Talk Presented via videoconference to Fast Forward Language Educator Symposium- University of Pennsyvania. Dec 14, 2013

1. FAST
FORWARD:
LANGUAGE
ONLINE
Saturday,
December
14,
2013
Language
Educator
Symposium
University
of
Pennsylvania
MOOCS,
MYTHS
AND
MISCONCEPTIONS

2. Values
• We
can
(and
must)
conRnuously
improve
the
quality,
effecRveness,
appeal,
cost
and
Rme
efficiency
of
the
learning
experience.
• Student
control
and
freedom
is
integral
to
21st
century
life-­‐long
educaRon
and
learning.
• ConRnuing
educaRon
opportunity
is
a
basic
human
right.

3. E-­‐Learning
is
not
the
same

4. Learning
as
Dance
(Anderson,
2008)
• Technology
sets
the
beat
and
the
Rming.
•
Pedagogy
defines
the
moves.
“A
learning
technology,
by
definiRon,
is
an
orchestraRon
of
technologies,
necessarily
including
pedagogies,
whether
implicit
or
explicit.”
Jon
Dron

5. Gardiner
Hype
Cycle

6. What
is
a
MOOC?
•
•
•
•
•
•
•
•
•
MOOC
is
a
course
Defined
Curriculum
or
content?
“Big
Data”
mining
potenRal
SubsRtute
of
student-­‐content
and
perhaps
student-­‐student
for
student-­‐teacher
interacRon
May
be
asynchronous,
synchronous,
mixed
Paced
or
self-­‐paced
May
be
open
content
or
not
–
as
in
using
open
resources
Up-­‐sell
of
auxiliary
products
Emerging
credenRal
opRons
» Invigilated
exams,
badges,
private
cerRficaRon

7. Different
Types
of
MOOCs
By
Mathieu
Plourde
{(Mathplourde
on
Flickr)
[CC-­‐BY-­‐2.0

9. Different
Types
of
MOOCs
•
“Our
cMOOC
model
emphasizes
creaRon,
creaRvity,
autonomy,
and
social
networked
learning.
The
Coursera
model
emphasizes
a
more
tradiRonal
learning
approach
through
video
presentaRons
and
short
quizzes
and
tesRng.
• Put
another
way,
cMOOCs
focus
on
knowledge
creaRon
and
generaRon
whereas
xMOOCs
focus
on
knowledge
duplicaRon.”
George
Siemens

10. Pedagogy
of
Moocs
and
Other
forms
of
higher
EducaRon
• xMOOCs
–
Cogni&ve
Behavioural
Pedagogy,
disseminaRon
of
knowledge,
• sMOOCs
–
Social
construc&vist
pedagogy,
small
groups,
cohorts,
model
of
most
online
educaRon
today
• xMOOCs
–
Connec&vist
pedagogy,
building
networks
and
persistent
arRfacts,
net-­‐naRve
Anderson,
T.,
&
Dron,
J.
(2011).
Three
generaRons
of
distance
educaRon
pedagogy.
Interna'onal
Review
of
Research
on
Distance
and
Open
Learning,
12(3),
80-­‐97.
hEp://www.irrodl.org/index.php/irrodl/ar'cle/view/890/1826.

11. CoursEra-­‐
Northwestern-­‐
Case
Study
• Media
studies
“Understanding
Media
by
Understanding
Google”
• 6
weeks,
video
lectures
• Book
excerpts,
80
background
arRcles/blogs/youtube
• 12
machine
marked
quizzes
• 5
short
essays
–
peer
reviewed
• 25,000
discussion
posts
• 55,000
registered,
19,000
logged
in,
2400
handed
in
homework,
1,196
from
87
countries
“passed”
• 90%
of
grads
had
a
4
year
degree
Owen
Youngman
professor
of
digital
media
strategy
in
the
Medill
School
at
Northwestern
University.
MOOC

