Littlejohn elesig keynote_mar2013_final
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Littlejohn elesig keynote_mar2013_final
- 1. Charting open territory: Learners’ experiences in MOOCs A keynote presentation at ELESIG March 11 2013 Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology www.gcu.ac.uk/academy Collaborators: Dr Colin Milligan, , Dr Anoush Margaryan, Dr Isobel falconer, Lou McGill, Helen Beetham, Glasgow Caledonian University, UK
- 2. Key challenge: continual learning Grand challenge “The most profound impact of the Internet… is its ability to support and expand the various aspects of social learning”. “Attention has moved from access to information towards access to other people”. John Seeley Brown (2008), Minds on Fire
- 4. Scenario 4 Grand challenge Massive Open Online Course
- 5. Scenario 4 Grand challenge Online courses aiming at large-scale participation & open access. Massive Open Online Course
- 6. Scenario 4 Grand challenge Online courses aiming at large-scale participation & open access. May represent a pedagogical approach ideally suited to the network age. Massive . Open Online Course
- 7. Scenario 4 Grand challenge Online courses aiming at large-scale participation & open access. May represent a pedagogical approach ideally suited to the network age. Massive Little known about how the learning experience Open afforded by MOOCs is Online suited to diverse learners. Course
- 8. Scenario 4 Grand challenge xMOOC • Learning goals defined by instructor • Learning pathways structured by environment • Limited interaction with other learners Massive Open Online Course
- 9. Scenario 4 Grand challenge xMOOC • Learning goals defined by instructor • Learning pathways structured by environment • Limited interaction with other learners Massive cMOOC Open • Learning goals defined by Online learner • Learning pathways ill defined Course • Interaction with others depends on the learner
- 10. Scenario 4 Grand challenge xMOOC Coursera EdX Canvas Net Codeacademy Class2go eCornell Futurelearn NPTEL Openstudy Massive OpenHPI Udacity Open UniMOOC-Tec 10gen Online Etc… Course
- 11. Scenario 4 Grand challenge xMOOC cMOOC Coursera CCK08 EdX Change 11 Canvas Net DS106 Codeacademy HowtoMOOC Class2go MoocMooc eCornell MOOCDL Futurelearn MechanicalMOOC NPTEL OCTEL Openstudy ODLMOOC Massive OpenHPI Etc… Udacity Open UniMOOC-Tec 10gen Online Etc… Course
- 12. Scenario 4 Grand challenge • Fini (2009) digital literacies critical to learning in a MOOC • Mackness et al (2011) tensions across autonomy, diversity, opene ss, connectedness Massive • Kop et al (2011) critical Open literacies required to learn in MOOCs Online Course • Littlejohn et al (2009, 2011 & 2012) learners have to self regulate their learning
- 13. Key challenge: continual learning Grand challenge GC: Every university graduate has the ability, confidence and literacies to set his/her own learning pathway to achieve individual learning goals.
- 14. E-learning research and development tends to Scenario 4 Focus on... Largely ignoring... Trends within the education Wider societal trends and the sector impact on education Online versions of current Learners map out their own learning design where teachers learning pathways design learning pathways Bounded, structured Open, unstructured environments environments as the ‘norm’ Content as the central object of People learn together via objects activity of activity Stepanyan, K, Littlejohn, A & Margaryan, A (2012) Sustainable eLearning, Journal of Educational Technology and Society
- 15. Key challenge: continual learning Grand challenge 1. How do learners learn in open, unstructured, networked environments? 1. What learning approaches do they use? 2. How can learners learn in open, unstructured, networked environments 3. What /who structures learning?
- 16. Question 1 How do people learn in open, unstructured, net worked environments?
