eduMOOC OERu Planning Group

The purpose of this page is to develop and agree the objectives for our OERu eduMOOC study group.

List your thoughts and suggestions under the Brainstorm list below. What do we want to achieve? What questions are we trying to answer?

Feel free to comment on any objectives and remember to sign your name. We aim to achieve rough consensus on the study group objectives by the end of the first week of the eduMOOC.

Brainstorm list of possible study group objectives

Brainstorm discussion on possible study group objectives. Have added subheadings to facilitate navigation and editing.

Transferability of the MOOC model for OERu

• Use the eduMOOC course as an "authentic" learning experience to consider what the OERu can adopt for implementation in its own pedagogical model. --Wayne Mackintosh 06:41, 24 June 2011 (UTC)

Not sure if I understand correctly (I still need to learn a lot), but if a participant starts with a clear idea on how the content of a MOOC (or the subject of a MOOC) can be used in their own professional or private environment, this will boost their motivation to complete it. MOOC's have a very high drop-out rate, this might be one of the factors? --Ignatia Inge de Waard 10:14 GMT+1, 28 June 2011

You're right about the high attrition of "informal" learners in MOOCs -- and I'm not sure whether that says anything significant about the format. People contribute and learn for different reasons and different purpose - -that's fine. What is interesting is that there is a a much higher completion rate for learners how sign up for credit bearing courses that are offered using the MOOC format in conjunction with the free and open informal learning. See for example: Antonio Fini (2009), The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools - --Wayne Mackintosh 08:37, 28 June 2011 (UTC)

• I would like to see MOOC as a campus, whereas for academic credits we would require more structured and guided departments :) Anil Prasad 14:21, 30 June 2011 (UTC)

Important questions -- How much structure is needed to support learning versus the extent that structure may curb or distort authentic learning outcomes in a connectivist sense. Important questions for us to consider over the next weeks! --Wayne Mackintosh 23:36, 2 July 2011 (UTC)

General answer: Enough structure that would enable learners to... 1) Decide, publish and evolve personal learning objectives 2) Generate and publish Personal Learning Paths that are esteemed to achieve objectives 3) Traverse a path while meeting people that have done or are doing [parts of] the path 4) Contribute to Paths with other OERs or personal contributions.

Also relevant to this question: "Find a way on how the scattered OER's can be organized in OERu or bundled in a way that people can find/browse them more easily" (Ignatia); "thinking about ways in which we can support learners in finding their own OERs" (Wayne); "WE need to provide the tools and processes that help learners be more self-directed." (Benjamin); "problem-based learning, situational learning, etc. where the learner makes more of the decisions regarding the learning sequence and the end product or goal" (Benjamin) Josei09 21:55, 6 July 2011 (UTC)

• Using MOOC for non-education related topics. It appears that all the MOOCs so far have been related to topics that are of primary interest to educators. I wonder what would happen if we tried a MOOC on healthcare (something global like maternal health or HIV/AIDS)? Does the medium lend itself to other topic areas, or is it something that only works well with educators? --Rebecca Hogue

I think this relates to the applicability of the MOOC pedagogical model for different domains of learning. For example, we have used MOOC hybrids for wiki skills development under the Learning4Content project and have coordinated a large online workshop on Copyright. At one level MOOCs will always be educational -- their purpose is to support learning. However, I think MOOCS can focus on learning areas outside of education as a discipline of study. At the same time, I suspect that the model may not be suitable for all learners or all domains of learning interest. Over the next few weeks our study group will try and find answers to these quesitons :-) --Wayne Mackintosh 23:34, 2 July 2011 (UTC)

Attrition rates associated with MOOC model

• We might want to investigate the reasons behind high drop-out rates for MOOC's as these will be decisive for reaching a wide audience via OERu. --Ignatia Inge de Waard 10:15 GMT+1, 28 June 2011

I'm also interested in participant attrition and reasons for dropout during MOOCs past and current. --Dr. Nellie Deutsch 04:25, 29 June 2011 (UTC)

I'm also interested in the aspect of attrition in MOOCs. I think that we can look at literature in both distance education and face to face education when immediate (up front) educational cost isn't a factor in taking a class. -- Apostolos K.

I too am interested in retention - but also in new learners and what tools they need to adapt to this type of learning --Rebecca Hogue

Good suggestion! There is also a wealth of research from the distance education literature concerning the reasons of attrition. Regarding MOOCs see my earlier point above referring to the higher MOOC completions by learners enrolled for formal credit. --Wayne Mackintosh 08:40, 28 June 2011 (UTC)

hmm...it will be difficult to assess attrition rate in MOOC. Absence from discussions or suggested activities need not necessarily mean attrition. Because there might be a lot of silent followers - some times more than those active in discussions etc; especially when vision and mission of ODL systems, in general, promote flexi-learning style. However it would become easier when we start to assess a system that has the framework of academic credentials in place.Anil Prasad 14:47, 30 June 2011 (UTC)

Proposed learning / SG activity action

During eduMOOC identify relevant resources from online learning and distance education literature on student attrition and provide recommendations for the planning the OERu delivery model. --Wayne Mackintosh 00:55, 29 June 2011 (UTC)

Finding OER learning resources and open curriculum

• Find a way on how the scattered OER's can be organized in OERu or bundled in a way that people can find/browse them more easily --Ignatia Inge de Waard 24 June 2011

Ignatia -- in addition, should we be thinking about ways in which we can support learners in finding their own OERs? --Wayne Mackintosh 03:37, 27 June 2011 (UTC)

Great point, indeed, a MOOC can enable personal surplus via content that can be found and is related to the participants own personal or professional interest. This links immediately to intrinsic motivation, so feels very important. --Ignatia Inge de Waard 10:29 GMT+1, 28 June 2011

I am currently putting together a paper on uses of OER, creative commons and collaborative resource creation for lesser commonly taught languages. I will probably start working on this paper in August --Apostolos K June 29, 2011

MOOC learner profiles and preparedness

• Drawing on the experience of past MOOCs -- What is the typical learner profile of MOOC participants in terms digital and social media literacy skills? Do we have any published research / data on these profiles? --Wayne Mackintosh 03:44, 27 June 2011 (UTC)

The MobiMOOC does have data, but that is for the specific MobiMOOC course. Might be nice to compare it to other MOOC profiles. --Ignatia Inge de Waard 10:12 GMT+1, 28 June 2011

I was thinking the same thing. We have mobiMOOC profiles, we can see if we can called eduMOOC profile data, and in the fall there is the ChangeMOOC; so between these three we can look at the profiles both separately and in comparison to one another -- Apostolos K.

Is the survey instrument and data openly licensed? I agree very useful to compare data and reuse data to other MOOC profiles. Could you post a link to the survey items and data / reports of MobiMOOC on the Webliography (if these are available) :-) --Wayne Mackintosh 08:31, 28 June 2011 (UTC)

Of course! Gladly! Have to figure out how to do this in the wiki-educator. I will post the survey at the beginning and the final survey as soon as I understand how I can do it :-) --Ignatia Inge de Waard 10:36 GMT+1, 28 June 2011

Fantastic! -- If you get stuck with any wiki issues -- send me an email and I'll help with suggestions on the easiest way to make this accessible on WikiEducator. --Wayne Mackintosh 08:46, 28 June 2011 (UTC)

For those interested in the survey results from MobiMOOC, I posted the results in two publicly accessible google docs: survey results of the survey put forward at the beginning of MobiMOOC: https://docs.google.com/document/d/1AvqthPNNofNKcmxIbeEFWTeI9ozIoBHiJbvpLgjAkrs/edit?hl=en_US , and the survey results from the final survey: https://docs.google.com/document/d/1uoe2KnaEBogqiyOz-cnyGRIFnZZ80TP5UBQmFPL2ig8/edit?hl=en_US --Ignatia Inge de Waard 14:19 GMT+1, 28 June 2011

BIG thanks Ignatia :-) -- Very interesting results. Can I confirm that the survey is released under a CC-BY or CC-BY-SA license -- if not, we will reconfigure the ideas in an open format. --Wayne Mackintosh 01:05, 29 June 2011 (UTC)

• A method for gathering information from (edu)MOOC participants (an explanatory research approach): (a) begin my conducting a secondary analysis of data looking primarily at which ICTs participants are using in order to interact with others, and a content analysis to analyse text in order to see if discussions are based on content or the MOOC itself. (b) Look for patterns from the secondary analysis of data and the content analysis to help design appropriate survey(s). (c) Repeat (a) at the end of the edumooc course to track attrition rate and other related patterns. My intuition tells me that the evidence participants create in a MOOC (throughout the web) will be more revealing than simply a survey asking them to reflect. I say this because many participants are reflecting in public spaces already. This approach that I'm proposing is going after what we already have in public spaces then using surveys to help fill in the gaps as needed. Boy, I wish I had more time to dedicate to this, but my dissertation has got me strapped for time. --Benjamin Stewart 23:38, 3 July 2011 (UTC)

Hi Ben -- There is a wealth of data about MOOC experiences on the open web -- a researcher's treasure trove :-). I agree that this form of qualitative research will produce a richer understanding of the phenomenon when compared to a standard survey. Time is going to be an issue -- the OER is going ahead with implementation and there is a planning meeting scheduled for early October 2011 among the anchor partners, so we will need to do the best we can with available resources. Perhaps there are members in the study group who will be able to help with a preliminary qualitative review of participant experiences? --Wayne Mackintosh 23:46, 3 July 2011 (UTC)

Proposed learning / SG activity action

Collaboratively design, develop and administer an eduMOOC survey (including digital and social media literacies - see below) to gain an improved understanding of MOOC learner profiles and preparedness to advise on the design of the OERu model. --Wayne Mackintosh 01:54, 29 June 2011 (UTC)

Digital and social media literacies

• What are the appropriate digital literacy skills for successful MOOC learning? How can these be acquired for prospective OERu learners? (Added this question based on Ignatia's response below). --Wayne Mackintosh 23:50, 28 June 2011 (UTC)

In my opinion MOOC is not perse an academic method (see the variety of profiles in MobiMOOC), but it does require digital skills and the capacity to self-direct learning (or the capacity to learn how to do one or both). To me MOOC's will have an 'ideal' learner public due to the necessary skills and the speed through which content is delivered, but age, background, culture and region are in my view no decisive factors (but need to be in the eduMOOC survey as the age spectrum of MobiMOOC was quite interesting = wide spread, which might fit with expert lifelong learners). I would think the divide between learner and success in a mooc would rather be on the edge of learning skills and interest in innovation or learning. --Ignatia Inge de Waard 10:18 GMT+1, 28 June 2011

I think you're right -- My personal hunch is that digital and social media literacy skills are more important than other profile dimensions like age, background, culture etc. Data would help to prove our case. If the digital and social media literacy skills are a prerequisite for success -- we may need to think about a foundation course to assist OERu learners in acquiring these skills? --Wayne Mackintosh 08:30, 28 June 2011 (UTC)

An introduction course would be wonderful, it would put people on a bit of a similar level which increases self-esteem and lowers the threshold for participating in discussions. --Ignatia Inge de Waard 10:33 GMT+1, 28 June 2011

I don't think one can divorce Media Skills from age, background, culture, etc. These skills are specific to a specific type of culture, socio economic background and so on. I think that it would be worthwhile to look at digital literacies that are pre-requisites for participating in MOOCs and look at what sort of background (especially cultural and socioeconomic) that they favor --Apostolos K June 29, 2011

• Would the OERu learner profile differ considerably from the MOOC profile? --Wayne Mackintosh 03:44, 27 June 2011 (UTC)

Proposed learning / SG activity action

See design of proposed survey above.

Copyright issues

Copyright issues? In the MobiMOOC we suddenly got into a discussion on copyright as one of the facilitators provided resources that were behind payed walls, thus limiting access for those with less money or less academic access. Copyright issue of scientific research and its publications are very important factor for OER's also in MOOC's and as MOOC's should be open, the general idea in the MobiMOOC was that resources that are provided should be open and accessible to all. This will also lead to a vicious circle of increased openness (says she with hope :-) --Ignatia Inge de Waard 10:00 GMT+1, 28 June 2011

Yip -- as an OER initiative, we are familiar with the challenges around copyright :-). That said, the OERu initiative has taken a policy decision as a point of departure that all courses must be based entirely on OER -- so that resolves the challenge you raise, but doesn't make the solution easier in terms of ensuring accessible learning materials. --Wayne Mackintosh 08:43, 28 June 2011 (UTC)

Copyright is an important issue, and clearly OERu will need to provide advice and support to participating institutions on copyright. Fortunately we have the Open Content Licensing for Educators online workshop option -- a semin MOOC hybrid in some respects. So we should continue to offer these courses as part of the professional development initiatives of the OERu. There is a requirement for OERu courses to be solely based on OER -- so I think we have this one covered. --Wayne Mackintosh 02:02, 29 June 2011 (UTC)

