This is an amazing piece of film that started the off today by David Kernohan. Totally
punctures the hype in education with everything that has been declared "a game changer."
Send this out! This is one of the most important take-aways from Open Ed 13.
And no, I did not think he was coming back when he left the room - I am just that thick :-)
I am so glad he came back and answered questions.
Showing posts with label opened13. Show all posts
Showing posts with label opened13. Show all posts
Thursday, November 07, 2013
Open Ed 13: Hacking the Syllabus in Saskatchewan
 |
| Official seal of Saskatoon |
The process for converting a class to an open textbook class is to look at the course outcomes, see how the current textbook aligns with the outcomes and then either finding an open textbook that meets those outcomes or customising an open textbook with other open education resources to meet them. Sometimes this process starts with "what is a course outcome?"
Wouldn't it be great if this student does not have to play Sherlock Holmes and basically build his own textbook? A third thought would be - someone should keep an eye on that student, he will make a great teacher or instructional designer one day!
Jordan, here is that picture of the moose in Saskatoon.
Open Ed 13: How to Make It Work for Faculty: A study of how Washington Community and Technical Colleges Use Oer
Boyoung Chae and Connie Broughton discuss the Open Course Library for Washington State's
Community and Technical Colleges.
"While new open educational resources are being continuously created, little data exists on how faculty in higher education actually use and perceive open educational resources, and more importantly what types of support faculty need to help them implement the open educational resources. After developing the Open Course Library, Washington State Board for Community and Technical Colleges (SBCTC) conducted a study of how faculty at the 34 system colleges use OER. The purpose of the study is to investigate
Based on the data collected from survey, and the consensus from the qualitative Delphi study, we created a conceptual framework that informs faculty's needs, use, expectations, and most importantly the types of support in using open educational resources.
This study will provide a roadmap for anyone who organizes the future professional development plan for open educational movement in higher education. It will remind the audiences of the most crucial aspect of building and promoting open educational resources: how to make it work for faculty."
Conducted a state-wide survey of WA community and technical college teachers, they got 730 responses and will follow up with phone interviews.
83% of the faculty had heard of OER, and follow up questions showed that they understood what OER actually were. 67% previously searched for OER for their classes. 60% had used OER in their teaching practice.
Reasons for not adopting
Community and Technical Colleges.
"While new open educational resources are being continuously created, little data exists on how faculty in higher education actually use and perceive open educational resources, and more importantly what types of support faculty need to help them implement the open educational resources. After developing the Open Course Library, Washington State Board for Community and Technical Colleges (SBCTC) conducted a study of how faculty at the 34 system colleges use OER. The purpose of the study is to investigate
- how and to what extent open educational resources are being used in the college classroom,
- how faculty perceive open educational resources,
- what type of support is needed to help faculty embrace the open educational resources.
Based on the data collected from survey, and the consensus from the qualitative Delphi study, we created a conceptual framework that informs faculty's needs, use, expectations, and most importantly the types of support in using open educational resources.
This study will provide a roadmap for anyone who organizes the future professional development plan for open educational movement in higher education. It will remind the audiences of the most crucial aspect of building and promoting open educational resources: how to make it work for faculty."
Conducted a state-wide survey of WA community and technical college teachers, they got 730 responses and will follow up with phone interviews.
83% of the faculty had heard of OER, and follow up questions showed that they understood what OER actually were. 67% previously searched for OER for their classes. 60% had used OER in their teaching practice.
Reasons for not adopting
- Hard to find appropriate resources
- No quality materials available
Open Ed 13: A Red Hat for OER: Lumen's Journey
Kim Thanos and David Wiley talk about their business, Lumen Learning.
"After a decade and $100M US in foundation funding, an incredible amount of high quality open educational resources exist which are only rarely used in formal settings. The situation feels very much like it did with open source software a decade ago. At the turn of the century, almost everyone had heard of open source and was interested in potentially saving money and improving the stability and quality of their technology offerings, but very few institutions had either the bravery or the capacity to run systems for which there was no formal training and no technical support. Red Hat stepped into this vast pool of curiosity and caution with training, technical support, and other services that put adopting Linux within the reach of a normal institution.
Lumen is trying to do exactly same thing – step into the deep pool of curiosity and caution around open educational resources with the faculty training, academic leadership consulting, technical and pedagogical support, learning analytics services, and other pieces necessary to put adopting OER within reach of a normal institution. In the past year we've worked with dozens of secondary and post-secondary institutions and learned many - sometimes painful - lessons.
