The Pedagogy of MOOCs | Paul Stacey - The Diigo Meta page

• 13 Oct 15
  

  Gaby K. Slezák

  pedagogy moocs blog elearning education

• 30 Sep 15
  

  Chantal Lemay

  connectivisme TIC Apprentissage mooc #pedagogie

• 25 Aug 15
  

  Sandra Rivera-Cormack

  MOOCs pedagogy elearning

  • The challenge is this – How can you effectively teach thousands of students simultaneously? I’m fascinated by the contrast between post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy.
  • MOOC’s have done a great job at creating courses open to massive enrollments from anywhere around the world. But how well are MOOC’s doing at actually successfully teaching those students?
  • It is relatively easy to instructionally design online learning so that every student engages in deep discourse.
  • The big new MOOC’s also seem to be ignoring Open Educational Resources (OER) and the incredible pedagogical affordances openly licensing course content brings. Many of the early MOOC’s were not just open in terms of enrollment they were open in terms of utilizing the open web, utilizing open content, and making continuous improvement of courses an integral part of the teaching and learning experience.

  2 more annotations...

• 15 Apr 15
  

  Paul Dixon

  MOOC H817_B2A13 pedagogy H817_EMA stacey

  • its the pedagogical aspects of MOOC’s that interest me the most.
  • post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy
  • But how well are MOOC’s doing at actually successfully teaching those students?
  • having teaching and learning success on a massive scale will require pedagogical innovation. It’s this innovation, more than massive enrollments or free that I think make MOOC’s important
  • had tuition paying students taking the course for university credit who were joined in the the same class with non-tuition paying, non-credit students who got to fully participate in a variety of non-formal ways
  • Alec Couros pedagogically designed his graduate course in a way that relies on the participation of non-credit students
  • Knowledge in a MOOC YouTube video that a MOOC is just a catalyst for knowledge and that knowledge in a MOOC is emergent
  • Rather, the learning in the course results from the activities you undertake, and will be different for each person
  • It is distributed across the web. We will provide some facilities. But we expect your activities to take place all over the internet. We will ask you to visit other people’s web pages, and even to create some of your own
  • This type of course is called a ‘connectivist’ course and is based on four major types of activity.
  • highly innovative pedagogical approach to assignments
  • collectively created by course participants over all offerings of the course and are posted online in an Assignment Bank anyone can access
  • participants choose from ones in the Assignment Bank
  • particular assignment for a course topic might require students to complete 10 stars worth of say mashup assignments, or design assignments, or audio assignments – there are ten different assignment categories
  • hugely significant pedagogical innovation
  • Pedagogically though these MOOC’s from Stanford were a step backward
  • watching video lecture recordings, reading course materials, completing assignments and taking quizzes and an exam
  • rich pedagogical innovations from the earlier MOOC’s
  • Udacity courses include lecture videos, quizzes and homework assignments. Multiple short video sections make up each course unit. Each video is roughly five minutes or less, giving you the chance to learn piece by piece and re-watch short lesson portions. All Udacity courses are made up of distinct units. Each unit is designed to provide a week’s worth of instruction and homework
  • discussion forums where students can post any ideas and thoughts they have about the course, ask questions, and receive feedback from other students. Forum posts can be “up-voted” by other students simply by clicking a thumbs up button on the left side of the post. When a question or answer is up-voted, the student who posted it gains “karma points”. These points serve as a rough measure of the community’s trust in him/her
  • Udacity should be encouraged to move beyond using discussion simply as an informal system of help to being a key means by which learning occurs and more tightly integrate discussion into the content and assignments
  • own meetups where local students physically meet to study together, ask questions, and share ideas
  • Pedagogically I find edX odd. First their primary goal as stated in their FAQ is to improve teaching and learning on campus. Say what? You want to do a MOOC that teaches tens of thousands of students online in order to improve teaching on campus?
  • learning data will be collected by faculty as research data and used to benefit and improve the learning experience of tuition paying on-campus students
  • OpenCourseWare materials by combining them with innovative online learning pedagogies for use as MOOC’s
  • involves video lectures, mastery learning, and peer assessment
  • flipped classroom opportunity whereby the lecture, course reading, and to some extent assessment and peer-to-peer interaction for campus-based tuition paying students are handled in the MOOC with on-campus activities focused more on active learning
  • not tuition paying campus-based students there is no active learning
  • objectivist and behaviourist methods of teaching and learning
  • pedagogy is based on an assumption that when there are tens of thousands of learners social learning isn’t feasible
  • replacing the human social component of learning with a kind of artificial intelligence interaction with the platform
  • MOOC pedagogies based on what some are calling robot marking jeopardizes quality, learning outcomes, and ignores best practices in online learning
  • Students tend to find online behaviourist and objectivist learning pedagogies boring, impersonal, and not interactive or engaging
  • online learning pedagogies can be incredibly social even more so than campus-based courses
  • Early MOOC’s and exemplary online learning pedagogies recognize and utilize the breadth of knowledge and experience students participating in the course have
  • online learning happens when extensive effort is made to tap into student expertise through blogs, chat, discussion forums, wikis, and group assignments
  • Socio-constructivist and connectivist learning theories acknowledge and embrace the social nature of learning. Learning is not just acquiring a body of knowledge and skills. Learning happens through relationships
  • best online pedagogies are those that use the open web and relationship to mine veins of knowledge, expertise, and connections between students, between students and the instructor, and between students and others on the open web
  • MOOC’s also seem to be ignoring Open Educational Resources (OER) and the incredible pedagogical affordances openly licensing course content brings

  • Let me end with my own pedagogical recommendations for MOOC’s:

     
     
    • Be as open as possible. Go beyond open enrollments and use open pedagogies that leverage the entire web not just the specific content in the MOOC platform. As part of your open pedagogy strategy use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution. Make your MOOC platform open source software. Publish the learning analytics data you collect as open data using a CC0 license.
     
