Archive for category Open online learning
Just back from a couple of trips to Luxembourg, where I was one of the team carrying out final reviews for the Lea’s Box and Eco projects. This was my third year reviewing Lea’s Box, but I only joined the Eco team for their final review.
Lea’s Box was ‘a 3-year research and development project (running from March 2014 to [January] 2016) funded by the European Commission. The project focussed on (a) making educational assessment and appraisal more goal-oriented, proactive, and beneficial for students, and (b) on enabling formative support of teachers and other educational stakeholders on a solid basis of a wide range of information about learners.’
Eco was ‘a European project based on Open Educational Resources (OER) that gives free access to a list of MOOC (Massive Open Online Courses) in 6 languages […] The main goal of this project is to broaden access to education and to improve the quality and cost-effectiveness of teaching and learning in Europe.’
On 27 January, I travelled to Pompeu Fabra university in Barcelona for a meeting of the FutureLearn Academic Network (FLAN) on The Educator Experience. This was the first FLAN meeting to take place outside the UK and it was held at UPF’s Poblenou Campus. The event was organised by CLIK (Center for Learning, Innovation and Knowledge) and the members of the Educational Technologies section within the Interactive Technologies Research Group of UPF.
During the meeting, FutureLearn partners reflected on the impact and research possibilities of MOOC in the field of education. Sir Timothy O’Shea, Principal and Vice-Chancellor of the University of Edinburgh, gave the keynote speech, describing Edinburgh’s developing MOOC strategy, including the production of 64 online master’s courses.
I talked about our recent report MOOCs; What the Research of FutureLearn’s UK Partners Tells Us
If you have access to the FutureLearn Partners’ blog, a video of the meeting and summary notes of the sessions are available.
Our latest quality enhancement report, MOOCs; What the Research of FutureLearn’s UK Partners Tells Us came out in late January 2017. The rport was co-authored with Tim Coughlan, Christothea Herodotou and Eileen Scanlon. It follows an earlier report on what MOOC research from The Open University tells us.
The report provides brief summaries of, and links to, all accessible publications stored in the repositories of FutureLearn’s UK academic partners that deal with research on MOOCs. Where these publications made recommendations that could be taken up, these recommendations are highlighted within the report. Full references for all studies are provided in the bibliography.
Studies are divided thematically, and the report contains sections on MOOCs as a field, pedagogy and teaching, accessibility, retention, motivation and engagement, assessment and accreditation, study skills, MOOCs around the world, and sustainability.
The report contains 59 recommendations that have emerged from the publications and each of these is linked to the research study that generated it.
MOOC priority areas
1. Develop a strategic approach to learning at scale.
2. Develop appropriate pedagogy for learning at scale.
3. Identify and share effective learning designs.
4. Support discussion more effectively.
5. Clarify learner expectations.
6. Develop educator teams.
7. Widen access.
8. Develop new approaches to assessment and accreditation.
‘Developing a strategic approach to MOOCs’ uses the work carried out at these universities to identify nine priority areas for MOOC research and how these can be developed in the future:
I was one of the editors of a special issue of the Journal of Interactive Media in Education (JIME) on Researching MOOCs. The special issue draws on the work of the FutureLearn Academic Network (FLAN), which is made up of academics st universities that are FutureLearn partners.
The special issue contains five papers.
The book MOOCS and Open Education Around the World, to which I contributed a chapter, has been very successful. Most recently, it won a DDL Distance Education Book Award. This award is presented in recognition of a print or digital book published within the last three years that describes important theoretical or practical aspects of distance education that can help others involved in distance education or those researching an important aspect of distance education. The primary focus of the book must be directly related to distance education.
AECT Division of Distance Learning (DDL) Distance Education Book Award. 2016 – First Place. MOOCs and Open Education around the World, Editors: Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves and Thomas H. Reynolds. NY: Routledge. Presented at the 2016 Conference of the Association for Educational Technology and Communications, Las Vegas.
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