Leadership in Educational Entrepreneurship through Badges 2013 Enterprise IT Leadership Conference Lessons for e-Learning from MOOC-based Education presented by Dennis Viehland for the eLearnz 2015 Conference 22 July 2015 © Dennis Viehland, 2013 - All Rights Reserved

Leadership in Educational Entrepreneurship through Badges 2013 Enterprise IT Leadership Conference About the Presenter Dennis Viehland Scholar of Emerging Technology E-mail: profviehland@gmail.com My interest in MOOCs is consistent with my lifelong interest in discovering emerging technologies and sharing that discovery with others who need to know. © Dennis Viehland, 2013 - All Rights Reserved

Leadership in Educational Entrepreneurship through Badges 2013 Enterprise IT Leadership Conference Presentation Outline What is a MOOC? What's different? The MOOC evolution Tracking MOOCs in the Gartner Hype Cycle MOOCs in New Zealand Lessons Learned Open Forum © Dennis Viehland, 2013 - All Rights Reserved

What is a MOOC? Massive: larger than traditional instructional systems and resources can manage Open: the key defining word – open enrolment, uses open educational resources and open participation through social media Online: an obvious characteristic – all course interaction occurs over the Internet Course: a MOOC includes learning objectives, a start and end date, assignments, etc.

What’s Different about a MOOC? Traditional course Closed participation 50-minute lectures Lecture (one-to-many) Paper-based textbook Required assignments Teacher marks assignments For credit Structured learning Massive open online course Open participation 8-15 minute interactive videos Lecture and conversation (many-to-many) Internet resources Assignments optional Students or computers mark assignments Credit optional Connectivism learning

MOOC Providers The largest and most well known MOOC provider; entrepreneurial and building a global presence Originally a MOOC provider for the elite universities, now in partnership with Google in mooc.org Most promising business model with emphasis on technology courses and job placement Regional MOOC providers for the UK and Australia These “MOOC-like” providers also exist

The MOOC Cometh Initially MOOCs were portrayed as a disruptive force in online education. So…. Is this happening? What next for MOOCs? What can we learn?

The Gartner Hype Cycle The Gartner Hype Cycle is a graphical representation of the adoption, growing maturity and application of specific technologies

MOOCs on the Gartner Hype Cycle 2013: MOOC-as-a-disruptive-force articles are everywhere Late 2012 - mid 2013: MOOC-for-credit schemes emerge at Antioch Univ, Univ of Calgary and Georgia Tech 2 Nov 2012: NY Times declares 2012 the Year of the MOOC April 2012: Coursera launches with four partners; now 122 Oct-Dec 2011: Sebastian Thrun's AI MOOC attracts 160,000 registrants 2008: 1st cMOOC taught by George Siemens and Stephen Downes Internet, Web 2.0, Khan's Academy, OpenCourseWare, iTunesU

The Gartner Hype Cycle Sept 2013: Princeton Prof with showcase MOOC dumps Coursera Why? MOOCs are cutting funding to state universities Nov 2013: Sebastian Thrun: "We don't educate people as I wished" Dec 2013: MOOCs are mostly for rich white people with degrees 2014: massive debate on massive drop-out rate 2014: MOOC disasters, missing MOOCs, etc. Ongoing: Where is the business model? When/how will anyone make money?

The Gartner Hype Cycle June 2015: MOOC revenue models emerge Early 2014: learning analytics emerges April 2015: Global Freshmen Academy announced Sept 2013: edX and Google partner in mooc.org Sept 2013: job market embraces MOOCs (WS Journal) Jan 2013: Coursera launches Signature Track: verifiable certificates, $$$

MOOC Futures in the Plateau of Productivity University-based MOOCs stabilise Few new, few disappear, many repeat, few refresh Professional-based MOOCs emerge MOOC-based professional development Fees for assessment and credit MOOCs support competency-based education "Hire education" New credential: digital badges Learning analytics Big data comes to higher education open platform for MOOC dvlpmt 230 million: data points collected about student learning in an edX MOOC

MOOCs in New Zealand University of Waikato Massey University Data Mining with Weka; More Data Mining with Weka Offered independently 5 weeks Massey University Emergency Management; Indigenous Studies; Agriculture and the World We Live In Offered thru Open2Study 2-4 hours per week * 4 weeks = 8-16 hours Try-it-and-they-will-come business model

MOOCs in New Zealand University of Auckland University of Otago Data to Insight: Introduction to Data Analysis; Academic Integrity: Values, Skills, Action; Logical and Critical Thinking Offered through FutureLearn 4 hours per week * 8 weeks = 24 hours University of Otago Not for us, thank you AUT, Victoria, Canterbury, etc. No announced plans

The Diverse Intentions of the MOOC Student sign up and never log in log in, browse, never actively participate actively participate but never complete the course complete the course videos, but nothing else complete the course including some/all assignmts Source: http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/

Lessons Learned Students drop out because they get busy, but rapid intervention can get them to return. Lesson: monitor student activity and follow up promptly after a short period period of inactivity. Source: Practical Guidance from MOOC Research: Helping Busy Students Stick to Plans Online learning is an emotional experience. Lesson: look for opportunities to excite, thrill and engage students Lesson: understand more why your students learn Source: The Invisible Learners Taking MOOCs

Lessons Learned Students learn most by doing, not so much just watching. E-Learning must be more than videos and online quizzes; use exercises, assignments Source: Practical Guidance from MOOC Research: Students Learn More from Doing than Watching The lecture hall is a prime target to go blended Lesson: if timing and content suits, integrate MOOCs into online or place-based courses Lesson: even better, “flip the classroom” Source: From Disruptor to Bestie: How Instructors are Learning to Leverage MOOCs; many others

Lessons Learned MOOCs offer many different approaches to model online education, learn from them. Lesson: Give faculty professional development time to explore innovative MOOC teaching models Source: How Universities Might use MOOCs to Encourage Online Teaching Student assessment is about as effective as instructor assessment, and more engaging Lesson: Include some element of peer assessment in instruction Source: Why it Makes Sense for Students to Grade One Another’s Papers

Lessons Learned Mastery of learning is best through short videos with short quizzes for formative assessment Lesson: Break up content into 8-15 minute videos Lesson: Add “pop-up” questions in the video and/or at the end. Source: Pedagogical Foundations of Massive Open Online Courses e-Learning offers many opportunities to understand how your students learn Lesson: As much as possible, deploy learning analytics in your learning management and video delivery systems Example: Retention and Intention in MOOCs: In-Depth

Leadership in Educational Entrepreneurship through Badges 2013 Enterprise IT Leadership Conference Questions? Comments? © Dennis Viehland, 2005 - All Rights Reserved