MOOCs and Learning Sciences: Where we have been. Where we are going.


The Presentation inside:

Slide 0

MOOCs and Learning Sciences: Where we have been. Where we are going. George Siemens Scandinavian MOOC Conference Stockholm, Sweden June 12, 2015


Slide 1

Where we started What happened What we should have done Where we are going


Slide 2

Where we started What happened What we should have done Where we are going


Slide 3

UNESCO, 2013


Slide 4


Slide 5


Slide 6


Slide 7


Slide 8

Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup.


Slide 9

http://edutechnica.com/moocmap/


Slide 10


Slide 11

MOOCs 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


Slide 12

Where we started What happened What we should have done Where we are going


Slide 13

We have a lousy product


Slide 14


Slide 15


Slide 16

Kovanovic, V., Joksimovic, S., Gasevic, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.


Slide 17

Kovanovic, V., Joksimovic, S., Gasevic, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.


Slide 18

Kovanovic, V., Joksimovic, S., Gasevic, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.


Slide 19

Where we started What happened What we should have done Where we are going


Slide 20

http://linkresearchlab.org/dlrn/


Slide 21

Phase 1 Stats 266 total submissions 37 countries represented Top countries: USA Canada China UK Spain Australia


Slide 22

Phase 2 Stats 78 total submissions 15 countries represented Top Countries: USA Canada UK China Australia http://www.moocresearch.com


Slide 23

Final selection MOOC platforms represented: Coursera: 12 edX: 4 Multiple: 5 Non-Major: 6 Countries: 4 (USA, Canada, UK, Australia) Institutions: ~28


Slide 24

Phase 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).


Slide 25

Engagement 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).


Slide 26

Additional 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/


Slide 27

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).


Slide 28


Slide 29

Where we started What happened What we should have done Where we are going


Slide 30


Slide 31


Slide 32


Slide 33

What is being ignored is the development of a new learning ecology. Serving an audience that higher education has ignored to date


Slide 34

This system is being unbundled & rebundled, creating new power and influence structures


Slide 35


Slide 36

Parallel developing partners: Adaptive and personalized learning


Slide 37

Framework 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


Slide 38

In: Siemens, Gasevic, & Dawson (eds), 2015


Slide 39

In: Siemens, Gasevic, & Dawson (eds), 2015


Slide 40

“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


Slide 41

Student 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


Slide 42

Ho, 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


Slide 43

Granularization of assessment Cracking the credit hour (New America Foundation) Badges (Mozilla & others) http://newamerica.net/publications/policy/cracking_the_credit_hour http://openbadges.org/


Slide 44

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


Slide 45


Slide 46

Certificates Fastest growing form of credentialing (800% increase in 30 years) Industry-facing Carnevale, Rose, Hanson 2012


Slide 47

Competencies 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


Slide 48

Knowledge in pieces diSessa, 1993


Slide 49


Slide 50

“The world is one big data problem” Gilad Elbaz


Slide 51


Slide 52


Slide 53


Slide 54


Slide 55

Preparation for future technology use is a mindset shift : experimental, acceptance of ambiguity, recognition of complexity, participatory pedagogy, flexible control points


×

HTML:





Ссылка: