eduMOOC OERu Planning Group

From WikiEducator
Jump to: navigation, search



Defining a MOOC



Icon define.gif

Definition

An online phenomenon gathering momentum over the past two years or so, a MOOC integrates the connectivity of social networking, the facilitation of an acknowledged expert in a field of study, and a collection of freely accessible online resources.

Perhaps most importantly, however, a MOOC builds on the active engagement of several hundred to several thousand “students” who self-organize their participation according to learning goals, prior knowledge and skills, and common interests.

Although it may share in some of the conventions of an ordinary course, such as a predefined timeline and weekly topics for consideration, a MOOC generally carries no fees, no prerequisites other than Internet access and interest, no predefined expectations for participation, and no formal accreditation.
McAuley, Stewart, Siemens and Cormier. 2010. The MOOC Model for digital practice,



Characteristics of a MOOC:

  1. Course
  2. Based on OER
  3. Connectivity of social networking
  4. Facilitated
  5. Large numbers of learners
  6. Self organisation
  7. No fees
  8. No prerequisites
  9. Usually no formal accreditation


Course examples

Examples of courses representing the MOOC approach are listed below for comparison and further analysis.

Code
Date
Course
Institution
Facilitators
For credit option Estimated No. of Participants
Case study link
eL4C Feb 2007 Learning4Content pilot workshop Commonwealth of Learning Mackintosh
No
148 (check) Case study eL4C
INST 7150
Fall 2007
Introduction to Open Education
State Univeristy of Utah, USA
Wiley
Yes 55 (? for credit)
Case study INST 7150
EC&I 831 Fall 2007 Social Media and Open Education University of Regina, Canada
Yes 363 (16 for credit)
EC&I 831

Mar 2008 Composing free and open online education resources University of Art and Design Helsinki Leinonen, Poldoja No 35

2008 Facilitating online Otago Polytechnic Blackall, Hegarty Yes 89 (9 for credit) Case Study OPFO
CCKO8
Fall 2008
Connectivism and Connective Knowledge Online Course
Extended Education and Learning Technologies Centre, University of Manitoba
Siemens, Downes
Yes

+ 2300 (25 for credit - capped)[1]

Moodle: 178

Case study CCK
EC&I 831 Winter 2008 Social Media and Open Education University of Regina, Canada
Yes  ?  (21 for credit)
EC&I 831
CCK09
Fall 2009
Connectivism and Connective Knowledge Online Course
Extended Education and Learning Technologies Centre, University of Manitoba
Siemens, Downes
Yes

?

Moodle: 122

Case study CCK
EC&I 831 Winter 2009 Social Media and Open Education University of Regina, Canada
Yes
EC&I 831
EC&I 831 Fall 2009 Social Media and Open Education University of Regina, Canada
Yes 347 (16 for credit)
EC&I 831
CritLit
June 2010
Critical Literacies
National Research Council of Canada’s Institute for Information Technology (Learning and Collaborative Group)
Kop
No
377

eL4C41 Jul 2010 Learning4Content (Wikieducator gives back). OER Foundation Mackintosh, Schlicht, Mathur, Sharma, Parker, Radney, Jones, Snieckus, Stewart No
421
Case study eL4C
PLENK2010
Fall 2010
Personal Learning Environments Networks and Knowledge
National Research Council of Canada and TEKRI, Athabasca University
Siemens, Downes, Cormier
No

1610 Moodle: 206

Case study PLENK
OCL4ED Mar 2011 Open Content Licensing for Educators OER Foundation Mackintosh, Hornibrook No 334 Case study OCL4ED
CCK11
Spring 2011
Connectivism and Connective Knowledge Online Course
Extended Education and Learning Technologies Centre, University of Manitoba
Siemens, Downes
No

Case study CCK
LAK11
Spring 2011
Introduction to Learning and Knowledge Analytics
TEKRI, Athabasca University
Siemens, Dron, Cormier, Currie, Elias
No

LAK11
MobiMOOC
Spring 2011
Mobile learning

Traxler, de Waard, Metcalf, Black, Sanford, Duncan, Winters and Brown
No
553 (Google group)
Case study MobiMOOC
DS106 Summer 2011 Digital storytelling University of Mary Washington Groom Yes  ? Case study DS106
eduMOOC

Summer

2011

Online learning today .. and tomorrow
University of of Illinois Springfield
Schroeder
No
+2500
Case study EduMOOC


Critical reflections

  • How about adding a course to the table above that represents an actual discipline area from the science, mathematics, business or health domains? Everything listed above amounts to a professional practice meta-course. Making the assumption that MOOCs work beyond professional practice courses for educators would seem to be a basic need for any OERu application of MOOcs. David Porter
David, that's a valid point and raises the question of the suitability of the MOOC pedagogy for "disciplines" of study outside of the domain of educational practice. I'm not aware of any large open courses in the sciences or business so we need to remember this shortcoming in our study and analysis. Within the list of case studies we have examples of technical skills development, important for vocational education - but the pedagogy is distinctively different from the "Connectivism" hybrid of MOOC. Related to this question is the nature and level of the credential of the for-credit options running in parallel with the free course (which I have listed as a separate bullet below) --Wayne Mackintosh 23:36, 6 July 2011 (UTC)
  • For the purposes of analysing the implementation potential of MOOC's for the OERu we must consider the nature and level of the credential. Of the courses listed above there are two post-graduate examples: INST 7150 offered by Utah State Univerisity (3 credit graduate course) and EC&I 831 at the University of Regina (which appears to be a 3 credit graduate course). To the best of my knowledge -- INST7150 was not offered in the open format in subsequent years -- so we need to establish why. However, the EC&I 831 courses have been offered in both formats in subsequent years. The CCK course was a required course (36.5 hours out of 216 hours) in the Certificate in Emerging Technologies for Learning which was offered by the Learning Technologies Centre at the University of Manitoba. Subsequently the Center was closed occasioned by the retirement of Peter Tittenberger and resignation of George Siemens at the Centre. The website for CCK11 does not reference a for-credit option. The courses offered by Otago Polytechic under the Graduate Certificate for Tertiary Teaching which carried a for-credit option are Level 7 (third year bachelor degree level) on the New Zealand Qualifications Framework. --Wayne Mackintosh 23:56, 6 July 2011 (UTC) .

Just as a note, CCK11 was offered as a for credit option, see the about page on the CCK11 website --Steph 19:47, 11 July 2011 (UTC)

Critical review case study teams

Please volunteer to assist with authoring a critical case study review by adding your name to the teams below. Teams of two or three people per case study would be ideal.

MOOC Case Study Team
eL4C Wayne Mackintosh 05:27, 2 July 2011 (UTC) (Convener);Jyoti Bawane (interested)
INST 7150:
EC&I 831
CCK courses Joyce McKnight (Convener) | Steph | Apostolos K. (interested)| Osvaldo Rodriguez
PLENK
OCL4ED Wayne Mackintosh 05:27, 2 July 2011 (UTC) (Convener)
LAK11
MobiMOOC

Ignatia / Inge de Waard 11:46, 6 July 2011 (UTC) (convener) | Apostolos K.|

Osvaldo Rodriguez

DS106
EduMOOC

Ray Schroeder (Convener) Maria Droujkova will help | Apostolos K. (interested)

|Osvaldo Rodriguez

References

  1. http://www.connectivism.ca/?p=267