiry

The Human Element:

An Essential Online Course

Component

The Human Element

RolesRole of Facilitator Role of Learner

• Wayfinding• Amplifying• Curating• Aggregating• Filtering• Modeling• Staying Present

• Autonomous• Self Organize• Connect with Peers• Peer Support• Creation• Sharing• Build Personal

Network

ToolsBlogs (Blogger, Wordpress)

TwitterYouTube

VoiceThreadDiscussions

LinkedInMany more…

Participation

Discussion Posts Active Participants # of submissions Files

1945 697 344256

Feedback at Scale

Learner Demographics

Educational Background

4 year degreeSome graduate schoolMaster DegreeDoctorate Degree

Age

21-2930-3940-4950-5960 -older

MOOC Experience

0-12-34-56-8

Online Teaching Experience

Yes No

Instructor Presence

Video Announcements

Using Video Instructor Introductionsto enhance instructor presence

Helpful

strongly disagree2%

neutral18%

agree51%

strongly agree30%

The instructor was helpful in guiding the class towards understanding course topics in

a way that helped me clarify my thinking.

Using VoiceThread to enhance the Community of

Inquiry

Sense of Communityneutral

9%

agree59%

strongly agree31%

Instructor actions reinforced the development of a sense of community among course partic-

ipants.

Cognitive Presence

TEDEd

TEDEd Example

TEDEd Example

Motivation

neutral9%

agree53%

strongly agree38%

I felt motivated to explore content related questions.

Knowledge Applicability

neutral7%

agree49%

strongly agree44%

I can apply the knowledge created in this course to my work or other non-class re-

lated activites.

Social Presence

Webinar withMichelle Pacansky-Brock

Online Toolsneutral

11%

agree55%

strongly agree34%

Online or web-based communication is an excellent tool for social interaction.

Comfort with Toolsdisagree

9% neutral9%

agree49%

strongly agree33%

I felt comfortable conversing through the online tools.

Learning is Messy

Blogs

#HumanMOOC

Conclusion:Advice to Other Faculty

References• Akyol, Z. & Garrision, D.R. (n.d.). The Development of a Community of Inquiry over Time in an

Online Course: Understanding the Progression and Integration of Social, Cognitive, and Teaching Prescence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. Retrieved from http://sloanconsortium.org/system/files/v11n1_8garrison.pdf

• Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy . The International Review of Research in Open and Distance Learning, Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663

• Brinthaupt, T.M., Fisher, L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B. (2011). What the best online teachers should do. Journal of Online Learning and Teaching, 7 (4), 515-524. Retrieved from http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm

• Broup, J., West, R., & Graham, C. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, (15), 195-203.

• deWaard, I., Abajian, S., Gallagher, M., Hogue, R., Keskin, N., Koutropoulos, A., and Rodriguez, O., (2011). Using mlearning and moocs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94-115. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026

• Downes, S. (2012, March 23). [Web log message]. Retrieved from http://halfanhour.blogspot.com/2012/03/education-as-platform-mooc-experience.html

• Dunlap, J.C. & Lowenthal, P.R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20 (2)

• ELI (2013). 7 things you should know about... Calibrated Peer Reviews. Retrived from https://net.educause.edu/ir/library/pdf/ELI7101.pdf.

• Fini, A., (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distance Learning, 10(5), 1-26. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/643/1402

• Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of Scholarship of Teaching and Learning, 13 (1), 11-86. Retrived from http://josotl.indiana.edu/article/views/3268/3623

• Ice,P., Curtis, R., Phillips,P. & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. Jones, P., Naugle, K. Kolloff, M.(2008, March). Teacher Presence: Using Introductory Videos in Online and Hybrid Courses.Learning Solutions Magazine, 1-5. Retrived from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using-introductory-videos-in-online-and-hybrid-courses/pageall%20. 

• Ke, F. (2010). Examining online teaching, cognitive, and social presence of adult students. Computers & Education, 55, 808-820, doi: 10.1016/j.compedu.2010.03.013.

• Keengwe, J. Adjei-Boateng, E., & Diteeyont, W. (2012). Facilitating active social presence and meaningful interactions in online learning. Education Information Technology, (18), 597-607. doi: 10.1007/s10639-012-9197-9

• Kop, R., & Carroll, F. (2011). Cloud computing and creativity: Learning on a massive open online course. European Journal of Open, Distance, and eLearning, Retrieved from http://www.eurodl.org/?article=457

• Kop, R., Fournier, H., and Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 12(7), 74-93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1041/2025  

References

• Mak, W., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a mooc. Paper presented at 7th international conference on networked learning 2010. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf

• McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The mooc model for digital practice. (Master's thesis, University of Prince Edward Island, Prince Edward Island, Canada). Retrieved from http://davecormier.com/edblog/wp-content/uploads/MOOC_Final.pdf

• Mills, B.J (2010).Idea Paper #47: Promoting Deep Learning. The Idea Center.http://www.theideacenter.org/sites/default/files/IDEA_Paper_47.pdf

• Nagel, L., & Kotze, T. (2010). Supersizing e-learning: What a coi survery reveals about teaching prescence in a large online class. Internet and Higher Education, (13), 45-51.

• Rodriguez, C. (2012). Moocs and the ai-stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, Retrieved from http://www.eurodl.org/?p=current&article=516

• Siemens, G. (2004, December 12). [Web log message]. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

• Williams, R., Karousou, R., and Mackness, J., (2011). Emergent Learning and Learning Ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39-59. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883/1686

References