moocs - how to use them in post secondary education
DESCRIPTION
A short mind map with 4 scenarios how MOOCs can be used in post secondary education: The 4 C Creat learning opporutnities, complement institutional learning scenarios, contribute to degree eductaion, combine open modules to full open curriculaTRANSCRIPT
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MIND to MOOCs Seminar
Ulf-Daniel Ehlers
Comment 1
Post-Secondary Education• Vocational Education and Training• Higher Education• Lifelong Learning• Formal• Informal
Comment 2
What happens if you open the cages?
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Use of MOOCs
Create learning opportunitites for
individuals: LLL
Contribute to degrees/
qualifications
Complement institutional
learning scenarios
Combine learning to open
currciualy
Recognition
Assessment
Scenario 1
Scenario 2
Scenario 3
Scenario 4
3 Characteristics- Pleasure- Self-Development- Skill-Upgrade
- Legislation- Validation (tech.)- Validation (org.) - Flexibilisation
- Example: Edinburgh MOOCs
The MOOC Quality Project
12 weeks, 12 experts, 12 posts, 15.000 Readers, >150 comments m
ooc.e
fqu
el.o
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1. Massive Target Audience? • Change from „no target audience“-
thinking to having one in mind, even if it is wide. Take into acount new participation profiles.
MOOC
Lurkers
Passive participants
Active participants
Drop-ins
HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available:
http://mfeldstein.com/the-four-student-archetypes-emerging-in-moocs/
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2. Mixing Groups?
• Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed)
• Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
3. Learning Across Contexts
• Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because MOOCs mean learning across contexts and purposes.
• Quality measures become individualized, quality methods like self- & peer-assessment and –reflection are suitable.http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
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4. Support Self-Organization• Be open about your requirements of
self-organization, provide scaffolding for those who lack that self-organization.
http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg
5. Declare What‘s in it!
1. the degree of openness, 2. the scale of participation
(massification), 3. the amount of use of multimedia, 4. the amount of communication, 5. the extent to which collaboration
is included, 6. the type of learner pathway (from
learner centered to teacher-centered and highly structured),
1. the level of quality assurance,
2. the extent to which reflection is encouraged,
3. the level of assessment, 4. how informal or formal it
is, 5. autonomy, 6. and diversity.
Be precise about the content and purpose of the MOOC (self-declaration) and keep promises! (Use a MOOC description model)
(Conole 2013)
6. Peer-to-Peer Pedagogy• Use peer-to-peer pedagogy: peer-
learning, peer-review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learning
• Understand that teaching is not a prerequsite of learning.
http://www.naset.org/uploads/pics/choice.gif
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7. MOOCs Support Choice Based Learning
• Get away from – the notion that „ending a MOOC early“ means
dropping out – looking at MOOCs like (structured, paced,
timebound) courses
• Be aware that MOOC learning is an opt-in/out learning model
• MOOCs follow voluntary sequencing and are based on choices. The choices they offer make their attractiveness.
http://www.naset.org/uploads/pics/choice.gif
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