Archive for category MOOCs
MOOCs: What the Open University research tells us recommends priority areas for activity in relation to massive open online courses (MOOCs). It does this by bringing together all The Open University’s published research work in this area from the launch of the first MOOC in 2008 until February 2016.
The report provides brief summaries of, and links to, all publications stored in the university’s Open Research Online (ORO) repository that use the word ‘MOOC’ in their title or abstract. Full references for all studies are provided in the bibliography.
Studies are divided thematically, and the report contains sections on the pedagogy of MOOCs, MOOCs and open education, MOOC retention and motivation, working together in MOOCs, MOOC assessment, accessibility, privacy and ethics, quality and other areas of MOOC research.
The report identifies ten priority areas for future work:
- Influence the direction of open education globally
- Develop and accredit learning journeys
- Extend the relationship between learners and the university
- Make effective use of learning design
- Make use of effective distance learning pedagogies
- Widen participation
- Offer well-designed assessment
- Pay attention to quality assurance
- Pay attention to privacy and ethics
- Expand the benefits of learning from MOOCs
Next stop after the LAK conference was Kuala Lumpur in Malaysia. There I took part in an expert workshop from 2-3 May 2016, organised by the Commonwealth of Learning, developing guidelines for the quality assurance and accreditation of massive open online courses.
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality.
Australia: Adam Brimo
Japan: Paul Kawachi
New Zealand: Nina Hood
New paper out in the Journal of Learning Analytics Research, building on our previous papers dealing with how learners engage with MOOCs.
Massive open online courses (MOOCs) are being used across the world to provide millions of learners with access to education. Many who begin these courses complete them successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. Subsequent studies on the FutureLearn platform, which is underpinned by social-constructivist pedagogy, indicate that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy and learning design. This paper reports on two of these studies of learner engagement with FutureLearn courses. Study One first tries, not wholly successfully, to replicate the findings of the Coursera study in a new context. It then uses the same methodological approach to identify patterns of learner engagement on the FutureLearn platform, and indicates how these patterns are influenced by pedagogy and elements of learning design. Study Two investigates whether these patterns of engagement are stable on subsequent presentations of the same courses. Two patterns are found consistently in this and other work: samplers who visit briefly, and completers who fully engage with the course. The paper concludes by exploring the implications for both research and practice.
Ferguson, Rebecca, & Clow, Doug. (2016). Consistent commitment: patterns of engagement across time in massive open online courses (MOOCs). Journal of Learning Analytics, 2(3), 63-88.
The morning was taken up with short pecha kucha sessions on MOOC research, and the afternoon included three talks on the ethics of MOOCs, from Mike Sharples (FutureLearn and The open University), Jocelyn Wishart (University of Bristol) and me. Although we hadn’t coordinated our talks in advance, we managed to focus on different areas. Mike talked about the current FutureLearn approach, Jocelyn drew parallels with the ethics of mobile learning, and I drew on the work on learning analytics that is being carried out by the community (most notably by Sharon Slade and Paul Prinsloo).
Doug Clow and I took a new approach to presenting at ECTEL 2015. Our paper Moving through MOOCS: pedagogy, learning design and patterns of engagement was jointly authored with researchers from Edinburgh, Leeds and Birmingham. It combined a number of studies, involving cluster analysis of different MOOCs. An enormous amount of information to cram into a 20-minute talk.
So we produced two sets of slides. The first, available on my Slideshare account, takes viewers through the paper in detail. The MOOCs, the methods, the clusters. The second, available on Doug’s account, focuses on a simpler message – that massive open online courses vary enormously in pedagogy and in learning design. Before making grandiose claims for generalisability, we need to check whether our findings really apply widely – or if they actually only apply to MOOCs on our platform or in our subject area, or within our university. While almost all the people in our audience had visited at least one MOOC, the majority had not visited more than one MOOC platform.
You can investigate our research further, taking the detailed route via one presentation, or the route with a simpler message and better pictures via the other, or the complex but clearly mapped route by reading the paper. Or, if you have the energy, you can explore a combination of routes and find out which works best for you.
Of course, this isn’t a fair test. The presentations aren’t offered in the same way and in the same place. Nevertheless, Doug and I will be looking at the stats for each of them, and making anecdotal use of those figures for some time – so choose your route wisely.
As I type, one of the Slideshares has 636 views, 5 likes, 5 downloads, 5 LinkedIn shares, 1 Facebook share and 24 Tweets.
The other has 571 views, 3 likes, 0 downloads, 0 shares on LinkedIn or Facebook and 25 Tweets.
The paper, following the link above, has 99 downloads and 2 Tweets
I was invited to lead a workshop at the ‘Design and deliver your own MOOC’ summer school run on Ischia, Italy, by the European Multiple MOOC Aggregator (EMMA) project from 6-10 July 2015. The summer school was organised jointly with JTEL, and the workshop was attended by people from both projects.
Workshop description: This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn [www.futurelearn.com] and explored the platform for a short time in advance of the workshop.
Intriguingly, my presentation (slides above) was immediately very popular on Slideshare, taking only eight days to become my most-viewed presentation ever – far outstripping a presentation with exactly the same title that I posted a few months ago, as well as my other presentations that have steadily been building up views over the past seven years.
The 36th annual CALRG conference took place from 15 to 17 June 2015 at The Open University. This year, we began the programme with a day for doctoral student work associated with the FutureLearn Academic Network (FLAN). The keynote address, An Ecology for eLearning: MOOCs, Minnows and Monsters, was given by long-time CALRG member Professor Sir Tim O’Shea, Principal, University of Edinburgh.
- Bronwen Swinnerton, University of Leeds. Can demographic information predict MOOC learner outcomes?
- Srecko Joksimovic, University of Edinburgh. MOOCdb – developing data standards for MOOCs
- Vitomir Kovanovic, University of Edinburgh. Inquiry-based learning and MOOCs: challenges and opportunities
- Katy Jordan, The Open University. Trends in MOOC completion rates
- Inge de Waard, The Open University. Self directed learning dynamics in FutureLearn courses: towards a framework
- Janesh Sanzgiri, The Open University. MOOCs for development? A study of Indian Learners in massive open online courses
- Hannah Gore, The Open University. Engagement of informal learners undertaking open online courses and the impact of design
- Tina Papathoma, The Open University. Exploring learners’ motivations on assessment in a massive open online course