Massively micro

Massively Micro
Self-Determined Learning in a Connected World
#massivelymicro
Massively Micro by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Based on a work at http://edusasha.com. @sashatberr sashatberr@gmail.com
By Sasha Thackaberry
@sashatberr
edusasha.com

Heutagogy and
Connectivism
What do these two things have in common?

What are these two things?
Heutagogy
 The study of self-determined
learning.
 “Educators need to approach the
facilitation of distance learning not
as a way to disseminate information
but as a means to challenge
students to become capable
problem solvers, effective leaders,
and community participants”
(Eberle, 2009, p. 185).
Connectivism
 Theory of learning for a connected
age.
 “learning and knowledge rest in the
diversity of opinions, is a process of
connecting, and nurturing
connections for continual learning”
(Clarke, 2013, p. 407-408).

What is Heutagogy?
a curated conversation #whday13
Found at: http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy

Stewart Hase & Chris Kenyon
• What is the Nature of Learning?
• Andragogy & heutagogy underpinned by humanism and
constructivism; Andragogy with motivation - heutagogy
with double-loop learning. This also challenges our
deepest values, beliefs and ways of knowing.
• Learning is a complex interaction of myriad influences
including; genes, neurophysiology, physical state, social
experiences, and psychological factors.
• The learner may end up making a whole bunch of
cognitive leaps and end up seeing the world in completely
different ways…
Heutagogy and developing capable people – Hase & Kenyon;
http://works.bepress.com/stewart_hase/80/
found at: http://www.slideshare.net/fredgarnett/selfdetermined-learning-the-craft-of-heutagogy

Heutagogy, Connectivism & Participation
 “The relationship between teacher and learner is also a point of contention.
Increasingly, students are seen as the consumers of an educational service.
Inadequate and unhelpful though the metaphor might be, it is a powerful
one, challenging a more traditional relationship between teacher and
student. The development of a network of colleagues with a shared view of
the purposes of a change can be a powerful way of enabling a change”
(Blackmore, 2012, p. 134).

More on Connectivism
From our MOOC Sponsors…

Historical Perspective… from 2010

MOO – what?
• Massive
• Open
• Online
• Course

What is a MOOC – really?
 cMOOC: This type of MOOC is a networked MOOC, typified by the exchange of
knowledge from one participant to another. This type of MOOC is more often
distributed across a variety of networks, though it may be housed mainly in one
Learning Management System (LMS).
 xMOOC: This type of MOOC closely resembles a “regular” online course. It is
typically driven by instructor-led lectures, auto-graded quizzes and/or peer
assessments.
 http://www.academicpartnerships.com/sites/default/files/MOOCs_Expectations
_and_Reality.pdf

How did all this “Open” happen?
 The United Nations thinks that education is a basic human right
 The “Open” movement – Open Educational Resources – was formalized in
2002
 “Open Educational Resources (OERs) are any type of educational materials
that are in the public domain or introduced with an open license. The nature
of these open materials means that anyone can legally and freely copy, use,
adapt and re-share them. OERs range from textbooks to curricula, syllabi,
lecture notes, assignments, tests, projects, audio, video and animation”
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/
what-are-open-educational-resources-oers/

Free Content + Massive Platforms =
Education for All?
“'The campaign of the MOOCs has focused upon online
access for the many people in the advanced economies
who were presently marginalised by existing university
provision, and the billions of people in the developing
world who had little hope of ever entering conventional
higher education…

Free Content + Massive Platforms =
Education for All?
“…However, it did not take anxious vice chancellors long
to realise that if free online higher education courses
were available from the top global universities, this
might quickly erode large elements of their potential
student base load in popular subjects are as such as
business education and computer science" (Clarke,
2013, p. 403).

Yuan, Li. and Steven Powell. MOOCs and Open Education: Implication for Higher Education White
Paper. University of Bolton: CETIS, 2013. p.6

edX
“EdX was created for students and
institutions that seek to transform
themselves through cutting-edge
technologies, innovative
pedagogy, and rigorous courses”
(from https://www.edx.org/about-us).

Udacity
• Their mission is to bring
accessible, affordable,
engaging, and highly effective
higher education to the world.
• Initially focused purely on
academics in higher education,
now focused on workforce
training,
• Initiated concept of
“nanodegrees”, primarily with
the development of technology
skill competencies.

coursera
• Access to world-class education
for all.
• Pedagogy is primarily mastery-based
learning with peer-feedback
loops and auto-graded,
randomized
assessments.

FutureLearn
• First British MOOC platform
(and first non-US MOOC
platform).
• Private company owned by The
Open University with partners
in Europe, Africa, Asia and the
Middle East as well as
professional organizations.
• “Bite sized” steps throughout
the content.

Udemy
• Udemy has 4,000,000 students
with courses taught in 53
languages.
• Many of its courses have costs
associated with them. While
the platform is massive, the
courses are not all “open.”
• It facilitates any instructor
being able to monetize their
knowledge.

How is this disrupting
higher education?
The Second Unbundling

Heutagogy, Connectivism, and MOOCs
Oh my!
 MOOCs bring already interested learners in. Self-motivation is a
prerequisite for success.
 Participating in a MOOC IS a representation of heutagogy in action – it is
self-directed learning.
 Choosing to be a part of a MOOC, and connecting to a MOOC – even if it is
an xMOOC, is by definition transactional and knowledge-based – core
components of connectivism

Unbundling the Implications
 If the typical college “experience” value-adds are unbundled, the college
degree is unbundling, is the course itself next?
 Learners can now “nano-degree” it
 Is it MOOCs that are pushing this disruption? Or is it new ways of learning
and the availability of “open”?

Universities Facing
“Open”
“While the hype about MOOCs presaging
a revolution in higher education has
focused on their scale, the real revolution
is that universities with scarcity at the
heart of their business models are
embracing openness” (Daniel, 2012, p. 1).

Do you pick the red pill or the blue pill?
 “To make such a transition
challenges many of the traditional
ideals and systems of higher
education institutions based on pre-net
ideals and technologies. But the
alternatives are also not without
risk. Many will fail to adapt and go
out of business; some may continue
serving as elite that can afford the
high costs" (Anderson & Mcgreat,
2012, p. 387).

References
 Anderson, T., & Mcgreal, R. (2012). Disruptive Pedagogies and Technologies in Universities Unbundling of educational services, 15, 380–389.
 Blackmore, P., & Kandiko, C. (2012). Strategic curriculum change: Global trends in universities. Milton Park, Abingdon: Routledge.
 Clarke, T. (2013). The advance of the MOOCs (massive open online courses): The impending globalisation of business education? Education + Training,
55(4/5), 403-413. Retrieved from DOI10.1108/00400911311326036
 Daniel, J. (n.d.). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Retrieved from Academic Partnerships website:
http://www.academicpartnerships.com/research/white-paper-making-sense-of-moocs.
 Eberle, J. (2009). Heutagogy : What Your Mother Didn ’t Tell you About Pedagogy and the Conceptual Age, 181–189. Proceedings of the European
Conference on eLearning.
 Yuan, Li. and Steven Powell. MOOCs and Open Education: Implication for Higher Education White Paper. University of Bolton: CETIS, 2013. p.6
 http://www.slideshare.net/sashatberr/savedfiles?s_title=selfdetermined-learning-the-craft-of-heutagogy&user_login=fredgarnett
 http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-
oers/

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