- 17. How do learners learn in unstructured env? Context: Shell global knowledge sharing networks Period: Sept 08-Apr 09 Method/instruments: Mixed method: Questionnaire (Cross and Parker, 2004) & semi-structured interviews (critical incident) Sample: survey: n=462 (E46%; N27%; M27%); interviews: n=29 (E41%, N31%, 28%M)
- 18. You Your goal
- 19. You Your goal Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 20. Anyone People with similar skills Team Peers with similar goals Tutor External You contacts You Your goal Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 21. GROUP Anyone People with similar skills Team Peers with similar goals Tutor External You contacts You Your goal Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 22. GROUP NETWORK Anyone People with similar skills Team Peers with similar goals Tutor External You contacts You Your goal Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 23. GROUP NETWORK Anyone People with similar skills Team Peers with similar goals Tutor External You contacts You Your goal Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources COLLECTIVE
- 24. Anyone People with similar skills Team Peers with similar goals CONNECT Tutor External You contacts You CONSUME Your goal Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 25. Anyone People with similar skills Team Peers with similar goals CONNECT Tutor External You contacts CREATE You CONSUME Your goal Formal Libraries of Dynamic Knowledge, Knowledge Collaborative Learning Cases / Examples e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 26. Anyone People with similar skills Team Peers with similar goals CONNECT Tutor External You contacts CREATE You CONSUME Your goal CONTRIBUTE Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 27. Anyone People with similar skills Team Peers with similar goals CONNECT Tutor External You contacts CREATE You and CONSUME Your Your Peers goals CONTRIBUTE Formal Libraries of Dynamic Knowledge Collaborative Learning Cases / Examples Knowledge, e.g. wikis Networks Spaces of Practice Smart Your Shared resources Recommended Information Knowledge (e.g. delicious) Resources
- 28. How do learners learn in the open? COLLECTIVE KNOWLEDGE
- 29. How do learners learn in the open? Connect COLLECTIVE KNOWLEDGE
- 30. How do learners learn in the open? Connect COLLECTIVE KNOWLEDGE Consume
- 31. How do learners learn in the open? Connect COLLECTIVE KNOWLEDGE Create Consume
- 32. How do learners learn in the open? Contribute Connect COLLECTIVE KNOWLEDGE Create Consume
- 33. How do learners learn in the open? Contribute Connect COLLECTIVE KNOWLEDGE Create Consume
- 34. Scenario 4 Question 2 What learning approaches might learners use?
- 35. Scenario 4 What learning approaches are used? Acquisition Participatory of knowledge Sfard, 1998
- 36. Scenario 4 What learning approaches are used? Knowledge creation Acquisition Participatory of knowledge Sfard, 1998
- 37. What learning approaches are used? Acquisition Contribute Connect COLLECTIVE KNOWLEDGE Create Consume
- 38. What learning approaches are used? Acquisition Contribute Connect • OER (podcasts) •x-type MOOC COLLECTIVE KNOWLEDGE Create Consume
- 39. Scenario 4 What learning approaches are used?
- 40. Scenario 4 What learning approaches are used? Acquisition Typically sequenced tasks with vidcast lectures, computer marked tests. Little or no interaction with the (hundreds or thousands of) other learners
- 41. What learning approaches are used? Participatory Contribute Consume COLLECTIVE KNOWLEDGE Create Connect
- 42. What learning approaches are used? Participatory •blended Contribute Consume learning • cMOOC COLLECTIVE KNOWLEDGE Create Connect
- 43. Scenario 4 What learning approaches are used?
- 44. Scenario 4 What learning approaches are used? Participatory Typically structure provided by instructor. Learners provide peer support & create/ contribute content
- 45. What learning approaches are used? Knowledge creation Third type afforded by networked Contribute Connect technologies COLLECTIVE KNOWLEDGE Create Consume
- 46. What learning approaches are used? Knowledge creation Third type afforded by networked Contribute Connect technologies research COLLECTIVE KNOWLEDGE degrees Create Consume professional or workplace learning
- 47. What learning approaches are used? Charting occurs when each learner maps his/ her learning Contribute Connect pathway through planning, implementing CHARTING & reflecting on learning goals Create Consume Builds individual & collective knowledge
- 48. Pause for thought Q Will MOOCs be a mainstream approach to learning in universities? No – Not mainstream but there will be some MOOCs– Yes – If yes or maybe, how will learners learn in MOOCs?
- 49. Question 3 Can learners self regulate their learning?