In this presentation we'll review our first year of lessons learned, including what works, what not to do, and how our business model has evolved over our first year."
Their 90/10 goal is to lower the cost by 90% and increase success by 10%. Success = C or better.
The OER are free but they charge for their time to come in and support the OER roll-out.
60% of students do not purchase a textbook at one time because of cost.
23% never buy textbooks.
Lumen wants 100% of the students to have access to free, digital materials from day one. They decided to go with .com like Flatworld Knowledge. It is a company because "their is not enough diversity" in the OER landscape. Their model is like MoodleRooms or rSmart. This is the "sustainability" question.
Candela OER Services from Open Learning provide training, best practices for implementation, online and phone support, analytics, LMS integration, long term access to course data. Providing services to help institutions adopt and implement.
Courses
Per course 2000k
"After a decade and $100M US in foundation funding, an incredible amount of high quality open educational resources exist which are only rarely used in formal settings. The situation feels very much like it did with open source software a decade ago. At the turn of the century, almost everyone had heard of open source and was interested in potentially saving money and improving the stability and quality of their technology offerings, but very few institutions had either the bravery or the capacity to run systems for which there was no formal training and no technical support. Red Hat stepped into this vast pool of curiosity and caution with training, technical support, and other services that put adopting Linux within the reach of a normal institution.
Lumen is trying to do exactly same thing – step into the deep pool of curiosity and caution around open educational resources with the faculty training, academic leadership consulting, technical and pedagogical support, learning analytics services, and other pieces necessary to put adopting OER within reach of a normal institution. In the past year we've worked with dozens of secondary and post-secondary institutions and learned many - sometimes painful - lessons.
In this presentation we'll review our first year of lessons learned, including what works, what not to do, and how our business model has evolved over our first year."
Their 90/10 goal is to lower the cost by 90% and increase success by 10%. Success = C or better.
The OER are free but they charge for their time to come in and support the OER roll-out.
60% of students do not purchase a textbook at one time because of cost.
23% never buy textbooks.
Lumen wants 100% of the students to have access to free, digital materials from day one. They decided to go with .com like Flatworld Knowledge. It is a company because "their is not enough diversity" in the OER landscape. Their model is like MoodleRooms or rSmart. This is the "sustainability" question.
Candela OER Services from Open Learning provide training, best practices for implementation, online and phone support, analytics, LMS integration, long term access to course data. Providing services to help institutions adopt and implement.
Courses
- Full math sequence
- Full dev ed
- Gen Ed and Business
- 65 highest enrolled courses in Gen Ed and business
- Transition from studetn budget to institutional budget
- Our absolutes, no pay wall, no raping and pillaging
- Our preferences - one time services as needed, but focus on sustained, supported improvements
- What is the right bundle?er enrollment? Per course? Per bundle?
Per course 2000k
Assessment and Accreditation of Learners using OER
 |
| Photo of Athabasca University (Photo credit: Wikipedia) |
"This paper examines existing and potential scalable approaches to formal assessment and accreditation to digital learning, comparing and contrasting such uses with more traditional approaches. Unbundling of services, so that assessment & accreditation are separate from teaching and support, makes OER much easier to implement and build upon. There is little requirement for physical space, so it can grow in a similar fashion as that of many Internet platforms. This of course makes OER much more scalable than physical institutions can compete with. While international or even national accreditation & assessment services are not currently widespread or easily accessible, developing a robust system that can service thousands or even hundreds of thousands of students could change the dynamic of access to post-secondary education. All of the technology is already available, such as payment systems, content management systems, and exam taking.
Lessons learned so far from key initiatives in this area are discussed, proposing tentative guidance for policy makers and various stakeholder groups in this area.
Currently, the greatest potential and demand for OER:
- is in non-OECD countries;
- at non-traditional institutions;
- at institutions with PLAR models in place.
As for the types of assessment methods that would most likely be used in the future recognition of prior learning via portfolio assessment and course-based portfolios were both considered appropriate, as well as automated online assessments.
The greatest barriers to participation in open assessment and accreditation practices identified were the lack of availability of committed staff members to support such activities, and the potential costs of redeveloping courses as open educational resources. Lack of support for OER-based courses from senior management was a significantly greater concern for participants from traditional education institutions than for those from institutions with open policies, and was perceived to be a more significant barrier within public than private institutions. These findings suggest that institutions that already have policies that support open assessment and accreditation practices will be able to easily align the implementation of collaborative OER courses with existing policies and processes.