    • Use tried and proven modern online learning pedagogies not campus classroom-based didactic learning pedagogies which we know are ill-suited to online learning.
     
    • Use peer-to-peer pedagogies over self study. We know this improves learning outcomes. The cost of enabling a network of peers is the same as that of networking content – essentially zero.
     
    • Use social learning including blogs, chat, discussion forums, wikis, and group assignments.
     
    • Leverage massive participation – have all students contribute something that adds to or improves the course overall.

  38 more annotations...

• 04 Apr 15
  

  davegrenier82

  DGL Vocab MOOC Origins Key Terms

  • Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation.
  • MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education.

  • While MOOC’s have attracted huge attention, and hype, for supporting massive enrollments and for being free its the pedagogical aspects of MOOC’s that interest me the most.

     

    The challenge is this – How can you effectively teach thousands of students simultaneously? I’m fascinated by the contrast between post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy.
  • MOOC’s originated in Canada and I’ve been fortunate to have followed and experienced the early pioneering work of people like Stephen Downes, Alec Couros, Dave Cormier, and George Siemens. In 2007 there was Social Media & Open Education, in 2008 & 2009 Connectivism, in 2010 Personal Learning Environments Networks and Knowledge, in 2011 Learning and Knowledge Analytics which we hosted in the BCcampus SCoPE online community. For a more complete listing see Stephen Downes Partial History of MOOC’s.
  • All of these early MOOC’s were open to anyone to participate. Some of these early MOOC’s, taught by university faculty, had tuition paying students taking the course for university credit who were joined in the the same class with non-tuition paying, non-credit students who got to fully participate in a variety of non-formal ways.

  3 more annotations...

• 08 Dec 14
  

  Marià Cano Santos

  MOOC phD e-learning education

• 29 Nov 14
  

  shawnal

  "Massive Open Online Courses"

  MOOC Massive Open Online Courses MOOCs definition DGL education vocabulary elearning

  • MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education.
  • OOC’s have attracted huge attention, and hype, for supporting massive enrollments and for being free
• 18 Oct 14
  

  Sasha Thackaberry

  MOOC pedagogy moocs blog elearning edtech Paul Stacey

• 08 Sep 14
  

  nehoffland

  pedagogy MOOC definition

  • MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education.
  • MOOC’s originated in Canada and I’ve been fortunate to have followed and experienced the early pioneering work of people like Stephen Downes, Alec Couros, Dave Cormier, and George Siemens.
  • All of these early MOOC’s were open to anyone to participate. Some of these early MOOC’s, taught by university faculty, had tuition paying students taking the course for university credit who were joined in the the same class with non-tuition paying, non-credit students who got to fully participate in a variety of non-formal ways. Alec Couros pedagogically designed his graduate course in a way that relies on the participation of non-credit students. Other early MOOC’s were solely offered as a form of informal learning open to anyone for free without a for-credit component.
  • n 2011 MOOC’s migrated to the US with Jim Groom’s DS106 Digital Storytelling at the University of Mary Washington in Virginia. DS106 is a credit course at UMW, but you can also be an “open participant“.

  2 more annotations...

• 

  cwcapron

  MOOCs

  • Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation.
  • MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education.
  • MOOC’s have done a great job at creating courses open to massive enrollments from anywhere around the world. But how well are MOOC’s doing at actually successfully teaching those students?

  1 more annotation...