12. EducaRon
is
InteracRon
Anderson,
T.,
&
Garrison,
D.
R.
(1998).
Learning
in
a
networked
world

13. InteracRon
Equivalency
Theorem
(Anderson,
2004)
• Thesis
1.
Deep
and
meaningful
formal
learning
is
supported
as
long
as
one
of
the
three
forms
of
interacRon
(student–teacher;
student–student;
student–content)
is
at
a
high
level.
The
other
two
may
be
offered
at
minimal
levels,
or
even
eliminated,
without
degrading
the
educaRonal
experience.
• Thesis
2.
High
levels
of
more
than
one
of
these
three
modes
will
likely
provide
a
more
saRsfying
educaRonal
experience,
although
these
experiences
may
not
be
as
cost-­‐
or
Rme
effecRve
as
less
interacRve
learning
sequences.
hop://equivalencytheorem.info/

14. xMOOC
Pedagogy
• DrasRcally
reduce
(by
subsRtuRon)
student
teacher
interacRon
by
student-­‐content
(videos)
and
student-­‐student
(discussion/peer
assessment)
• This
affords
scalability
and
cost
reducRon.

15. • “The
students
who
drop
out
early
do
not
add
substanRally
to
the
cost
of
delivering
the
course”.
The
most
expensive
students
are
the
ones
who
sRck
around
long
enough
to
take
the
final,
and
those
are
the
ones
most
likely
to
pay
for
a
cerRficate.
Daphne
Koller,
Founder
Coursera

16. MisconcepRons:
Drop
out
rates
are
higher
in
MOOCs
and
online
because
the
instrucRon
is
poor
• Tinto’s
Model
of
academic
and
social
integraRon
• MOOC
users
are
busy
adults
• 50%
of
MOOC
registrants
don’t
login
even
once
• How
much
work
would
your
student
do
without
credit??

17. Penn/CoursEra
results
• 16
MOOCs
from
110,000
to
13,000
registrants
• Course
compleRon
rates
are
very
low,
averaging
4%
across
all
courses
and
ranging
from
2%
to
14%
• compleRon
rates
are
somewhat
higher
for
courses
with
lower
workloads
for
students
(about
6%
versus
2.5%).
• VariaRons
in
compleRon
rates
based
on
other
course
characterisRcs
(e.g.,
course
length,
availability
of
live
chat)
were
not
staRsRcally
significant.

19. How
Massive
are
MOOCs?
(Katy
Jordon,
2013)
(N
=
220;
Median
=
18941;
Minimum
=
95;
Maximum
=
226,652).
75%
courses
in
the
<10,000
range.

20. Size
Maoers
(Katy
Jordon,
2013)

21. Length
Maoers
(Katy
Jordon,
2013)

22. Moocs
or
learners
are
getng
beoer
(Katy
Jordon,
2013)

23. DifferenRated
MOOC
ParRcipaRon
Paoerns
Blended
online
Student
Unaffiliated
Student
Blue:
-­‐
Video
lecture
Green/Red/Brown:
-­‐
Automated
assessment
Yellow:
-­‐
Discussions
Groups
Rethinking
Online
Community
in
MOOCs
Used
for
Blended
Learning
by
Michael
Caulfield,
Amy
Collier,
and
Sherif
Halawa
hop://www.educause.edu/ero/arRcle/rethinking-­‐online-­‐community-­‐moocs-­‐
used-­‐blended-­‐learning

24. Commercial
MOOC
DisrupRons
•
•
•
•
•
Intellectual
ownership?
Plauorm
ownership?
CompeRRve
and
due
process
for
partnering?
Data
Mining?
Re-­‐selling
and
mashing?
©Coursera-­‐
All
Rights
reserved

25. Is
there
a
digital
dividend
for
Students?
George
Siemens
2013

27. Myth:
UniversiRes
cannot
be
Unbundled
• Unbundling:
– provision
from
accreditaRon
– research
from
teaching
– residence
from
learning
– football
teams
from
mission
– teaching
from
tenure
Anderson,
T.,
&
McGreal,
R.
(2012).
DisrupRve
Pedagogies
and
Technologies
in
UniversiRes.
Educa'on,
Technology
and
Society,
15(4),
380-­‐389.