The key institutional success factors for the provision of open assessment and accreditation services appear to be a strong support base within institutions ? both in terms of leadership and resources, and an existing culture of openness, including policies and practices around the creation and use of OERs, as well as policies that enable either open access or recognition of prior learning via credit transfer or PLAR. Institutions that are already characterized by these features are likely to be best placed for the implementation of assessment and accreditation of OER-based learning, and could provide models for other organizations"
Creating an OER University with 30 partnering colleges.
Coursera owns what is in your head - you cannot use what you learned in Coursera to get accreditation elsewhere. Up until Coursera, we always owned what was in our heads.
OERU will give recognition for prior learning and challenge for credit.
They also do credit transfer. North America uses the three credit system. They use the bologna Process in Europe. It is problematic in most jurisdictions. Standards are lacking and the process is labor intensive.
Barriers
Fear of change - the only ones not afraid of change are wet babies
Fear of losing students and therefore teaching jobs
Copyright issues
Concerns over work load
Conflicts with commercial publishers and SIGs
Lack of committed faculty
The Paris Declaration on OERs has helped in Canada. The US has been leading in open research.
There is too much duplication in the OER movement. Stop talking about developing courses, start talking about reusing and adapting.
Educators are afraid of the cost but the cost to continue as we are is more expensive.
OER Benefits
A culture of openness
We need to find ways to accredit OER learners and not leave it to the status quo.
Athabasca University had to create a "bear and cougar awareness" class because they needed it.
Global Open Textbook Projects: Pathways to Adoption
 |
| Open Textbook bill (Photo credit: opensourceway) |
They have seven speakers and three minutes each!
Producing 40 open textbooks in BC - they have done a lot of work on adoptions
4 workshops - on basic Open textoboks
Month long workshops - visited faculty - 15 meetings in departments and met with student groups and college administrators. Working with Libraries as well.
They created an advisory committee.
They have worked wiht communications to do pressreleases
Cable Green of Creative Commons will discuss how open policies, like those in British Columbia and California, are ensuring publicly funded resources are openly licensed. He will describe the global opportunity for governments and projects to collaborate to maximize the quality and quantity of OER.
David Harris, Editor in Chief, for OpenStax College will introduce the lessons learned from OpenStax College. OpenStax College has a rapidly growing adoption base of more than 175 institutions. David will discuss the strategies required for taking OER into the mainstream and the emerging interest in localized OER content.
Creating an ecosystem model - partnering with other groups to provide supplementary content.
Built an extensive database of faculty for communication and adoption
They go to tradeshows, conferences, etc.
Using social networks - faulty testimonials
Earned media - public relations through papers and magazines
Fear motivates but hope sells
Megan Beckett, Content Coordinator for Open Textbooks at Siyavula Education, will discuss their unique position as the South African government has printed the Siyavula textbooks for the whole country, thus jump starting the adoption of open textbooks in the K-12 sector. Megan will also discuss some ideas about engaging the community in the development of open textbooks which in turn feeds back into their adoption and widespread use.
Content creation in South Africa
The textbooks are collaboratively authored and backed by the government. 10 copies of their resources in SA. For some, this will be the first textbooks they will have ever seen. All the textbooks are mobile friendly and available online.Also available in print.
David Ernst, Chief Information Officer, College of Education and Human Development, and Executive Director of the Open Academics project at the University of Minnesota, will discuss common barriers to open textbook adoption by faculty and how the Open Academics project is working to help overcome those barriers.
Faculty often do not understand th cost of textbooks, the nature of the problem. They created engagement strategies - I need to contact him about these efforts. Created a repository.
Ethan Senack of the Student Public Interest Research Groups will discuss how students and other members of the campus community can drive OER adoption and advocacy through grassroots efforts.
Training student activists on campuses with the open textbook tool kit
Hold events to attract attention to the issue
Bring student testimonials to administrators
Connie Broughton of the Washington Open Course Library will discuss the project recently completed in which 81 open courses were created, including many open textbooks. She will detail their efforts to increase and track adoption during the creation of the resources and following the completion of that phase of the project."
Money from Gates and Legislature - hired faculty, instructional designers, and librarians. The outcomes were to produce course materials for $30 or less. They spent $1.5 mil and saved $5.5 mil.
They started a two week online course for finding open resources. Running surveys on faculty barriers to adoption. All CC by.
Open Ed 13: OER and Solving th Textbook Crisis
 |
| Textbook Stack (Photo credit: greenasian) |
Open textbooks and OER offer a compelling and common-sense solution to these challenges, and for the last six years, the Student PIRGs and other advocacy groups have worked to win support for OER through this lens.