• 24 May 14
  

  joanna burton
  • The challenge is this – How can you effectively teach thousands of students simultaneously
  • how well are MOOC’s doing at actually successfully teaching those students?
  • MOOC’s originated in Canada
  • Stephen Downes, Alec Couros, Dave Cormier, and George Siemens.
  • Some of these early MOOC’s, taught by university faculty, had tuition paying students taking the course for university credit who were joined in the the same class with non-tuition paying, non-credit students who got to fully participate in a variety of non-formal ways.
  • Couros pedagogically designed his graduate course in a way that relies on the participation of non-credit students.
  • Alec Couros produced a YouTube trailer for his Social Media & Open Education course
  • creative fun
  • most fascinating aspect of these early MOOC’s was the pedagogical approach
  • Dave Cormier in this YouTube video maps out the five steps to success in a MOOC – 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus.
  • a MOOC YouTube video
  • MOOC is just a catalyst for knowledge and that knowledge in a MOOC is emergent.
  • Personal Learning Environments Networks and Knowledge MOOC
  • The “How this course works section
  • PLENK2010
  • the learning in the course results from the activities you undertake,
  • different for each person
  • this course is not conducted in a single place or environment. It is distributed across the web. We will provide some facilities. But we expect your activities to take place all over the internet. We will ask you to visit other people’s web pages, and even to create some of your own.
  • a ‘connectivist’ course
  • four major types of activity.
  • Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward.
     I encourage you to read the full description here.
  • In those early pioneering days MOOC’s were exciting for their pedagogy
  • n 2011 MOOC’s migrated to the US with Jim Groom’s DS106 Digital Storytelling
  • DS106 is a credit course at UMW, but you can also be an “open participant
  • you can “join in whenever you like and leave whenever you need
  • DS106 took MOOC’s in new pedagogical directions.
  • DS106 has a highly innovative pedagogical approach to assignments.
  • ds106 course assignments are collectively created by course participants over all offerings of the course and are posted online in an Assignment Bank anyone can access
  • articipants choose from ones in the Assignment Bank
  • Each assignment has a rated difficulty of 1 to 5 stars
  • This model of having course participants collectively build the course assignments which are then used by students in future classes is a hugely significant pedagogical
  • innovation.
  • first ever online course with its own radio station
  • The next big step for MOOC’s came in the fall of 2011 when Stanford Engineering professors offered three of the school’s most popular computer science courses for free online as MOOC’s – Machine Learning, Introduction to Artificial Intelligence, and Introduction to Databases. The Introduction to Artificial Intelligence course offered free and online to students worldwide from October 10th to December 18th 2011 was the biggest surprise. Taught by Sebastian Thrun and Peter Norvig this course really was massive attracting 160,000 students from over 190
  • countries.
  • Pedagogically though these MOOC’s from Stanford were a step backward.
  • teaching and learning experience was comprised of watching video lecture recordings, reading course materials, completing assignments and taking quizzes and an exam. Gone were the rich pedagogical innovations from the earlier MOOC’s.
  • these MOOC’s simply migrated campus-based didatic methods of teaching to the online environment.
  • Most disappointing of all was the absence of any effort to utilize the rich body of research that had already been done on how to teach online effectively.
  • ebastian Thrun’s experience teaching the Stanford Artificial Intelligence MOOC was so compelling that he left Stanford and raised venture capital to launch Udacity with a mission to change the future of education by making high-quality classes affordable and accessible for students across the globe.
  • The Udacity FAQ provides some explanation of the pedagogy
  • Each video is roughly five minutes or less, giving you the chance to learn piece by piece and re-watch short lesson portions.
  • Udacity courses include discussion forums and a wiki for course notes, additional explanations, examples and extra materials. Each course has an area where instructors can make comments but the pedagogical emphasis is on self-study.
  • In a nod to the importance of discussion in online learning Udacity courses do have discussion forums where students can post any ideas and thoughts they have about the course, ask questions, and receive feedback from other students
  • The inclusion of discussion forums is a definite plus for Udacity MOOC’s as they provide a means for students to help and learn from each other. Udacity should be encouraged to move beyond using discussion simply as an informal system of help to being a key means by which learning occurs and more tightly integrate
  • discussion into the content and assignments.
  • Udacity students have begun to organize their own meetups where local students physically meet to study together, ask questions, and share ideas. Udacity has put in place a community site to help students do this and 3,199 students have formed study groups across 520 cities.
  • December 2011 MIT announced edX with the aim of letting thousands of online learners take laboratory-intensive courses,
  • As with other MOOC style offerings students won’t have interaction with faculty or earn credit toward an MIT degree. However, for a small fee students can take an assessment which, if successfully completed, will provide them with a certificate from edX.
  • Pedagogically I find edX odd. First their primary goal as stated in their FAQ is to improve teaching and learning on campus. Say what? You want to do a MOOC that teaches tens of thousands of students online in order to improve teaching on campus?
  • econd edX describes one of its distinguishing features as supporting faculty in conducting significant research on how students learn.
  • This makes it seem that the edX MOOC students are merely guinea pigs whose learning data will be collected by faculty as research data and used to benefit and improve the
  • earning experience of tuition paying on-campus students.
  • A third edX oddity is that it isn’t trying to levearge MIT’s own OpenCourseWare materials by combining them with innovative online learning pedagogies for use as MOOC’s
  • The focus of edX so far seems primarily to be not on pedagogy but on engineering an open source MOOC platform.
  • Class2Go supports videos from professors with in-video quizzes, formative and summative exercise
  • Coursera founded by computer science professors Andrew Ng and Daphne Koller from Stanford University
  • aunched in April 2012 as an educational technology company offering massive open online courses (MOOCs). Shortly after launch Coursera was working with Stanford University, the University of Michigan, Princeton, and the University of Pennsylvania. By February 2013 Coursera had over 69 university partners and was offering courses in Chinese, Italian, and Spanish.
  • Coursera
  • Coursera pedagogy involves video lectures, mastery learning, and peer assessment. Coursera is providing its university partners with a flipped classroom opportunity whereby the lecture, course reading, and to some extent assessment and peer-to-peer interaction for campus-based tuition paying students are handled in the MOOC with on-campus activities focused more on active learning. However, for Coursera MOOC participants who are not tuition paying campus-based students there is no active learning component. Although once again students are tossed a tidbit of social learning in the form of discussion forums.
  • ll of these new MOOC’s are focused on objectivist and behaviourist methods of teaching and learning. Their pedagogy is based on an assumption that when there are tens of thousands of learners social learning isn’t feasible. So instead of interaction with a person these MOOC’s focus on replacing the human social component of learning with a kind of artificial intelligence interaction with the platform.
  • obot marking
  • tudents tend to find online behaviourist and objectivist learning pedagogies boring, impersonal, and not interactive or engaging
  • those of us who have been working in the field and taken exemplary online learning courses know that in fact online learning pedagogies can be incredibly social
  • t is relatively easy to instructionally design online learning so that every student engages in deep discourse.
  • Early MOOC’s and exemplary online learning pedagogies recognize and utilize the breadth of knowledge and experience students participating in the course have.
  • magic of online learning happens when extensive effort is made to tap into student expertise through blogs, chat, discussion forums, wikis, and group assignments. Socio-constructivist and connectivist learning theories acknowledge and embrace the social nature of learning. Learning is not just acquiring a body of knowledge and skills. Learning happens through relationships.
  • best online pedagogies are those that use the open web and relationship to mine veins of knowledge, expertise, and connections between students, between students and the instructor, and between students and others on the open web.
  • The big new MOOC’s also seem to be ignoring Open Educational Resources (OER) and the incredible pedagogical affordances openly licensing course content brings
  • the early MOOC’s were not just open in terms of enrollment they were open in terms of utilizing the open web, utilizing open content, and making continuous improvement of courses an integral part of the teaching and learning experience.
  • new MOOC’s seem intent on enclosing students in a closed environment that is locked down and DRM’ed in a proprietary way.
  • Like many of my Canadian brethren I mourn the loss of early MOOC pedagogical innovations
  • my own pedagogical recommendations for MOOC’s:
  • Be as open as possible.
  • As part of your open pedagogy strategy use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution. Make your MOOC platform open source software. Publish the learning analytics data you collect as open data using a CC0 license.
  • Use tried and proven modern online learning pedagogies
  • not campus classroom-based didactic learning
  • pedagogies
  • Use peer-to-peer pedagogies over self study
  • this improves learning outcomes
  • Use social learning including blogs, chat, discussion forums, wikis, and group assignments
  • have all students contribute something that adds to or improves the course overall.
  • Leverage massive participation

  81 more annotations...