28. Who/What
Should
Accredit?
•
Accredit
the
Learner,
or
the
Course
not
the
InsRtuRon.
• “The
tradiRonal
accrediRng
agencies,
which
were
founded
long
ago
to
serve
the
needs
of
the
tradiRonal
insRtuRons,
are
not
well-­‐suited
to
lead
technological
and
social
innovaRons
that
are
alternaRves
to
the
tradiRonal
system”
David
Bergeron
&
Steven
Klinsky,
2013
hop://www.insidehighered.com/views/2013/10/28/essay-­‐
need-­‐new-­‐innovaRon-­‐focused-­‐accreditor#ixzz2n7Fanb00
Inside
Higher
Ed
“

29. New
Forms
of
AccrediRng
Challenge
Exams
for
Credit

30. Myth:
Classroom
Learners
outperform
online
Learners

31. Myths:
Good
Teachers
are
Good
Researchers
• A
meta-­‐analysis
of
58
studies
demonstrates
that
the
relaRonship
is
zero.
•
"instead
of
looking
for
even
more
mediators
and
moderators
....
we
should
accept
the
conclusion
that
teaching
and
research
(however
conceived)
are
unrelated
and
move
on
to
asking
how
we
can
enhance
this
relaRon"
p.
632
Hate,
J.,
&
Marsh,
H.
W.
(1996).
The
relaRonship
between
research
and
teaching:
A
meta-­‐analysis.
Review
of
Educa'onal
Research,
66(4),
507-­‐542.

32. Big
Data:
Savior
or
Just
Scary?

33. Big
Data
&EducaRon
1) Technology:
maximizing
computaRon
power
and
algorithmic
accuracy
to
gather,
analyze,
link,
and
compare
large
data
sets.
2)
Analysis:
drawing
on
large
data
sets
to
idenRfy
paoerns
in
order
to
make
economic,
social,
technical,
and
legal
claims
and
design
intervenRons.
3)
Mythology:
the
widespread
belief
that
large
data
sets
offer
a
higher
form
of
intelligence
and
knowledge
that
can
generate
insights
that
were
previously
impossible,
with
the
aura
of
truth,
objecRvity,
and
accuracy.
Boyd,
d.
&
Crawford,
K.
(2013)
.
CriRcal
QuesRons
for
Big
Data:
ProvocaRons
for
a
Cultural,
Technological,
and
Scholarly
Phenomenon

34. The
dialecRc
of
surveillance
and
recogniRon-­‐
Boellstorff,
T.
(2013)
• “if
a
surveillance
program
produces
informaRon
of
value,
it
legiRmizes
it...
.
In
one
step,
we’ve
managed
to
jusRfy
the
operaRon
of
the
PanopRcon.”
Michel
Foucault:

35. • MOOCs
just
one
component
of
Open
Scholarship
Open
PublicaRon
Open
Data
Open
Science
Open
Texts
Open
EducaRonal
Resources
Open
Review
Weller,
M.
(2103)
The
baole
for
open
-­‐
a
perspecRve.
JIME

36. Why
get
Involved
in
Open
Scholarship
&
MOOCs?
• Public
service
in
a
Rme
of
public
distrust
and
weakening
support
• PromoRons,
branding
• TesRng
of
more
cost
and
learning
effecRve
models
• TesRng
of
flipped
classroom
model
• “first
one
free”
markeRng
• Good
scholarship
is
open
scholarship

37. • John
Dewey
“Consider
the
history
of
any
significant
invenRon
or
discovery,
and
you
will
find
a
period
when
there
was
enough
knowledge
to
make
a
new
mode
of
acRon
or
observaRon
possible
but
no
definite
informaRon
or
instrucRon
as
to
how
to
make
it
actual.
(EducaRon
as
Engineering,
1922,
p.
3)

38. Conclusion
• “We
think
there’s
as
much
opportunity
as
threat.
If
universiRes
and
governments
take
up
these
opportuniRes
there
could
be
a
golden
age
ahead.
The
big
dangers
are
complacency,
Rmidity
and
risk
aversion.”
(Michael
Barber
advisor
to
Pearson
Publishing
in
Warrell,
2013).
• Or
are
MOOCs
part
of
the
Neo-­‐
liberal
aoack
on
higher
educaRon??

39. Your comments and questions most
welcomed!
Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org
Skype: @terguy