The potential is huge: With today's rapidly changing student preferences, open textbooks could revolutionize the way textbooks are bought and sold - the full text is offered free online, low-cost hard copies can be sold in the bookstore, and a wide range of print and digital formats are available online. This virtually eliminates affordability concerns while enabling all students to have unfettered access to the text starting the first day of the course.
This session will provide a campaign update from the front lines of the textbook affordability front, focusing on how much progress OER has made as a solution. This will include the latest developments in the public debate around textbook costs, new research quantifying OER savings, analysis of how the publishers are responding, and specific recommendations for how audience members can join or further the cause."
Nicole Allen, OER Program Director, SPARC
nicole@sparc.arl.org
@txtbks
http://sparc.arl.org/issues/oer/join
I am excited to be at this presentation because when I first got involved with open textbooks and when Nicole worked for PIRGs I would call her up and ask LOTS of questions. She is an extremely helpful person.
SPARC is promoting open access to scholarly research but they are interested open textbooks as well.
The Problem
Student loan debt tops a trillion dollars. Default rates rise for the sixth year in a row. Students often run out of financial aide before
Average student budget for books is $1200 a year. for some students, this is the difference between going to school and dropping out.
Textbook prices are up 82% - 3 x the rate of inflation. It is an 8.8 billion $ market. A broken market model - the professor chooses for the student and companies set the price.
The most popular calculus textbook from Cengage is $250. The digital version of an Economics textbook is $144 and you only get it for 189 days. The printed textbook comes with a passcode that expires - this eliminates the used book market.
Rentals can save 61%
As prices continue to rise, the cheaper alternatives are also becoming expensive.
1 out of 3 students are using pirated textbooks online.
2 in 5 share textbooks, 7 in 10 undergrads forgoe bying a textbook because of cost.
Open Textbooks
The savings are about 80%
Studies show that use of open textbooks are correlated with higher grades and retention rates.
What Needs to Happen
Textbooks need to be improved.
More support for adoption and more awareness.
Policy
Resources to fund development
Open licensing for grants as a requirement.
FDHA Policy (2004) is a great example of a college policy.
Campus Advocacy
Students need to be engaged
Libraries - SPARC is a library membership inst.
Faculty and administrators
Student PIRGs has created a faculty awareness toolkit.
University of Mass, Amherst Libraries have saved $750,000 in two years through their work on OER.
U of Minn has created an open textbook catalog and is creating a review process.
Open ed 13: David Kernohan
He showed a film that discussed the problems that occur when we turn education over to business leaders who have no expertise in education. The current xMOOC model comes out of this.
The video is posted here:http://followersoftheapocalyp.se/opened13/
Open Ed 13: Audrey Waters
"Audrey Watters is a journalist, a high school dropout, and a PhD dropout
– though she did complete a Master’s degree in Folklore. As a
freelancer writing about educational technology, her stories have
appeared on NPR/KQED’s MindShift blog, in O’Reilly Radar, on Inside
Higher Ed, in The School Library Journal, on ReadWriteWeb, and in the
Edutopia blog."
The Education Apocalypse
She said she was intimidated by following Gardner Campbell but felt that the bar was set lower by one of yesterday's presenters who never mentioned open education.
She opened with a quote from Yeats' "The Second Coming."
One of the dominate narratives of the education narrative is that we are in the End Times. She also quotes REM. She then discussed a televangelist's predictions of Judgement Day. It was a successful marketing campaign but not a good prediction.
She compared Kurzweil's vision of uploading our brains into computers with these visions and then referred to it as the "Rapture of the Nerds." (The Singularity=Rapture).
The End Times mythology permeates the discussions of education.
The founder of the Udacily predicts that there will only be 10 universites in the future.
The notion of "Disruptive Innovation" is also an apocalyptic myth. It is a truth, a sacred story that is unassailably true. "The Innovators Dilemma" is a sacred text. Everything gets labeled a disruptive innovation. Unexamined millenialism. The tech industry is a self-annointed disrupter.
The death of print, the web, the university, etc. We here this narrative in religious stories - there is the predictions of doom, end times, the destruction, then the heaven on earth.
The year 2000 had the apolcalypic myth of t Y2K bug. The year 2000 was a big year for End Times thining. If we believe that the world is about to end, how do we plan for education? Google's engineer believes in an apocalyptic vision of the Singularity. Others believe in Disruptive innovation.
