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A Tale of Two MOOCs @ Coursera: Divided by Pedagogy

A Tale of Two MOOCs @ Coursera: Divided by Pedagogy
The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Coursera highlight what happens when pedagogical methods fail to adapt. Divided pedagogy I wrote recently about the Fundamentals of Online: Education [FOE] the Coursera course that was suspended after its first week and is now in MOOC hibernation mode. Over thirty thousands students signed up for the course hoping to learn how to develop an online course. It was a technical malfunction when students were directed to sign-up for groups through a Google Doc that shuttered the course, along with hundreds of student complaints about lack of clear instructions, and poor lecture quality. The course was suspended on February 2, and there has been no word yet as to when it will resume :(. The Tale of the Two What made e-Learning and Digital Cultures successful and FOE not? Our current higher education system is grounded in behaviorist and cognitive theories. References

What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs | Reflections The acronym “MOOC” has been in vogue recently, with lots of discussion about organisations like udacity, coursera and edX. The acronym stands for “Massive Open Online Course.” These organisations provide one interpretation of the MOOC model. They focus on concise, targeted video content – with short videos rather than full-length lectures to wade through – and use automated testing to check students’ understanding as they work through the content. These MOOCS have been dubbed “xMOOCs”. I’ve taken and completed a couple of xMOOCS so far. I’ve found the video lectures to be an improvement on the traditional lecture format. But, of course, the one-on-one interaction and easy back-and-forth questioning that can happen at the end of a formal lecture cannot take place in an xMOOC. Coursera recently implemented a system for crowd-sourcing peer assessment. So what is the other type of MOOC, and how is it different? The other type of MOOC is based on connectivism. Like this: Like Loading...

MOOCs, Courseware, and the Course as an Artifact As Phil mentioned in his last post, he and I had the privilege of participating in a two-day ELI webinar on MOOCs. A majority of the speakers had been involved in implementing MOOCs at their institutions in one way or another. And an interesting thing happened. Over the course of the two days, almost none of the presenters—with the exception of the ACE representative, who has a vested interest—expressed the belief that MOOCs provide equivalent learning experiences to traditional college courses. Keep in mind, these folks were believers. They were enthusiastic about MOOCs in general. On the other hand, there was widespread enthusiasm for using MOOCs as essentially substitutions for textbooks in classes that included instructors from the local campus. The obvious conclusion is that MOOCs are more of a threat to textbook companies than they are to universities. The Course as an Artifact: A Brief History Course artifacts, in and of themselves, are hardly new. Enter the MOOC Google+ Comments

Oh, the irony: Coursera suspends online course about how to run an online course A Coursera instructor offering an online course on how to manage an online course has apparently given her students – all 40,000 of them – an unintentional lesson on how not to do just that. Just a week after its launch, a course on the “Fundamentals of Online Learning” was suspended after complaints by students about technical glitches, confusing instructions and problems with the group-oriented design of the class. Led by Fatimah Wirth, an instructional designer at the Georgia Institute of Technology, the class was intended to cover online pedagogy, course design, assessment, web tools and other relevant topics. On her blog, Online Learning Insights, educator and instructional designer Debbie Morrison called it “the disaster at Coursera.” Others on Twitter were similarly critical: Egads, this group thing in #foemooc is a giant clusterf*#k.Not the best way to start a course with this much information (says the ISD)— Michelle Franz (@lrndeveloper) January 29, 2013

A break with tradition What are the value of MOOCs? Are they an opportunity or a threat, asks Carolyn Lewis Massive open online courses (MOOCs) have been around for a while, educating many people for a lot less money than more traditional methods. They provide great opportunities for life-long learning, particularly for those who face barriers to education. They generally do not lead to a formal qualification, although some institutions do offer credit by exam. But with many courses offering only automated or peer grading, the real objective is to get people to learn, something that must be applauded. Enrolment is completely open so it’s quick and easy to get started. Support comes mainly from a student’s peers, with tutors and or mentors online to answer questions. Are MOOCs successful? How can FE and HE institutions afford to design and develop MOOCs and then share them free?” What is their future in the UK? We must not lose sight of the benefits and value of what we already do well.

