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MOOC Tales and Trends

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Lecture Delivered to Learning Lab 19th October 2016 Dublin City University

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MOOC Tales and Trends

  1. 1. MOOC Tales & Trends Dr. Mairéad Nic Giolla Mhichíl Senior Research Fellow National Institute of Digital Learning Dublin City University
  2. 2. MOOC – Definition • Definition by the EADTU - European Association of Distance and Teaching Universities (2015) • MOOCs are “online courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free”.
  3. 3. MOOC Platforms - ALISION - EdX - Udemy - Udacity - Iversity - OpenUpEd - Open2Study - OER universitas - FutureLearn - Moodle
  4. 4. MOOCs Gartner Hype Cycle
  5. 5. Aras Bozkurt, Nilgun Ozdamar Keskin & Inge de Waard (2016) Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave, Open Praxis, vol. 8 issue 3, July–September 2016, pp. 203–221 (ISSN 2304-070X)
  6. 6. “They came; they conquered very little; and now they face substantially diminished prospects. (Zemsky, 2015) Flipped classroom, blended learning…
  7. 7. Europe and MOOCs Jansen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project. Available from http://eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
  8. 8. Jensen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe: Status report based on a mapping survey conducted in October – December 2014.
  9. 9. 2015 - 35 million learners 2014 - 18 million learners What are the characteristics of a MOOC learner or MOOCer?
  10. 10. Your Average MOOCer?
  11. 11. Five Trends - ClassCentral.Com • Rise of self-paced courses less of the rigid course outline • Death of free certificates • Targeting of courses at secondary and school leavers • Big-MOOC providers find their business models • Big Funding Rounds to Accelerate Growth
  12. 12. Harvard & MIT Analysis “The flow of resources and innovations between residential and online courses has been considerable at HarvardX and MITx. Instant-feedback assessment scoring, video annotation tools, online office hours, and high-quality videos have served both online and residential students… Beyond Cambridge, Massachusetts, we also have evidence of the potential and desire of instructors to incorporate HarvardX and MITx content into their own teaching. Yale is adopting a Harvard computer science course, CS50, for its own students. The evidence of large numbers of teacher participants in our data is consistent with many anecdotes passed on from HarvardX and MITx instructors of individual teachers using pieces of HarvardX and MITx content in their own classrooms. There is an opportunity to make the “secondary” use of open online course resources by teachers a primary goal.”
  13. 13. DCU Venture into MOOC Land Strong Pedagogical Community LowBrandAwareness HighBrandAwareness Weak Pedagogical Community
  14. 14. LowBrandAwareness HighBrandAwareness Weak Pedagogical Community Strong Pedagogical Community
  15. 15. Closed to Shaping InconsistentDesign ConsistentDesign Open to Shaping
  16. 16. Head Start Online – DCU targeting new online learners - Pilot
  17. 17. Part of Irish State’s National Commemorative Programme 2016
  18. 18. Launch 2016
  19. 19. LMOOCs – NeoNatal (Sokolik, 2014) Language Learning MOOCs
  20. 20. LMOOC space… 2014 = 26 - Bárcena and Martín-Monje (2014) 2015 = 46 - Research Team
  21. 21. LMOOCs overview • Features of Language Learning MOOCs… – Global languages: ENGLISH, SPANISH, with more Chinese MOOCs coming on stream – Mainly Ab initio courses – Example ENGLISH MOOCS can be divided into… • Majority Ab Initio • Small minority targeting Intermediate learners • Tiny fraction aimed at English in specific purposes i.e. business domains, etc
  22. 22. Context • Descriptions of LMOOCs imply… – Transmission or xMOOC approach – Some assert facilitation of collaborative learning • Language learning viewed as active, needing the development of both: – Knowledge – Skills • Traditional practice suggests language classrooms should or cannot scale! –Massive in MOOC is an issue
  23. 23. • Not just about xMOOC or cMOOC – Instruction versus collaborative oriented • LMOOC should engage an action-oriented approach to language learning
  24. 24. Digital Learning Ecology Source: (Brown, 2015)
  25. 25. Irish 101 • Fulbright Center for the Study of Languages and Cultures at Notre Dame University Objectives of the study • Technical, Pedagogical, Linguistic, Cultural Issues
  26. 26. Significant Usability Testing
  27. 27. Testing Comments I have never learned Irish so it was interesting to start to understand the basics of the language. It was nice to be able to listen to an authentic Irish speaker to know how the sounds are pronounced. I wonder if the recording parts will be evaluated by a teacher? It would be nice to get immediate feedback about my intonation etc. I didn't like that we didn’t get more immediate feedback on the speaking portion. I had no clue if I said it right of completely wrong I think it would be helpful to see the words while you were speaking them so that you could actually visualize what you were saying. I was just repeating words from my phonological loop but couldn't visualize them
  28. 28. Usability Testing – Findings • Integrate Social Media Practices – Learners want to like and comment on resources – Encourage interaction – Limited language ability emphasis on social interaction – support off line groups i.e. Meetups and online groups i.e. group participants at registration
  29. 29. Quality & MOOCs • How is quality measured in a MOOC? – Academic – Institution • Make use of current quality and standardisation approaches – Learning outcomes – Design and regulate based on an European Credit Transfer System – Blended learning how can MOOC blend with other quality assured programmes/courses • OpenUpEd – quality lable
  30. 30. Photo: Flickr user giulia.forsythe
  31. 31. Go raibh maith agaibh! @1mngm mairead.nicgiollamhichil@dcu.ie
  32. 32. Key References • Bárcena, E. and E. Martín-Monje (2014). Language MOOCs: an Emerging Field. Language MOOCs: Providing Learning, Transcending Boundaries. E. Bárcena and E. Martín-Monje, DE GRUYTER OPEN. • Sokolik, M. (2014). What Constitutes an Effective Language MOOC? Language MOOCs: Providing Learning Transcending Boundaries. E. Martín- Monje and E. Bárcena, DeGruyter Open: 16-32.

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