Eschatology in computer error messages.
Harvard Business School's Clayton Christiansen discusses the "Church of New Finanace" - the high priests are the Business Professors like him. He gives an apocalyptic vision - education is doomed in public universities, private universities will be the salvation. It is inevitable - brick and mortar schools will be gone. He gives particular dates. It is about how to change business practices not how to change learning.
This is a move towards for-profit schools.
Why are we accepting these stories on faith? Why are we listening to these stories of education doom and salvation in the hands of tech and business instead of people?
[I think we believe gospels of Harvard Business School because we are a culture that values prestigious credentials rather than critical thinking.]
The Education Apocalypse
She said she was intimidated by following Gardner Campbell but felt that the bar was set lower by one of yesterday's presenters who never mentioned open education.
She opened with a quote from Yeats' "The Second Coming."
One of the dominate narratives of the education narrative is that we are in the End Times. She also quotes REM. She then discussed a televangelist's predictions of Judgement Day. It was a successful marketing campaign but not a good prediction.
She compared Kurzweil's vision of uploading our brains into computers with these visions and then referred to it as the "Rapture of the Nerds." (The Singularity=Rapture).
The End Times mythology permeates the discussions of education.
The founder of the Udacily predicts that there will only be 10 universites in the future.
The notion of "Disruptive Innovation" is also an apocalyptic myth. It is a truth, a sacred story that is unassailably true. "The Innovators Dilemma" is a sacred text. Everything gets labeled a disruptive innovation. Unexamined millenialism. The tech industry is a self-annointed disrupter.
The death of print, the web, the university, etc. We here this narrative in religious stories - there is the predictions of doom, end times, the destruction, then the heaven on earth.
The year 2000 had the apolcalypic myth of t Y2K bug. The year 2000 was a big year for End Times thining. If we believe that the world is about to end, how do we plan for education? Google's engineer believes in an apocalyptic vision of the Singularity. Others believe in Disruptive innovation.
Eschatology in computer error messages.
Harvard Business School's Clayton Christiansen discusses the "Church of New Finanace" - the high priests are the Business Professors like him. He gives an apocalyptic vision - education is doomed in public universities, private universities will be the salvation. It is inevitable - brick and mortar schools will be gone. He gives particular dates. It is about how to change business practices not how to change learning.
This is a move towards for-profit schools.
Why are we accepting these stories on faith? Why are we listening to these stories of education doom and salvation in the hands of tech and business instead of people?
[I think we believe gospels of Harvard Business School because we are a culture that values prestigious credentials rather than critical thinking.]
Wednesday, November 06, 2013
Open Ed 13: Emancipating Learning: a Journey to MOOCs and Beyond
"Some may think that Massive Open Online Courses (MOOCs) are a fad, but
they are raising some interesting questions about the scalability,
accessibility and quality of online learning, as well as new thoughts
about the higher education landscape. While a number of institutions
have started to offer MOOCs, many are still wondering if and how to
participate, as well as how these learning experiences relate to other
online teaching and learning plans.
Are your institutional leaders tasking you what finding out more and determining what they should do about MOOCs? Are you wondering if and how you should get started? Are you curious about what it is like to develop and facilitate a MOOC and if it's worth the effort? Whether you?ve run a MOOC or are considering running one, this participants on the panel will provide the perspective and journey of three institutions which have run one more MOOCs: Cuyahoga Community College; State University of New York; and University of Illinois Springfield; on their MOOC journey. They will share insights, best practices, pitfalls and research results.
- Cuyahoga Community College (Tri-C) recently became the first community college in the nation to launch a MOOC -- free online classes to help students of all ages, including high school students preparing for college readiness, middle-aged workers returning to college to prepare for a new career and to middle-school students working ahead at Pre-Algebra pass developmental math, also known as remedial math, before they enter college. This course was developed using an innovative design to improve student engagement. The MOOC leverages game mechanics to motivate students? progress through the course. Sandy Moses and Sasha Thackaberry will provide highlights of the design, development and delivery process, along with results of their data analysis into course activity and student performance.
