The Open in MOOCs
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Part of a debate on MOOCs in higher education at University of British Columbia in Vancouver. Open UBC Week, Oct. 29, 2014.
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The Open in MOOCs
- 1. THE “OPEN” IN MOOCS Christina Hendricks, Sr. Instructor Philosophy & Arts One, UBC Open UBC Week, Oct. 29, 2014 Slides available here: http://is.gd/HendricksMOOC2014 Slides licensed Creative Commons Attribution 4.0
- 2. •Massive •Open •Online •Course • MOOC enrollment/completion http://www.katyjordan.com/MOOCproject.html; Article about these results: http://is.gd/ENg6bd • Some more than others; depends on meaning of “open” • Depends on meaning of “course”
- 3. What is the “open” in MOOCs? • Coursera terms of use: https://www.coursera.org/abou t/terms • Ed X terms of service: https://www.edx.org/edx-terms- service • Open2Study (Australia) terms of service: https://www.open2study.com/l egal/terms-and-conditions A Day at the Museum 2, Flickr photo shared by Robert Couse- Baker, licensed CC-BY 2.0
- 4. What else does “open” mean? “The Open Definition”: “Open means anyone can freely access, use, modify, and share for any purpose …” http://opendefinition.org/ David Wiley, 5 “R’s”: http://www.opencontent.org/definition/ • Retain • Reuse • Revise • Remix • Redistribute
- 5. What else does “open” mean? • Open Educational Resources (OER): “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. (UNESCO, http://is.gd/UNESCO_OerDefin) • Open textbooks: BCcampus open textbook project: http://open.bccampus.ca
- 6. What else might “open” mean? • Opening up the curriculum and content to co-creation by learners/participants • Acknowledging & facilitating participants’ own learning goals & choice of pathways through material (works better for some courses than others, admittedly!)
- 7. Another kind of MOOC
- 8. xMOOCs • Often focused on an expert delivering content • Instructors at centre, providing, organizing content & assessments • Course content is usually determined in advance • Students often encouraged to go through course uniformly & linearly; there is a hope for “completion’ • Course is housed in one “place” on the web See, e.g., http://is.gd/xcmoocchart
- 9. cMOOCs • Major focus is on developing connections between participants to promote learning from each other, including after the course is finished • Instructors are facilitators and co-learners • The content of the course is often partly co-created by participants • Participants set own learning goals and own pathways through the course; completion not (always) an aspiration • Course is often distributed in several places on the web See, e.g. http://is.gd/K5JfXK http://is.gd/hZfG4d http://is.gd/DEqD1U
- 10. From Dave Cormier, What is a MOOC?, licensed CC-BY: http://is.gd/cQwOSP
- 11. Value of cMOOCs • Like xMOOCs: • Professional development • Lifelong learning • More specific to cMOOCs: the connections! • Creation of an extensive PLN (Personal Learning Network) beyond one’s local community
- 12. Drawbacks of cMOOCs [this page is intentionally left blank]
- 13. Thank you! And contact info Christina Hendricks Sr. Instructor, Philosophy & Arts One, UBC Website: http://blogs.ubc.ca/christinahendricks Blog: http://blogs.ubc.ca/chendricks Twitter: @clhendricksbc Slides available here: http://is.gd/HendricksMOOC2014 Slides licensed Creative Commons Attribution 4.0
Editor's Notes
- Go to site Each week had the following (Distributed!) -- synch presentations -- a twitter chat -- suggested activities/things to blog about -- lists of resources -- Google+ discussions -- Diigo group that people added links to -- ppl tweeting about things relevant to course with #etmooc hashtag -- blogs: write, read others’ and comment; respond to comments on yours—blog hub Each could have own path -- It was emphasized that you could drop in and out however you wanted. New topic every two weeks so new ppl could join anytime; didn’t matter if missed earlier parts. -- could watch what you wanted, do whichever activities you wanted (or none), blog about whatever you wanted -- way too much info: presentations, tweets, blogs, links—so had to pick and choose what wanted to focus on What I got out of ETMOOC Changed my life! Became much more connected. Blogging: -- many more comments -- comment on ppl’s blogs, including those I don’t know -- engage in many more meaningful conversations online this way, with more ppl 2. Twitter -- used to just use it to get resources, links from others -- occasionally I’d sent out links myself -- now I actually connect w/other people, talk with them, engage in conversations, get to know them -- have some ppl I now consider friends that I only talk to on twitter and other online places like Google+ or email 3. Value of connections: PLN -- ask q on twitter or G+ and gets answered right away -- get lots of helpful resources on things I’m interested in, b/c I know ppl who are interested in those things too, and I follow many of the same ppl they do; also follow hashtags to get that info, and more ppl to follow -- read many more blogs that have good ideas and info -- work with ppl I’ve met on various projects—setting up an etmooc like course for others for next year, collaborating on a couple of other sites with someone I met -- working with some of them on research projects