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MIND to MOOCs Seminar

Ulf-Daniel Ehlers

Comment 1

Post-Secondary Education• Vocational Education and Training• Higher Education• Lifelong Learning• Formal• Informal

Comment 2

What happens if you open the cages?

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Use of MOOCs

Create learning opportunitites for

individuals: LLL

Contribute to degrees/

qualifications

Complement institutional

learning scenarios

Combine learning to open

currciualy

Recognition

Assessment

Scenario 1

Scenario 2

Scenario 3

Scenario 4

3 Characteristics- Pleasure- Self-Development- Skill-Upgrade

- Legislation- Validation (tech.)- Validation (org.) - Flexibilisation

- Example: Edinburgh MOOCs

The MOOC Quality Project

12 weeks, 12 experts, 12 posts, 15.000 Readers, >150 comments m

ooc.e

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1. Massive Target Audience? • Change from „no target audience“-

thinking to having one in mind, even if it is wide. Take into acount new participation profiles.

MOOC

Lurkers

Passive participants

Active participants

Drop-ins

HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available:

http://mfeldstein.com/the-four-student-archetypes-emerging-in-moocs/

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2. Mixing Groups?

• Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed)

• Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree.

http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg

3. Learning Across Contexts

• Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because MOOCs mean learning across contexts and purposes.

• Quality measures become individualized, quality methods like self- & peer-assessment and –reflection are suitable.http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg

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4. Support Self-Organization• Be open about your requirements of

self-organization, provide scaffolding for those who lack that self-organization.

http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg

5. Declare What‘s in it!

1. the degree of openness, 2. the scale of participation

(massification), 3. the amount of use of multimedia, 4. the amount of communication, 5. the extent to which collaboration

is included, 6. the type of learner pathway (from

learner centered to teacher-centered and highly structured),

1. the level of quality assurance,

2. the extent to which reflection is encouraged,

3. the level of assessment, 4. how informal or formal it

is, 5. autonomy, 6. and diversity.

Be precise about the content and purpose of the MOOC (self-declaration) and keep promises! (Use a MOOC description model)

(Conole 2013)

6. Peer-to-Peer Pedagogy• Use peer-to-peer pedagogy: peer-

learning, peer-review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learning

• Understand that teaching is not a prerequsite of learning.

http://www.naset.org/uploads/pics/choice.gif

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7. MOOCs Support Choice Based Learning

• Get away from – the notion that „ending a MOOC early“ means

dropping out – looking at MOOCs like (structured, paced,

timebound) courses

• Be aware that MOOC learning is an opt-in/out learning model

• MOOCs follow voluntary sequencing and are based on choices. The choices they offer make their attractiveness.

http://www.naset.org/uploads/pics/choice.gif

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