Making sense of the MOOCs

Transcription

1 Making sense of the MOOCs Brussels 10 th October Tim Gore OBE Worldwide Worldwide Access Opportunity International Standards Reputation

2 First university in the UK to admit students irrespective of gender, creed, race or political belief

3 1858 and onwards

4 A partnership of 12 colleges

5 54,000 students across 180 countries the total number of students has increased by over 50% this decade

6 Our students and alumni : some traditional; some mobile some on a second chance. And two modes of study

7 Nelson Mandela studied LLB whilst imprisoned on Ronald Coase, winner of Worldwide Worldwide Access Opportunity International Standards Reputation Robben Island the Nobel Prize for Economics Dianne Thompson, CEO of Camelot, the UK s National Lottery Shyamala Devi Alagandra, LLB Prosecution Trial Lawyer with the International Criminal Court in the Hague

8 Flexible learning We aim to give our students as much choice as possible about how, when and where they study. Study independently, at their own pace, using our study materials. Attend classes at a local college or university. Study options

9 A rich and diverse network of 132 institutions across 46 countries

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11 The questions.. A threat? New pedagogy? Sustainable?

12 Media hype? McKinsey Global Institute 2013

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14 The traditional model under pressure Generational Socioeconomic Technological Traditional Classroom

15 Better lectures free on-line YouTube, MOOCs etc.. Commodification of content OER Just-in-time learning GenY is peer-oriented vs just-in-case Pressures on the traditional classroom Expectations rising Device ownership rocketing Multiple routes to credit Price and value wikipedia

16 Figure 1: Model to illustrate flexible learning through the dimensions of pace, place and the mode Mode of learning (how learning occurs) Place of learning (where learning occurs) LEARNER Pace of learning (when learning occurs) Promoting greater flexibility in learning can serve to attract and meet the needs Flexible of a diverse pedagogies: range part-time of students, learners increasingly and learning drawing on new technologies including institutional virtual learning environments in higher (ivles) education to provide opportunities for asynchronous, off-campus learning, possibly accompanied by face-to-face interaction. In recent years mobile technologies have Michael McLinden, University of Birmingham provided even greater opportunities for flexible learning, serving to enhance not only the flexibility of learning but also the immediacy and the interactivity associated with active rather than passive learning and teaching methods (Outram 2009, p3). Indeed, Elliot (2011) notes that within HE probably our greatest opportunity to create more flexible and personalised teaching comes through the use of digital teaching tools suggesting that they are vehicles for communication - student-to- September 2013

17 1992 ViolaWWW Pei-Yuan Wei 1992

18 Students at the centre Democratisation of knowledge wikipedia, handsets Commodification of content open educational resources, Stanford online, MOOCs Social networking facebook Rise of peer culture Rising expectations of learning content

19 UUK 2013

20 200,000 registered in 6 months

21 300,000 students

22 MOOC participants Figure"2 Figure"3 Country % of Students EDlearning USA 21 UK 10 Brazil 6 India 5 Spain 4 Canada 3 Russia 3 see"table"7" "gender"distribution"by"course U U K 2

23 Tucker Balch MOOC Student Demographics at

24 Engagement patterns Worldwide Access Opportunity Edinburgh International 2013 Standards

25 Distance pedagogic approaches cognitive-behaviourist social-constructivist Connectivist Anderson and Dron of Athabasca University, Canada, International Review of Research in Open and Distance Learning, 2011

26 I note the criticism of the questions in the first week. Perhaps I just write rubbish questions Mon 24 Jun :38 AM PDT (UTC -0700) 'Aesthetic' - it should be 'aesthetic' With apologies, that should have been aesthetic in the first reflective task.

27 Participants just-in-time learning vs just-in-case Access - low cost access anywhere Professional updates Broaden horizons

28 Universities Marketing and brand scalable pedagogic approaches The flipped classroom

29 Society Big data in education indisciplinarity

30 Business models Certification Accreditation Employment APL advanced entry

31 The evolution of costs UUK 2013

32 The first of a new wave? New educator roles course and teaching assistants

33 This model. represents a new relationship between academics, students, institutions and education technology firms. A decisive shift toward this model would represent a significant change for higher education. there are also opportunities to develop effective approaches that blend online and free approaches with more traditional face-to-face and paid-for models. However, all institutions will need to evaluate their long-term strategies in light of these developments UUK2013

34 UUK Recommendations Mission Recruitment Innovation Sustainability Pedagogy Credit Capacity UUK 2013

35 A post- pedagogical world? Heutagogic Andragogical or epistemological? Malcolm Knowles

36 Thank you

37 Bibliography Massive Open Online Courses: Higher Education s Digital Moment. UUK, Parr C. How was it? The UK s first Coursera Moocs assessed [Internet]. [United Kingdom]: Times Higher Education Online, 2013 [published 2013 April 18; cited 2013 May 28]. Available from: Daniel J. Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education [Internet] April [cited 2013 May 04]; 3: [about 9pp]. Available from: University of Edinburgh. MOOCs at Edinburgh 2013: Report 1 [Internet]. [Edinburgh, Scotland]: University of Edinburgh, 2013 [published 2013 May; cited 2013 May 28] Available from: Summers L, Barber M, Donnelly K, Rizvi S. An Avalanche is Coming. Higher Education and the Revolution Ahead [Internet]. [London, UK]: Institute for Public Policy Research, 2013 [published 2013 March 11; cited 2013 May 04]. Available from: 0(1).pdf Inside Higher Ed. The MOOC moment [Internet]. [Washington, DC]: Inside Higher Ed, 2013 [published 2013 May; cited 2013 May 28] Available from: Anderson T, Dron J. Three Generations of Distance Education Pedagogy. International Review of Research in Open and Distance Learning [Internet] March [cited 2013 May 04]; 12:3: [18pp]. Available from:

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