- State University of New York (SUNY) is hosting an open community course on Open Educational Resources and members of the team who designed the course will discuss the collaborative project. The team includes SUNY faculty, librarians, and instructional designers from several campuses who worked on the creation of an open course on OER designed for SUNY faculty and staff. The project has been designed to build critical thinking skills needed for creating, selecting, and evaluating open educational resources in the context of the online environment
- University of Illinois Springfield held a MOOC entitled "The Emancipation Proclamation: What Came Before, How It Worked, and What Followed" in early 2013. This was the second MOOC offered by UIS, following the eduMOOC of Fall 2011. Ray Schroeder, Michele Gribbins, Carrie Levin and Emily Boles will share their experiences and lessons learned in developing and delivering the MOOCs. Discussions will range from the effectiveness of technologies and activities used in the two MOOCs to insights from students regarding their motivation for participating in the MOOCs."
Sasha Thackaberry: Their MOOC is an xMOOC. They are using Mozilla Open Badges and game mechanics - a low-risk failure factor - the students can take and retake tests. MOOC data: 1372 enrolled, 809 participated, 147 successfully completed. Students had to complete a survey in order to get to the content. The survey gathered demographics and learning history.
Michelle Gribbens: Their second MOOC- it is on the Emancipation Proclamation. All of their problems were overcome by using Coursesites. I am interested in the Terms of Service from Blackboard which typically licenses all content. They used a lot of the Blaclboard tools in their courses. The MOOC was 8 weeks but she thinks that a 6 week MOOC would have been better. Most of the participants were over 50. sites.google.com/sites/openedmooc
opensuny.coursesites.com is an online course with a badge system.
Are your institutional leaders tasking you what finding out more and determining what they should do about MOOCs? Are you wondering if and how you should get started? Are you curious about what it is like to develop and facilitate a MOOC and if it's worth the effort? Whether you?ve run a MOOC or are considering running one, this participants on the panel will provide the perspective and journey of three institutions which have run one more MOOCs: Cuyahoga Community College; State University of New York; and University of Illinois Springfield; on their MOOC journey. They will share insights, best practices, pitfalls and research results.
- Cuyahoga Community College (Tri-C) recently became the first community college in the nation to launch a MOOC -- free online classes to help students of all ages, including high school students preparing for college readiness, middle-aged workers returning to college to prepare for a new career and to middle-school students working ahead at Pre-Algebra pass developmental math, also known as remedial math, before they enter college. This course was developed using an innovative design to improve student engagement. The MOOC leverages game mechanics to motivate students? progress through the course. Sandy Moses and Sasha Thackaberry will provide highlights of the design, development and delivery process, along with results of their data analysis into course activity and student performance.
- State University of New York (SUNY) is hosting an open community course on Open Educational Resources and members of the team who designed the course will discuss the collaborative project. The team includes SUNY faculty, librarians, and instructional designers from several campuses who worked on the creation of an open course on OER designed for SUNY faculty and staff. The project has been designed to build critical thinking skills needed for creating, selecting, and evaluating open educational resources in the context of the online environment
- University of Illinois Springfield held a MOOC entitled "The Emancipation Proclamation: What Came Before, How It Worked, and What Followed" in early 2013. This was the second MOOC offered by UIS, following the eduMOOC of Fall 2011. Ray Schroeder, Michele Gribbins, Carrie Levin and Emily Boles will share their experiences and lessons learned in developing and delivering the MOOCs. Discussions will range from the effectiveness of technologies and activities used in the two MOOCs to insights from students regarding their motivation for participating in the MOOCs."
Sasha Thackaberry: Their MOOC is an xMOOC. They are using Mozilla Open Badges and game mechanics - a low-risk failure factor - the students can take and retake tests. MOOC data: 1372 enrolled, 809 participated, 147 successfully completed. Students had to complete a survey in order to get to the content. The survey gathered demographics and learning history.
Michelle Gribbens: Their second MOOC- it is on the Emancipation Proclamation. All of their problems were overcome by using Coursesites. I am interested in the Terms of Service from Blackboard which typically licenses all content. They used a lot of the Blaclboard tools in their courses. The MOOC was 8 weeks but she thinks that a 6 week MOOC would have been better. Most of the participants were over 50. sites.google.com/sites/openedmooc
opensuny.coursesites.com is an online course with a badge system.
Open Ed 13: What Teach a MOOC? Are you crazy?
Maria Andersen talks about her experiences with MOOCs.
Twitter: @busynessgirl
Email: busynessgirl@gmail.com
"If you've ever actually taught an online course, the thought of teaching a MOOC sounds like an absolutely crazy idea. It's hard to get past the idea that you might be multiplying all your ?online student? headaches by a factor of 100 or 1000. Well, those were my first thoughts about it too. However, what I learned was that teaching a MOOC has been the purest and most fun form of teaching and learning that I?ve ever done. Teaching a MOOC is a complete paradigm shift from traditional education in terms of the design, the assessment requirements, and the diversity of students. As the manager of courses for Canvas Network, we?ve learned a lot about how to design a good online course for students who struggle with English, span all the time zones in the world, and have very different learning goals. In this talk I will share my own teaching experiences and surprises and some of these design tips from our MOOC courses."