A Course Design ‘Sprint’: My Experience in an Education Hackathon This past Saturday, February 23, I participated in my first hackathon event; not a coding event as typical of computer programmers, but an education hackathon—a “Course Sprint” where a group of fourteen individuals [educators, open science advocates, community members and students] collaborated to design and build an open, online course, An Introduction to Open Science and Data for the School of Open on P2PU. Creative Commons hosted the event at their office in Mountain View, California and invited both face-to-face and remote participants, of which I was one of four remote. The event was held in support of Open Data Day to raise awareness and involve communities worldwide in exploring how to liberate, promote and publish open data. In this post I’ll review the Course Sprint experience—how it worked, what worked and didn’t, the results, which ended up being not a complete course, but a solid framework for the course which is ready to be incorporated into the platform on P2PU. Like this:

constructivism | All MOOCs, All The Time One of the purposes of research is to establish a foundation of prior knowledge for future experiments to engage and extrapolate before proposing a new design that will further the field. This is important; without an understanding of what came before, research runs the risk of reinventing the wheel, or even (worse yet) coming up with something more rudimentary than the wheel. In my days of teaching creative writing, it used to be quite the stressor to get smart, motivated teenagers to take notes of their plots and characters. These were students used to doing everything right and being able to beat the system just with what was stored in their heads. I think about this as I read more literature on the history of MOOCs as described by the MOOC creators. Children must grow up in an environment that stresses self-motivation and self-assessment. “There won’t be schools in the future…. My response: Continue reading The due course of education in America is linked to public policy.

On-Campus or Online?: Two Generations Compare MOOC Experiences Hello everyone. This is Robert McGuire with MOOC News and Reviews, and today we have a very interesting interview. We’re going to hear from two students who were learning the same online material from different perspectives and for different reasons and at very different points in their careers. [Enjoy this interview with two generations of Duke University students who compare MOOC experiences. Before I introduce them, let me explain what class in common they had. Most recently, Professor Noor taught that MOOC and at the same time adapted his on-campus class into a flipped version where the Duke University undergraduates followed along while the masses of people around the world were in the MOOC, and the Duke students were doing that as their homework, and then they would come to the lecture hall for small group work. We have with us today two students who were in the two different versions of the class. Wu Yep, that’s right. McGuire Welcome James. Wu Thank you. Welcome Ben. Somberg Yeah. No.

MOOC Student Demographics | the augmented trader I report on survey responses from 1,207 of the 25,589 students who enrolled in a Massive Online Open Class (MOOC) titled “Computational Investing, Part I” via coursera.org in Spring 2013. The responses represent 56% of the students who completed the course and 2.5% of those who initially enrolled but did not complete it. Related articles Executive summary Here are a few of the most relevant and interesting bits of data: Enrollment and completion: 25,589 enrolled (clicked “sign me up”).15,688 (61%) watched a video6,855 (27%) took a quiz.1,165 completed the course, which is: 4.5% of those who enrolled.7.4% of those who watched a video.17% of those who took a quiz. Of those who completed the course: 36% live in the US.53% are white.89% are male.9% hold Ph.D.s. And now, for a more detailed examination. Background This data concerns students who enrolled in the second offering of Computational Investing, Part I in Spring 2013. Demographics: Country of Residence Demographics: Age Demographics: Sex

The 6 Biggest Challenges Of Using Education Technology In an unplanned series of sorts, we’re showcasing a couple of posts about the 2013 NMC/EDUCAUSE Learning Initiative Horizon Report for Higher Education . We’ve already talked about the key trends in the report , but it also addressed another important topic when it comes to classroom technology – the challenges involved with implementing new technologies. The Horizon Report identified six broad challenges to implementation which span the widest range of users – while recognizing that there are many significant local barriers that present their own challenges as well. They’ve taken some of the obvious issues such as financial limitations and physical limitations (getting wifi through the thick bunker-like walls of some 1940′s buildings, for example) and looked more specifically at the nature of higher education and how that presents challenges to implementing new technology. Teachers needs to be learning how to use the technology themselves, too. Do you teach at the higher ed level?

A MOOC Contest, the Week of Open, and California’s Bold Move In this ‘Need-to-Know’ blog post series my goal is to share noteworthy stories with readers that speak of need-to-know developments within higher education and K-12 that have the potential to influence, challenge and/or transform the traditional model of education. There are three hot topics creating much buzz this week in education around the world including 1) a MOOC contest with a stipend of €25,000 that is open to scholars from around the world that seeks to find the ten most creative and innovative MOOCs, 2) Open Education Week with new courses for learners and webinars for scholars offered around the clock, and 3) California’s bold announcement that’s rocking higher education institutions in California, and perhaps other public higher education institutions across the United States. 1) Calling all Instructors and Professors: A MOOC Contest There is a contest for building a better MOOC—or at least building one that is sustainable and innovative. Further Reading: Like this:

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