1. TaPRA interim event Performer training and Digital futures: a MOOC moot Capitol Theatre MMU 24th April 2013 Jonathan Pitches Professor of Theatre and Performance University of Leeds

2. Summary of presentation Context of this paper – Why now? – AHRC fellowship proposal – Digitalis and digital training approaches I have been taking – Future Learn developments Overview and Definition of MOOCs – Key Players – Connectivist (cMOOCs) vs more traditional online learning (xMOOCs) EdEx? Outline a speculative, first draft approach to a mini MOOC Wider Issues and concerns raised

3. Why now? Developments nationally which bring the debate about MOOCs close to home NMC Horizon Report 2013 identifies MOOCs as ‘most important’ trend to have wide-scale adoption in HE within the next year NMC Horizon Report ‘Openness’ in education is particularly hot topic currently – Open access publishing, OERs, use of iTunes U as well as MOOCs Performer Training criticism and research is beginning to address the impact of a digital age

4. Mark Evans Movement Training for the Modern Actor ‘How will a world informed by the contemporary discourses…of a virtual, digital and screen-based era itself shape theatre and the training of actors?.... …What role will the corporeal and embodied actor have in this new order?’ (2009: 179)

5. C21st Performer Training Training publications Incubation and Artist Development Institutional Training: Secondary Ed/HE On line and digital training Life long training Youth theatre movement

6. Questions raised in Chapter 6 How will the online democratization of learning (for instance through iTunes U, UDACITY and Coursera), impact on embodied practices? What models of ‘fast and dirty’ DIY training on the internet are relevant and potentially influential for performer trainers? How can criticality, depth and rigour be maintained in a future era of digital delivery and diversification?

7. Digitalis Developing good practice models of digital reflection in 5 Arts disciplines Led to new approach to C20th and C21st Performer Training module (Level 2) – Embedding video evidence of embodied learning in a seminar presentation – Treating a training exercise as a cultural object to be analysed and interrogated for its historical and political significance – http://prezi.com/r1hd_a242tss/untitled-prezi/ http://prezi.com/r1hd_a242tss/untitled-prezi/

8. What is a MOOC? MOOCs are Massive Open Online Courses Huge increase in popularity since they first emerged in 2008 Free and easily accessible online Offer large numbers of students the opportunity to study high quality courses with prestigious universities Highly scalable - [hundreds of] thousands of students can take part in any one course Adapted from http://futurelearn.com/moocs-explained/

9. What is a MOOC? Not often leading to formal qualifications There are no entry requirements Students can take part in the courses regardless of where they live in the world or their financial circumstances Adapted from http://futurelearn.com/moocs-explained/

10. MOOC ‘History’

11. Some MOOC Platforms [ Open Learn (2000) – OU] [ Open Learn Coursera (2011) –Stanford, UMich, Pennsylvania Coursera Edx (2012) – Harvard and MIT Edx Udacity (2012) - Stanford Udacity FutureLearn (2013) – Open University-led FutureLearn

12. Continuum of MOOC approaches Connectivist (George Siemens and Stephen Downes, Hybrid Pedagogy)Hybrid Pedagogy cMOOC xMOOC Atomist (Edx, Udacity, Coursera)Edx Networked collaborative learning Linear compartmental learning  Open  Closed

13. Wider issues/concerns Lack of tutor input and assessment challenges Inappropriate support for embodied learning Preparation? Injury? Dumbing down deep training No space for developed discussion Conservative pedagogical choices may dominate (xMOOC) Open access to research-led teaching Thousands of examples of online embodied learning already ‘Shallow’ training has its advantages? Asynchronous chat archives exemplary discussions cMooc methodologies must remain part of the approach.