- 50. Scenario 4 Can learners self regulate their learning? Self Regulated Learning in MOOCs Context: Change11 MOOC Period: Jan 12-Apr 12 Method/instruments: Mixed method: SRL Questionnaire & semi-structured interviews Sample: survey: n=29 interviews: n=29 Study Hypothesis: People who exhibit a high degree of Self-Regulation in their learning will use qualitatively different strategies to plan, monitor and reflect on their learning than individuals who exhibit a low degree of Self-Regulation in their learning www.gcu.ac.uk/academy/srl-mooc/
- 51. Scenario 4 Can learners self regulate their learning? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
- 52. Scenario 4 Can learners self regulate their learning? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
- 53. Scenario 4 Can learners self regulate their learning? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
- 54. Scenario 4 Can learners self regulate their learning? Facebook, youTube, Blog browser, bookmarking Microblog (Twitter), Word, Powerpoint, personal network Video software Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
- 55. Scenario 4 Can learners self regulate their learning? Facebook, youTube, Blog browser, bookmarking Microblog (Twitter), Word, Powerpoint, personal network Video software Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
- 56. Can learners self regulate their learning? Active learners who set goals & structure their learning Passive learners who expect others to provide structure Lurkers….
- 57. Can learners self regulate their learning?
- 58. Can learners self regulate their learning? Active (12/29) “Oh there’s some people who are everywhere you turn in the Change 11 MOOC: there’s this group of people who are inspirational, just phenomenal the way they just keep going and they know their way around it.” (P08). “You can read the comments of people who are participating from different places and they give links to things that they are doing or they think while you hear what is happening” (P20). “I have no idea how scattered I am across this MOOC, I have no idea how many contributions I’ve made, 30? 50? I’ve got a lot of replies… I usually end a reply on an open end” (P05).
- 59. Can learners self regulate their learning? Lurkers (13/29) “I guess I tend to be a loner and I’ve done more lurking & I'm quite happy lurking, I think it’s an honourable profession”(P21) “Lurking is actually hugely beneficial [knowledge is filtered by the course organisers and has] more value than something I randomly come across on the Internet” (P18) “I'm going out to the MOOC and lurking and getting lots of great interesting ideas [to my] networks” (P01). “I’m more or less like what do you call? A lurker and not very active … I'm always invisible and the reason is that the way I’ve been using the MOOC is to put into things that I'm doing… to be a network mentor” (P17).
- 60. Can learners self regulate their learning? Passive (4/29) “Sure, I can read other people’s blogs and that’s not a problem and I comment occasionally, but as far as really putting my ideas out there in the open in my own blog to be trampled on, you know there’s a bit of fear there I think that I have and so that has been difficult for me” (P12). ”I'm not really sure how to find a group of people online who really want to learn about what I most want to learn about.” (P13).
- 61. Can learners self regulate their learning? Factors affecting engagement in a MOOC: • Prior Experience • Confidence • Motivation
- 62. Scenario 4 Can learners self regulate their learning? Our hypothesis: People with high SRL score use different learning strategies in MOOCs • Those with high SRL scores tend towards being ACTIVE • Those with low SRL scores tend towards being PASSIVE • Lurkers interspersed Some correlation between degree of Self-Regulation and learning BUT not statistically valid. www.gcu.ac.uk/academy/srl-mooc/
- 63. Scenario 4 Can learners self regulate their learning? Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In Boekaerts, M., Zeidner, M., and Pintrich, P.R (eds) Handbook of self-regulation, pp13-39. Academic Press, San Diego, CA.
- 65. What/ who structures learning?
- 73. Key challenge: continual learning Grand challenge 1. How do learners learn in open, unstructured, networked environments? 1. What learning approaches do they use? 2. How can learners learn in open, unstructured, networked environments 3. What /who structures learning?
- 74. Charting open territory: Learners’ experiences in MOOCs A keynote presentation at ELESIG March 11 2013 Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology www.gcu.ac.uk/academy Collaborators: Dr Colin Milligan, , Dr Anoush Margaryan, Dr Isobel falconer, Lou McGill, Helen Beetham, Glasgow Caledonian University, UK