• 18 May 14
  
  • Pedagogically though these MOOC’s from Stanford were a step backward. The teaching and learning experience was comprised of watching video lecture recordings, reading course materials, completing assignments and taking quizzes and an exam.
  • owever, for Coursera MOOC participants who are not tuition paying campus-based students there is no active learning component. Although once again students are tossed a tidbit of social learning in the form of discussion forum
  • ignores best practices in online learning.
  • Socio-constructivist and connectivist learning theories acknowledge and embrace the social nature of learning
  • The new MOOC’s seem intent on enclosing students in a closed environment that is locked down and DRM’ed in a proprietary way.

  3 more annotations...

• 09 Apr 14
  

  lisahale

  moocs pedagogy

  • How can you effectively teach thousands of students simultaneously?
  • how well are MOOC’s doing at actually successfully teaching those students?
  • Based on MOOCs equally massive dropout rates having teaching and learning success on a massive scale will require pedagogical innovation.
  • Some of these early MOOC’s, taught by university faculty, had tuition paying students taking the course for university credit who were joined in the the same class with non-tuition paying, non-credit students who got to fully participate in a variety of non-formal ways. Alec Couros pedagogically designed his graduate course in a way that relies on the participation of non-credit students. Other early MOOC’s were solely offered as a form of informal learning open to anyone for free without a for-credit component.
  • MOOC is just a catalyst for knowledge and that knowledge in a MOOC is emergent.
  • Rather, the learning in the course results from the activities you undertake, and will be different for each person.

  • In addition, this course is not conducted in a single place or environment. It is distributed across the web. We will provide some facilities. But we expect your activities to take place all over the internet. We will ask you to visit other people’s web pages, and even to create some of your own.

     

    This type of course is called a ‘connectivist’ course and is based on four major types of activity.

     

    The four types of activity are described as; 1. Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward.
  • Even the courses were about innovative pedagogy – Social Media & Open Education, Connectivism, Personal Learning Environments, Learning Analytics.
  • join in whenever you like and leave whenever you need. This course is free to anyone who wants to take it, and the only requirements are a real computer, a hardy internet connection, preferrably a domain of your own and some commodity web hosting, and all the creativity you can muster.”
  • DS106 has a highly innovative pedagogical approach to assignments. Rather than confidential, secret assignments created by faculty, ds106 course assignments are collectively created by course participants over all offerings of the course and are posted online in an Assignment Bank anyone can access.
  • Rather than specifying assignments everyone must do, participants choose from ones in the Assignment Bank.
  • This model of having course participants collectively build the course assignments which are then used by students in future classes is a hugely significant pedagogical innovation.
  • The pedagogical potential of a course radio station is an exciting but relatively unexplored opportunity. I’ve been disappointed to not see this innovation adopted by other initiatives.
  • this course really was massive attracting 160,000 students from over 190 countries.
  • Pedagogically though these MOOC’s from Stanford were a step backward. The teaching and learning experience was comprised of watching video lecture recordings, reading course materials, completing assignments and taking quizzes and an exam. Gone were the rich pedagogical innovations from the earlier MOOC’s. Instead these MOOC’s simply migrated campus-based didatic methods of teaching to the online environment. Most disappointing of all was the absence of any effort to utilize the rich body of research that had already been done on how to teach online effectively.
  • While didactic, lecture based methods of teaching have long been the mainstay of bricks and mortar schools we know that this method of teaching does not transfer well to online. For this reason alone I’m not surprised MOOC’s have high drop out rates.
  • Sebastian Thrun’s experience teaching the Stanford Artificial Intelligence MOOC was so compelling that he left Stanford and raised venture capital to launch Udacity with a mission to change the future of education by making high-quality classes affordable and accessible for students across the globe.
  • Udacity courses include lecture videos, quizzes and homework assignments. Multiple short video sections make up each course unit. Each video is roughly five minutes or less, giving you the chance to learn piece by piece and re-watch short lesson portions. All Udacity courses are made up of distinct units. Each unit is designed to provide a week’s worth of instruction and homework. However, since Udacity enrollment is open, you can take as long as you want to complete Udacity courses. Udacity courses include discussion forums and a wiki for course notes, additional explanations, examples and extra materials. Each course has an area where instructors can make comments but the pedagogical emphasis is on self-study.
  • the importance of discussion in online learning
  • Udacity should be encouraged to move beyond using discussion simply as an informal system of help to being a key means by which learning occurs and more tightly integrate discussion into the content and assignments.
  • Further indication of the importance of enhancing MOOC’s with social learning can be seen by the fact that Udacity students have begun to organize their own meetups where local students physically meet to study together, ask questions, and share ideas. Udacity has put in place a community site to help students do this and 3,199 students have formed study groups across 520 cities.
  • Pedagogically I find edX odd
  • I wish edX was a little less engineering centric and way more pedagogically centric.
  • Coursera is one of the few MOOC’s that actually describes its pedagogical foundations.
  • All of these new MOOC’s are focused on objectivist and behaviourist methods of teaching and learning. Their pedagogy is based on an assumption that when there are tens of thousands of learners social learning isn’t feasible. So instead of interaction with a person these MOOC’s focus on replacing the human social component of learning with a kind of artificial intelligence interaction with the platform.
  • Designing MOOC pedagogies based on what some are calling robot marking jeopardizes quality, learning outcomes, and ignores best practices in online learning.
  • Students tend to find online behaviourist and objectivist learning pedagogies boring, impersonal, and not interactive or engaging. But those of us who have been working in the field and taken exemplary online learning courses know that in fact online learning pedagogies can be incredibly social even more so than campus-based courses. It is relatively easy to instructionally design online learning so that every student engages in deep discourse.
  • The magic of online learning happens when extensive effort is made to tap into student expertise through blogs, chat, discussion forums, wikis, and group assignments. Socio-constructivist and connectivist learning theories acknowledge and embrace the social nature of learning. Learning is not just acquiring a body of knowledge and skills. Learning happens through relationships. The best online pedagogies are those that use the open web and relationship to mine veins of knowledge, expertise, and connections between students, between students and the instructor, and between students and others on the open web.
  • The big new MOOC’s also seem to be ignoring Open Educational Resources (OER) and the incredible pedagogical affordances openly licensing course content brings.
  • Many of the early MOOC’s were not just open in terms of enrollment they were open in terms of utilizing the open web, utilizing open content, and making continuous improvement of courses an integral part of the teaching and learning experience. The new MOOC’s seem intent on enclosing students in a closed environment that is locked down and DRM’ed in a proprietary way.
  • a form of colonialism that attempts to rewrite MOOC history.
  • However, I do see MOOC’s as a major innovation and hold out hope that other MOOC providers will differentiate themselves by being open and by fully utilizing social learning.
  • Be as open as possible.
  • • Go beyond open enrollments and use open pedagogies that leverage the entire web not just the specific content in the MOOC platform. As part of your open pedagogy strategy use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution. Make your MOOC platform open source software. Publish the learning analytics data you collect as open data using a CC0 license.
     
    • Use tried and proven modern online learning pedagogies not campus classroom-based didactic learning pedagogies which we know are ill-suited to online learning.
     
    • Use peer-to-peer pedagogies over self study. We know this improves learning outcomes. The cost of enabling a network of peers is the same as that of networking content – essentially zero.
     
    • Use social learning including blogs, chat, discussion forums, wikis, and group assignments.
     
    • Leverage massive participation – have all students contribute something that adds to or improves the course overall.

  32 more annotations...

• 

  Linda Audsley

  H817 MOOC week4 moocs

  • The challenge is this – How can you effectively teach thousands of students simultaneously?
  • how well are MOOC’s doing at actually successfully teaching those students
  • early pioneering work of people like Stephen Downes, Alec Couros, Dave Cormier, and George Siemens
  • Other early MOOC’s were solely offered as a form of informal learning open to anyone for free without a for-credit component.
  • Dave Cormier in this YouTube video maps out the five steps to success in a MOOC – 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus.
  • a MOOC is just a catalyst for knowledge and that knowledge in a MOOC is emergent.
  • The four types of activity are described as; 1. Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward.
     I encourage you to read the full description here.
  • Even the courses were about innovative pedagogy – Social Media & Open Education, Connectivism, Personal Learning Environments, Learning Analytics.
  • DS106 is a credit course at UMW, but you can also be an “open participant“. As described in About ds106 you can “join in whenever you like and leave whenever you need.
  • ds106 course assignments are collectively created by course participants over all offerings of the course and are posted online in an Assignment Bank anyone can access.
  • Rather than specifying assignments everyone must do, participants choose from ones in the Assignment Bank
  • I’ll always remember ds106 as the first ever online course with its own radio station ds106 radio.
  • pedagogical potential of a course radio station is an exciting but relatively unexplored opportunity
  • The next big step for MOOC’s came in the fall of 2011 when Stanford Engineering professors offered three of the school’s most popular computer science courses for free online as MOOC’s – Machine Learning, Introduction to Artificial Intelligence, and Introduction to Databases.
  • massive attracting 160,000 students from over 190 countries.
  • Pedagogically though these MOOC’s from Stanford were a step backward.
  • Most disappointing of all was the absence of any effort to utilize the rich body of research that had already been done on how to teach online effectively
  • Sebastian Thrun’s experience teaching the Stanford Artificial Intelligence MOOC was so compelling that he left Stanford and raised venture capital to launch Udacity with a mission to change the future of education by making high-quality classes affordable and accessible for students across the globe.
  • All Udacity courses are made up of distinct units. Each unit is designed to provide a week’s worth of instruction and homework.
  • Udacity courses include discussion forums and a wiki for course notes, additional explanations, examples and extra materials
  • Udacity courses do have discussion forums
  • When a question or answer is up-voted, the student who posted it gains “karma points”. These points serve as a rough measure of the community’s trust in him/her.
  • if a post is misleading, it will be down-voted
  • Further indication of the importance of enhancing MOOC’s with social learning can be seen by the fact that Udacity students have begun to organize their own meetup
  • In late December 2011 MIT announced edX with the aim of letting thousands of online learners take laboratory-intensive courses, while assessing their ability to work through complex problems, complete projects, and write assignments.
  • for a small fee students can take an assessment which, if successfully completed, will provide them with a certificate from edX.
  • There is no mention of applying research coming out of online learning to edX.
  • edX oddity is that it isn’t trying to levearge MIT’s own OpenCourseWare
  • The focus of edX so far seems primarily to be not on pedagogy but on engineering an open source MOOC platform
  • April 2013 that it has merged its own software development efforts with Class2Go an open source MOOC platform developed by eight engineers in Stanford’s computer science department.
  • I wish edX was a little less engineering centric and way more pedagogically centric.
  • Coursera founded by computer science professors Andrew Ng and Daphne Koller from Stanford University launched in April 2012 as an educational technology company offering massive open online courses (MOOCs).
  • By February 2013 Coursera had over 69 university partners
  • Coursera is one of the few MOOC’s that actually describes its pedagogical foundations.
  • video lectures, mastery learning, and peer assessment.
  • with a flipped classroom opportunity
  • for Coursera MOOC participants who are not tuition paying campus-based students there is no active learning component.
  • All of these new MOOC’s are focused on objectivist and behaviourist methods of teaching and learning.
  • Coursera holds this up as good practice by noting, “Even within our videos, there are multiple opportunities for interactions: the video frequently stops, and students are asked to answer a simple question to test whether they are tracking the material.”
  • MOOCs and the Quality Question
     What’s right and what’s wrong about Coursera-style MOOCs
     MOOC pedagogy: the challenges of developing for Coursera
  • online learning pedagogies can be incredibly social even more so than campus-based courses. It is relatively easy to instructionally design online learning so that every student engages in deep discourse.
  • The magic of online learning happens when extensive effort is made to tap into student expertise through blogs, chat, discussion forums, wikis, and group assignments. Socio-constructivist and connectivist learning theories acknowledge and embrace the social nature of learning.
  • best online pedagogies are those that use the open web and relationship to mine veins of knowledge, expertise, and connections between students, between students and the instructor, and between students and others on the open web.
  • The big new MOOC’s also seem to be ignoring Open Educational Resources (OER) and the incredible pedagogical affordances openly licensing course content brings.
  • The new MOOC’s seem intent on enclosing students in a closed environment that is locked down and DRM’ed in a proprietary way.
  • NovoEd has caught my eye. New MOOC Provider Says It Fosters Peer Interaction
  • And OpenupEd the first Europe-wide MOOC initiative, launched with the support of the European Commission.
  • use open pedagogies that leverage the entire web not just the specific content in the MOOC platform. As part of your open pedagogy strategy use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution. Make your MOOC platform open source software. Publish the learning analytics data you collect as open data using a CC0 license.
  • se tried and proven modern online learning pedagogies
  • • Use peer-to-peer pedagogies over self study. We know this improves learning outcomes. The cost of enabling a network of peers is the same as that of networking content – essentially zero.
  • ocial learning including blogs, chat, discussion forums, wikis, and group assignments
  • • Leverage massive participation – have all students contribute something that adds to or improves the course overall.

