oer, moocs and micro learning
TRANSCRIPT
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