Posts Tagged MOOCs
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.
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.
Postscript in September 2018: The book is now available in Chinese.
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
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.
On 28 October I ran a pre-conference workshop at the 14th European Conference on e-Learning (held at the University of Hertfordshire) on ‘Learning design and learning analytics: building the links with MOOCs’.
To give a focus to the workshop, I aimed to choose a FutureLearn MOOC on a subject that everyone would know a little about and no one would know a lot about. As it was three days after the 600th anniversary of Agincourt (a famous battle in English history that fans of Shakespeare may know of through his play, Henry V) I picked the University of Southampton’s MOOC on the subject, ‘Agincourt 1415: Myth and Reality’.
I had reckoned without the international scope of the ECEL conference – I had picked on a subject that most of my audience knew nothing about, and that held little interest for them. Nevertheless, they bravely grappled with issues of learning design related to medieval muster rolls, ancient armour and the issue of whether war crimes existed before they were defined in law.
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.
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.