Designing a MOOC was a good exercise in gathering and curating OERs.
Got into teaching and started working for Canvas. She taught a Social Media class. She did this while designing courses for Canvas. Post MOOC thinking: don't make me go back to a regular class.
It is hard work.
Myth: "I've already got an online course for this. i can make it a MOOC easily."
Teaching a SPOC (small private online course) is like being the head of a neighborhood community; a MOOC is like managing a city.
There is a difference in the students: level of education - MOOC students tend to already have a college degree. The deadlines have to follow the global timelines
Motivations: typical college students are hostages; MOOC students are self-motivated experienced learners.
Time commitments are different.
Students often do not have access to scholarly journals. Use open access journals.
MOOC - not for credit, large course, all open resources; resources must be provided in the class.
The teachers role is a curator to the millions of resources on the internet.
Assessments - low-stakes and another opportunity to learn. It no longer matters - the assessment should be there to drive the learning.
The activities should provide a way to engage the real world.
One assignment was to get 50 followers on Twitter. Get them to think about who they want to follow and why and then lead them to get followers. This assignment had no assessment attached to it other than the outcome of 50 followers.
Discussions are the most powerful learning tools in MOOCs.
Types of Discussions
Help Forums
Showcase Forums - Ask students to show something to the class
Conversation Forum - not all students use forums in MOOCs. Pick topics to engage people
IRL Sharing: Lessons learned
MOOC students want to spend fewer hours per week and commt to less weeks. This doesn't mean you teach a less rigorous version of the same course. It means you teach a different course. It may mean you teach three couirses.
She would go after the alumni with money - don't charge the students. "Going after remedial students is not the way to go."
http://learn.canvas.net/courses/1
Twitter: @busynessgirl
Email: busynessgirl@gmail.com
"If you've ever actually taught an online course, the thought of teaching a MOOC sounds like an absolutely crazy idea. It's hard to get past the idea that you might be multiplying all your ?online student? headaches by a factor of 100 or 1000. Well, those were my first thoughts about it too. However, what I learned was that teaching a MOOC has been the purest and most fun form of teaching and learning that I?ve ever done. Teaching a MOOC is a complete paradigm shift from traditional education in terms of the design, the assessment requirements, and the diversity of students. As the manager of courses for Canvas Network, we?ve learned a lot about how to design a good online course for students who struggle with English, span all the time zones in the world, and have very different learning goals. In this talk I will share my own teaching experiences and surprises and some of these design tips from our MOOC courses."
Designing a MOOC was a good exercise in gathering and curating OERs.
Got into teaching and started working for Canvas. She taught a Social Media class. She did this while designing courses for Canvas. Post MOOC thinking: don't make me go back to a regular class.
It is hard work.
Myth: "I've already got an online course for this. i can make it a MOOC easily."
Teaching a SPOC (small private online course) is like being the head of a neighborhood community; a MOOC is like managing a city.
There is a difference in the students: level of education - MOOC students tend to already have a college degree. The deadlines have to follow the global timelines
Motivations: typical college students are hostages; MOOC students are self-motivated experienced learners.
Time commitments are different.
Students often do not have access to scholarly journals. Use open access journals.
MOOC - not for credit, large course, all open resources; resources must be provided in the class.
The teachers role is a curator to the millions of resources on the internet.
Assessments - low-stakes and another opportunity to learn. It no longer matters - the assessment should be there to drive the learning.
The activities should provide a way to engage the real world.
One assignment was to get 50 followers on Twitter. Get them to think about who they want to follow and why and then lead them to get followers. This assignment had no assessment attached to it other than the outcome of 50 followers.
Discussions are the most powerful learning tools in MOOCs.
Types of Discussions
Help Forums
Showcase Forums - Ask students to show something to the class
Conversation Forum - not all students use forums in MOOCs. Pick topics to engage people
IRL Sharing: Lessons learned
MOOC students want to spend fewer hours per week and commt to less weeks. This doesn't mean you teach a less rigorous version of the same course. It means you teach a different course. It may mean you teach three couirses.