  50 more annotations...

• 26 Jan 14
  

  ladislau girona

  model_educatiu mooc

• 13 Jan 14
  

  Nicole Strong-Barnes

  Massive Open Online Courses

  • The most fascinating aspect of these early MOOC’s was the pedagogical approach. Dave Cormier in this YouTube video maps out the five steps to success in a MOOC – 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus.

     
  • n 2011 MOOC’s migrated to the US with Jim Groom’s DS106 Digital Storytelling at the University of Mary Washington in Virginia.
  • he next big step for MOOC’s came in the fall of 2011 when Stanford Engineering professors offered three of the school’s most popular computer science courses for free online as MOOC’s – Machine Learning, Introduction to Artificial Intelligence, and Introduction to Databases.

  • Let me end with my own pedagogical recommendations for MOOC’s:

     
     
    • Be as open as possible. Go beyond open enrollments and use open pedagogies that leverage the entire web not just the specific content in the MOOC platform. As part of your open pedagogy strategy use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution. Make your MOOC platform open source software. Publish the learning analytics data you collect as open data using a CC0 license.
     
    • Use tried and proven modern online learning pedagogies not campus classroom-based didactic learning pedagogies which we know are ill-suited to online learning.
     
    • Use peer-to-peer pedagogies over self study. We know this improves learning outcomes. The cost of enabling a network of peers is the same as that of networking content – essentially zero.
     
    • Use social learning including blogs, chat, discussion forums, wikis, and group assignments.
     
    • Leverage massive participation – have all students contribute something that adds to or improves the course overall.

  2 more annotations...

• 12 Jan 14
  

  Justin Montanez

  Massive Open Online Courses MOOCs

  • MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education.
• 07 Jan 14
  

  arkady-renko

  mooc pädagogik

• 20 Nov 13
  

  Yvonne Pöppelbaum

  MOOCs Stacey

• 29 Oct 13
  

  kgdiigo

  pedagogy MOOC

  • The next big step for MOOC’s came in the fall of 2011 when Stanford Engineering professors offered three of the school’s most popular computer science courses for free online as MOOC’s – Machine Learning, Introduction to Artificial Intelligence, and Introduction to Databases. The Introduction to Artificial Intelligence course offered free and online to students worldwide from October 10th to December 18th 2011 was the biggest surprise. Taught by Sebastian Thrun and Peter Norvig this course really was massive attracting 160,000 students from over 190 countries.
  • Coursera is one of the few MOOC’s that actually describes its pedagogical foundations.
  • video lectures, mastery learning, and peer assessment
  • colonialism

  2 more annotations...

