George Siemens
Scandinavian MOOC Conference
Stockholm, Sweden
June 12, 2015
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MOOCs and Learning Sciences: Where we have been. Where we are going. презентация
Содержание
- 1. MOOCs and Learning Sciences: Where we have been. Where we are going.
- 2. Where we started What happened What we should have done Where we are going
- 3. Where we started What happened What we should have done Where we are going
- 4. UNESCO, 2013
- 9. Higher education is now being disrupted; our
- 10. http://edutechnica.com/moocmap/
- 12. MOOCs Now reach 17+ million learners (Important:
- 13. Where we started What happened What we should have done Where we are going
- 14. We have a lousy product
- 17. Kovanović, V., Joksimović, S., Gašević, D., Siemens,
- 18. Kovanović, V., Joksimović, S., Gašević, D., Siemens,
- 19. Kovanović, V., Joksimović, S., Gašević, D., Siemens,
- 20. Where we started What happened What we should have done Where we are going
- 21. http://linkresearchlab.org/dlrn/
- 22. Phase 1 Stats 266 total submissions 37
- 23. Phase 2 Stats 78 total submissions 15
- 24. Final selection MOOC platforms represented: Coursera:
- 25. Phase 2 Most Cited Authors Gasevic,
- 26. Engagement and learning success MOOC design and
- 27. Additional MOOC research IRRODL Special Issue:
- 28. Gasevic, D., Kovanovic, V., Joksimovic, S., &
- 30. Where we started What happened What we should have done Where we are going
- 34. What is being ignored is the development
- 35. This system is being unbundled & rebundled, creating new power and influence structures
- 37. Parallel developing partners: Adaptive and personalized learning
- 38. Framework for understanding future technology infrastructure Control
- 39. In: Siemens, Gasevic, & Dawson (eds), 2015
- 40. In: Siemens, Gasevic, & Dawson (eds), 2015
- 41. “If the ladder of educational opportunity rises
- 42. Student profiles Diversifying (OECD) Less than
- 43. Ho, A. D., Chuang, I., Reich, J.,
- 44. Granularization of assessment Cracking the credit
- 45. Favours women over men More
- 47. Certificates Fastest growing form of credentialing
- 48. Competencies Competency-based degrees (Chronicle, 2014) Prior
- 49. Knowledge in pieces diSessa, 1993
- 51. “The world is one big data problem” Gilad Elbaz
- 56. Preparation for future technology use is a
Where we started What happened What we should have done Where we are going
Слайд 1MOOCs and Learning Sciences: Where we have been. Where we are
going.
Слайд 9Higher education is now being disrupted; our MP3 is the massive
open online course (or MOOC), and our Napster is Udacity, the education startup.
Слайд 12MOOCs
Now reach 17+ million learners
(Important: over 21 million distance learners)
Hundreds of
millions of $$ invested
Hundreds/thousands of academics involved
Media exposure in mainstream publications
Developing ecosystem of value add products
On-campus debate/soul-searching
Learning/education is now a prominent public conversation
Hundreds/thousands of academics involved
Media exposure in mainstream publications
Developing ecosystem of value add products
On-campus debate/soul-searching
Learning/education is now a prominent public conversation
Слайд 17Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M.
(2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.
Слайд 18Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M.
(2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.
Слайд 19Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M.
(2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.
Слайд 22Phase 1 Stats
266 total submissions
37 countries represented
Top countries:
USA
Canada
China
UK
Spain
Australia
Слайд 23Phase 2 Stats
78 total submissions
15 countries represented
Top Countries:
USA
Canada
UK
China
Australia
http://www.moocresearch.com
Слайд 24Final selection
MOOC platforms represented:
Coursera: 12
edX: 4
Multiple: 5
Non-Major: 6
Countries: 4 (USA,
Canada, UK, Australia)
Institutions: ~28
Institutions: ~28
Слайд 25Phase 2 Most Cited Authors
Gasevic, D., Kovanovic, V., Joksimovic, S.,
& Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5).
Слайд 26Engagement and learning success
MOOC design and curriculum
Self-regulated and social learning
SNA and
networked learning
Motivation, attitude,
and success criteria
Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5).
Слайд 27Additional MOOC research
IRRODL Special Issue: http://www.irrodl.org/index.php/irrodl/issue/view/64
JOLT Special Issue: http://jolt.merlot.org/Vol9_No2.htm
http://www.moocresearch.com/
Слайд 28Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where
is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5).
Слайд 34What is being ignored is the development of a new learning
ecology.
Serving an audience that higher education has ignored to date
Слайд 38Framework for understanding future technology infrastructure
Control between learner and faculty/institution, including
structured and unstructured learning activities
Ownership of data and content – the learner or the institution
Integration – loosely coupled with data exchange happening through APIs and related industry standards or tightly connected with enterprise level systems
Structure - centralized and decentralized teaching and learning approaches
Ownership of data and content – the learner or the institution
Integration – loosely coupled with data exchange happening through APIs and related industry standards or tightly connected with enterprise level systems
Structure - centralized and decentralized teaching and learning approaches
Слайд 41“If the ladder of educational opportunity rises high at the doors
of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them.”
President Truman, 1947
President Truman, 1947
Слайд 42Student profiles
Diversifying
(OECD)
Less than 50% now full time
(US Census Bureau)
http://www.oecd.org/edu/skills-beyond-school/EDIF%202013--N%C2%B015.pdf
http://www.census.gov/prod/2013pubs/acsbr11-14.pdf
Слайд 43Ho, A. D., Chuang, I., Reich, J., Coleman, C., Whitehill, J.,
Northcutt, C., Williams, J. J., Hansen, J., Lopez, G., & Petersen, R. (2015). HarvardX and MITx: Two years of open online courses (HarvardX Working Paper No. 10). doi:10.2139/ssrn.2586847
Слайд 44Granularization of assessment
Cracking the credit hour
(New America Foundation)
Badges
(Mozilla & others)
http://newamerica.net/publications/policy/cracking_the_credit_hour
http://openbadges.org/
Слайд 45
Favours women over men
More learners as % (up to 60%)
Average entrance
age increasing
Top three countries for entering students:
China, India, USA
Traditional science courses waning in popularity
Greater international student
OECD 2013
Top three countries for entering students:
China, India, USA
Traditional science courses waning in popularity
Greater international student
OECD 2013
Слайд 47Certificates
Fastest growing form of credentialing (800% increase in 30 years)
Industry-facing
Carnevale, Rose,
Hanson 2012
Слайд 48Competencies
Competency-based degrees
(Chronicle, 2014)
Prior learning assessment
(Insider Higher Ed, 2012)
http://chronicle.com/article/Competency-Based-Degrees-/144769/
http://www.insidehighered.com/news/2012/05/07/prior-learning-assessment-catches-quietly
Слайд 56Preparation for future technology use is a mindset shift : experimental, acceptance
of ambiguity, recognition of complexity,
participatory pedagogy,
flexible control points