She would go after the alumni with money - don't charge the students. "Going after remedial students is not the way to go."
http://learn.canvas.net/courses/1
Open Ed 13: OERs Rule, MOOCs Drool: MOOCs and DistRibuted Open Online Learning
"The "wrapped MOOC" has gained attention over the past year as a way to integrate MOOCs into traditional education. This presentation will present results of interviews with practitioners of this method to show that in practice most educators are not "wrapping" the cohort experience, but are instead using the MOOC as robust OER. This trend is discussed in terms of "distributed flip" and "distributed blend" models, as well as David Wiley's joking but correct observation that MOOCs are distraction from the potential of DROOL (DistRibuted Open Online Learning). Implications include a hidden but high demand for robust, course-level OER, and the possible desirability of approaching blended learning from the online experience "backwards", as opposed to the traditional model which emphasizes the online refitting of an existing or assumed face-to-face experience."
Caulfield is from WSU Vancouver
Twitter @holden
Web; http://hapgood.us/
Examples of courseware evolution
Publisher resources, OLI (Carnegie Mellon, Stanford)
AASCU
Kaleidoscope Project
There is a history behind MOOCs - it is a progression over time.
What do MOOCs provide above and beyond what blended learning provides?
It is the global community of students going through the work at the same time.
The mythology of the xMOOC is the affordances such as 24/7 peer assistance
What does use of MOOCs for blended look like?
Amy Collier and Helen Chen held wide-ranging interviews with students and teachers.
Not Synched
They found that the local cohort was not linked to the online cohort.
They were using the MOOC purely as a digital resource.
This was because of the differences between course and institutional schedules - professors needed more flexibility in scheduling.
It is difficult for instructors to not fall behind.
Not Conversing
Students were not really using the forums of the MOOC at all.
The students looked at the forums occasionally and only sometimes posted. These students were meeting face-to-face
[It sounds like the learning was not social or truly interactive. and why would you do something that were not assessed?]
Unaffiliated students who watched 75% of the videos viewed the forums
Implications: do MOOCs Made Good Flip Materials
xMOOCs global classroom is not useful for blended learning - the students do not use the forums
The design of the course is mostly influenced by the global cohort
Problems
Data not available
Can't change schedule
Coursera is now working on decentralization.
Most instructors had gone through the MOOC before teaching it. That was a transformative experience for the teachers.
Summary
Courseware is a big part of the future of education
A growing number of options exist for materials
When used in flips, MOOCs often function primarily as content
MOOCs can be used, but think carefully about benefits and downsides of centralization
A community college teacher expressed concern over xMOOC content as content divorced from the local context. I feel the same way about most commercial textbooks.
Open Ed 13: Building an Online Course with Open Badges: a practical guide
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| My backpack (Photo credit: mathplourde) |
"You're interested in incorporating badges into your course to engage and motivate students and to track achievement against learning milestones and outcomes. You?d also like to incorporate open badge publishing. This session will help with your success by preparing you to 1) plan for a blend of badges from human recognition as well as system recognition; 2) determine what types of system recognition you can and should leverage; 3) combine peer- and instructor-determined badges; and 4) plan appropriately for publishing to the Mozilla Open Badge Backpack. This session is intended to be quick and practical, leveraging a simple approach reflective of emerging best practices for first-timers."
He recommended th work of Carla Cassili
http://carlacasilli.wordpress.com/category/badge-system-design-2/
http://carlacasilla.wordpress.com/2012/05/20
There is a badges MOOC: http://badges.coursesites.org
A simplified model - curricular and activity
Aligning competencies and learning outcomes
A badge can be issued by a teacher, activity or student
Tips
1. Team up
Work with others to get credibility and endorsements for your badging system.
2. Start with your course
Competencies and Learning/Project Milestones are good places to start
3. Create Competencies in your course
4. Leverage your LMS to manage and automate
Mozilla is recommended. They seem to be the one that is easiest to integrate. If not using Mozilla clearly articulate the descriptions and criteria
5. Check for Institutional Polices
There may be issues around institutional name and organizatyion
If there is no policy, consider yourself to be the issuer. (we should check with CEEE issuance of badges)
6. Focus on the carrot
Start with modeling behavior
Wait to make them linked to continuing to te next stage of the course
7. Combine Badges
Curricular and activity - action teacher and peer based badges
8. Delight Students with Surprises
Hidden badges for course behavior and encouraging good learning skills
9. Get Students Involved
Engage students by making them part of the process - peer review
10. Start with the Extrinsic
11. Keep it Simple
Use simple default badges
Use Creative Commons images for badge images.
He has a badge for every learning outcome.
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