• 21 Oct 13
  

  Pamela Whitehouse

  moocs pedagogy

• 16 Sep 13
  

  Miguel Santamaria
• 29 Jul 13
  

  Abdullah SAYKILI

  Social Media & Open Education course

  MOOC pro-mooc nile

• 09 Jul 13
  

  Elaine

  MOOC online learning

• 

  Toshiyuki Takeda
  • the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education. Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs)
  • ased on MOOCs equally massive dropout rates having teaching and learning success on a massive scale will require pedagogical innovation.
  • The most fascinating aspect of these early MOOC’s was the pedagogical approach. Dave Cormier in this YouTube video maps out the five steps to success in a MOOC – 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus.
  • The four types of activity are described as; 1. Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward.
  • In those early pioneering days MOOC’s were exciting for their pedagogy!
  • you can “join in whenever you like and leave whenever you need.
  • DS106 has a highly innovative pedagogical approach to assignments. Rather than confidential, secret assignments created by faculty, ds106 course assignments are collectively created by course participants over all offerings of the course and are posted online in an Assignment Bank anyone can access.
  • own radio station
  • The Introduction to Artificial Intelligence course offered free and online to students worldwide from October 10th to December 18th 2011 was the biggest surprise. Taught by Sebastian Thrun and Peter Norvig this course really was massive attracting 160,000 students from over 190 countries.
  • Pedagogically though these MOOC’s from Stanford were a step backward.
  • pedagogical emphasis is on self-study.
  • Forum posts can be “up-voted” by other students
  • The inclusion of discussion forums is a definite plus for Udacity MOOC’s as they provide a means for students to help and learn from each other.
  • their own meetups
  • to improve teaching and learning on campus.
  • supporting faculty in conducting significant research on how students learn.
  • edX MOOC students are merely guinea pigs whose learning data will be collected by faculty as research data and used to benefit and improve the learning experience of tuition paying on-campus students.
  • it isn’t trying to levearge MIT’s own OpenCourseWare materials by combining them with innovative online learning pedagogies for use as MOOC’s.
  • Coursera is one of the few MOOC’s that actually describes its pedagogical foundations.
  • for Coursera MOOC participants who are not tuition paying campus-based students there is no active learning component.
  • All of these new MOOC’s are focused on objectivist and behaviourist methods of teaching and learning. Their pedagogy is based on an assumption that when there are tens of thousands of learners social learning isn’t feasible.

  • I’m not the only one who thinks MOOC pedagogy needs work, see:
     MOOCs and the Quality Question
     What’s right and what’s wrong about Coursera-style MOOCs
     MOOC pedagogy: the challenges of developing for Coursera

     
  • those of us who have been working in the field and taken exemplary online learning courses know that in fact online learning pedagogies can be incredibly social even more so than campus-based courses. It is relatively easy to instructionally design online learning so that every student engages in deep discourse.
  • Early MOOC’s and exemplary online learning pedagogies recognize and utilize the breadth of knowledge and experience students participating in the course have.
  • Learning is not just acquiring a body of knowledge and skills. Learning happens through relationships.
  • The big new MOOC’s also seem to be ignoring Open Educational Resources (OER) and the incredible pedagogical affordances openly licensing course content brings.
  • Be as open as possible.
  • Use tried and proven modern online learning pedagogies not campus classroom-based didactic learning pedagogies which we know are ill-suited to online learning.
  • Use peer-to-peer pedagogies over self study.
  • Use social learning
  • Leverage massive participation

  29 more annotations...

• 18 Jun 13
  

  B. Doerr

  moocs

  • pedagogical approach.
  • 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus.

  • This type of course is called a ‘connectivist’ course and is based on four major types of activity.

     

    The four types of activity are described as; 1. Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward.
  • All of these new MOOC’s are focused on objectivist and behaviourist methods of teaching and learning. Their pedagogy is based on an assumption that when there are tens of thousands of learners social learning isn’t feasible. So instead of interaction with a person these MOOC’s focus on replacing the human social component of learning with a kind of artificial intelligence interaction with the platform. Coursera
  • Students tend to find online behaviourist and objectivist learning pedagogies boring, impersonal, and not interactive or engaging.
  • Early MOOC’s and exemplary online learning pedagogies recognize and utilize the breadth of knowledge and experience students participating in the course have.
  • Learning happens through relationships. The best online pedagogies are those that use the open web and relationship to mine veins of knowledge, expertise, and connections between students, between students and the instructor, and between students and others on the open web.
  • pedagogical recommendations for MOOC’s:

  6 more annotations...

• 26 May 13
  

  Julie Lindsay

  mooc education pedagogy

• 23 May 13
  

  Enrica Dallari

  MOOC pedagogy moocs blog edtech

• 22 May 13
  

  Lourdes Ayala

  education elearning MOOCs

• 

  James J

  MOOC pedagogy moocs blog edtech

• 

  jrarri09

  MOOCs, On-line Edu

  MOOC pedagogy moocs blog edtech

• 19 May 13
  

  Giuliana Finotello

  MOOC pedagogy moocs blog edtech

• 

  manuela zani

  MOOC pedagogia

  MOOC pedagogy moocs blog edtech

• 

  Shabbi Luthra

  MOOCs online learning online

• 18 May 13
  

  Kathleen Kearney

  Technology teaching

• 

  antonella coppi

  MOOC pedagogy moocs blog edtech

• 

  ivette marabese

  MOOC pedagogy moocs blog edtech

• 

  Vincenzo Capasso

  MOOC pedagogy moocs blog edtech

• 

  sandra miotto

  MOOC pedagogy moocs blog edtech

• 

  Elisa Turri

  MOOC pedagogy moocs blog edtech

• 17 May 13
  

  caterina toccafondi

  MOOC pedagogy moocs blog edtech

• 

  Jim LeValley

  MOOC

• 

  Jim Julius

  MOOC pedagogy criticism instructionaldesign OnlineTeaching

• 

  Patrizia Brion

  MOOC pedagogy moocs blog edtech

• 

  Franca Di Domizio
• 

  donineducation

  MOOC pedagogy moocs blog edtech

• 

  rachel_connolly

  MOOC pedagogy

• 

  gianni panconesi

  MOOC pedagogy moocs blog edtech

• 16 May 13
  

  cristina zaccagnini

  MOOC pedagogy moocs blog edtech

• 

  sabinaminuto

  MOOC pedagogy moocs blog edtech

• 

  elisabetta1703

  MOOC pedagogy moocs blog edtech

• 15 May 13
  

  Lisa M Lane

  good overview of how proto-commercial MOOCs have gone the wrong direction pedagogically

  MOOC pedagogy

• 

  Jacques Cool

  MOOC pedagogy moocs blog edtech PLN

• 

  andreas formiconi

  MOOC pedagogy moocs blog coer13

• 

  Howard Rheingold

  "The most fascinating aspect of these early MOOC’s was the pedagogical approach. Dave Cormier in this YouTube video maps out the five steps to success in a MOOC – 1. Orient, 2. Declare, 3. Network, 4. Cluster, 5. Focus."
  Good un-hype piece about the pedagogy of MOOCs http://t.co/gxUn4QXhtc

  via:packrati.us pedagogy MOOCs

• 

  Xavi Pascual

  mooc

• 

  Carina van Rooyen

  Great summary of the history of MOOCs & possible lessons for large class pedagogy http://t.co/vVflz2WNnx

• 

  Équipe École 2.0

  "The challenge is this – How can you effectively teach thousands of students simultaneously? I’m fascinated by the contrast between post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy."

  info en anglais document d'information MOOC pédagogie histoire université Canada

• 

  Terry Elliott

  ifttt delicious diigo

  • Based on MOOCs equally massive dropout rates having teaching and learning success on a massive scale will require pedagogical innovation. It’s this innovation, more than massive enrollments or free that I think make MOOC’s important.
  • Based on MOOCs equally massive dropout rates having teaching and learning success on a massive scale will require pedagogical innovation. It’s this innovation, more than massive enrollments or free that I think make MOOC’s important.
• 14 May 13
  

  Barbara Lindsey

  MOOC pedagogy moocs history

• 

  Oliver Tacke

  "There is a great deal of energy, enthusiasm, and change happening in today’s education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education. Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation.
  
  MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education. Like all of you I’ve been tracking MOOC’s with great interest.
  
  While MOOC’s have attracted huge attention, and hype, for supporting massive enrollments and for being free its the pedagogical aspects of MOOC’s that interest me the most."

  MOOC Didaktik Geschichte

• 

  onewheeljoe

  MOOC pedagogy history edtech

• 

  Agnieszka Swiatecka

  MOOC teaching e-learning instructional design

• 

  Patrick Giroux

  MOOC

• 13 May 13
  

  mooc

• 

  Stanley Frielick

  MOOC

• 

  "There is a great deal of energy, enthusiasm, and change happening in today’s education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education. Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation.
  
  MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education. Like all of you I’ve been tracking MOOC’s with great interest."

  MOOC history pedagogy online_courses e-learning Educational_Technology X05_13_Research_Report_17

• 

  Nicole Bauch

  moocs education

• 

  Rachel Mahrt
• 

  José Mota

  paul.stacey moocs moocs.pedagogy

• 

  Mathieu Plourde

  "While MOOC’s have attracted huge attention, and hype, for supporting massive enrollments and for being free its the pedagogical aspects of MOOC’s that interest me the most.
  
  The challenge is this – How can you effectively teach thousands of students simultaneously? I’m fascinated by the contrast between post-secondary faculty and K-12 teacher contract agreements that limit class size and the current emergent MOOC aim of having as many enrollments as possible. What a dichotomy."

  MOOC pedagogy PaulStacey

• 

  Brendan Murphy

  MOOC pedagogy blog coer13 elearning moocs edtech

• 

  Kukharenko Vladimir

  RT @pgsimoes: The Pedagogy of MOOCs http://t.co/E4XwCn8kDz (via @oldaily) #elearning #edtech

  elearning via:packrati.us edtech

• 

  Peter Beaumont

  Article by Paul Stacey on the history of pedagogy in MOOCs. I'd agree with the ideas that "The most fascinating aspect of these early MOOC’s was the pedagogical approach." Dave Cornier ... maps out the five steps to success in a MOOC – 1. Orient, 2. Decla

  mooc

• 

  Ed Webb

  MOOCs pedagogy

• 

  Paulo Simões

  The Pedagogy of MOOCs http://t.co/E4XwCn8kDz (via @oldaily) #elearning #edtech

  elearning twitterpost edtech

• 

  Lois Lindell

  MOOC coer13 online teaching and learning

• 

  Yves Simon

  MOOC

• 12 May 13
  

  fabrizio bartoli

  MOOC pedagogy blog socialnetworking

• 

  Joerg Eisfeld-Reschke

  RT @davidroethler: "Super Abriss über die MOOC Entwicklung im Blog von Paul Stacey #coer13 #mooc http://t.co/wJ6itZouhk" good read http://t…

  via:packrati.us mooc coer13

• 

  Sheila Trudgett

  mooc

• 

  Ramón Aragón

  MOOC_Pedagogía

• 

  A Guettl

  Super Überblick über die MOOC Entwicklung von Paul Stacey

  pedagogy blog coer13 mooc

• 

  Steve Walker

  MOOC pedagogy learning technology

• 

  Seb Schmoller

  Comprehensive overview by Paul Stacey of MOOC learning methods. (I do not wholly agree with his assessment of the AI/Udacity learning methods.)

  pedagogy MOOC

• 

  Paul McKean

  pedagogy paul MOOC ILT AP teachered teaching learning elearning karenrobson viv Davina connectivism constructivism social MSc

• 

  Cathy Germano

  As usual @pgstacey blogs the pedagogy of MOOCs (or lack thereof) in grand sweeping detail http://t.co/fY04UqZLCJ

• 

  djplaner

  edu8117redesign bimtpack

• 

  Ya-Yin Ko
  • MOOC’s originated in Canada and I’ve been fortunate to have followed and experienced the early pioneering work of people like Stephen Downes, Alec Couros, Dave Cormier, and George Siemens. In 2007 there was Social Media & Open Education, in 2008 & 2009 Connectivism, in 2010 Personal Learning Environments Networks and Knowledge, in 2011 Learning and Knowledge Analytics which we hosted in the BCcampus SCoPE online community. For a more complete listing see Stephen Downes Partial History of MOOC’s.
• 

  Oliver Janoschka

  MOOC blog pedagogy

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