Pedagogical issues, nuances and approaches among MOOCs

Issues of pedagogical orientation and practice. I'm sensing a difference between the eduMOOC pedagogy (constructionsism of some flavor) and that of PLENK2010 (connectivism). It's showing up in how the MOOC was designed from the ground up, but it also seems to appear in even the page designs and tools used. And i'm really getting a sense of how the orientation is influencing my practice. (I connected with OERu because Wayne posted activites, and the group seemed to be coming from a more connectivist orientation). All these are vague senses right now, but they're intriging me. blog post over here. The idea might be this: Now that we have a number of different MOOC implimentations (Siemens and Downes's, Ignatia's, the guy that ran ds10, and eduMOOC) to see how the pedagogy shows up in the design, practices, and/or in how participants distribute themselves. --M C Morgan 17:02, 28 June 2011 (UTC)

• How important is the skill of self-directed learning? To me this might be a very important skill for MOOC success, although I do think this skill does not necessarily need to be existing in the MOOC participant from the start. Should a OERu be focusing on enhancing these skills as these might ensure lifelong learning skills which will benefit any learner in this knowledge/creation age. --Ignatia Inge de Waard 9:54 GMT+1, 28 June 2011

I agree with Ignatia that orientation of the learners towards self-directed learning may be during the intial phase of any course would be appropriate. Based on our experiences, we did realise that sometimes the learners are not aware that this skill of being self-directed in terms of time management, task management etc are more essential in such learning environments. Although, they are highly motivated during the initial phases, this motivation slowly tend to diminish and subsequently there is a tendency to drop-out. Sustaining motivation, participation would be a challenge. Jyoti Bawane 10.18 GMT+5.30, 28 June 2011

A space dedicated to self-directed learning (e.g., tutorials, support team, etc.) might be in order. But it's more than just saying that learners need to have certain attributes to be successful in a MOOC. WE need to provide the tools and processes that help learners be more self-directed. Thus, learners learn not only MOOC content but how to participate in the MOOC itself. If students have the proper support, most will be successful in a MOOC.--Benjamin Stewart 14:25, 30 June 2011 (UTC)

• What can we learn from the experiences of the MOOC model for designing and implementing the Open Pedagogy and Open Curriculum initiatives of the OERu logic model? --Wayne Mackintosh 05:32, 27 June 2011 (UTC)

• I believe that expressive objectives are more appropriate than behavioral objectives. Let's get away from Bloom's taxonomy (as a planning framework) and talk in terms of task or problem-based learning, situational learning, etc. where the learner makes more of the decisions regarding the learning sequence and the end product or goal. I'll admit, I'm a fanboy of Wiggins and McTighe's six facets of understanding, but the point is that instruction/(mainly formative) assessment (let's not isolate the two) include a range of categorized performance verbs that imply higher-order thinking skills, creativity, and empathy. Let's plan backwards and determine keystone assessment tasks (KATs) prior to the instructional sequence.--Benjamin Stewart 14:25, 30 June 2011 (UTC)

Proposed learning / SG activity action - MOOC comparative analysis

Conduct a mini comparative analysis of the MOOC's to date comparing demographics, curriculum approaches, pedagogical approach, tool set, etc. Propose recommendations for the design of the OERu. --Wayne Mackintosh 01:33, 29 June 2011 (UTC)

• Include the P2PU model in this comparison - see below --Wayne Mackintosh 02:08, 29 June 2011 (UTC)
• Include scalability of the model as criterion for the comparison - see below --Wayne Mackintosh 02:08, 29 June 2011 (UTC)

Using Delphi-like Querying to Organize Collaborative Construction of Knowledge

• Murry Turroff [1] suggested to me that a way to organize learning in a MOOC might be to use Delphi-like questioning to ascertain what things members agreed on and what they didn't and then organize discussions around the latter. I think it might be a way to utilize the enormous amount of expertise distributed across a MOOC.

Peer-to-peer learning

• How effective and scalable is the peer-to-peer learning in the MOOC model -- i.e. are the aspects we could implement for the concept of "Academic volunteers" international? --Wayne Mackintosh 05:34, 27 June 2011 (UTC)

Relating to the MobiMOOC experience (and sorry for linking to this, but I really learned a lot from organizing it and especially from all the incredible insights the MobiMOOC participants had), the peer-learning really boosted knowledge in a lot of the participants (from the final survey: 92% indicated they got more out of it thanks to the insights of peers). --Ignatia Inge de Waard 10:30 GMT+1, 28 June 2011

A sight track but which I found very interesting as it puts the multiplication factor in it: the knowledge picked up during the MobiMOOC was also shared with non-MOOC'ers, which shows that knowledge is reproduced wider than the boundaries or participants of the MOOC. --Ignatia Inge de Waard 10:05 GMT+1, 28 June 2011

I think that this is an interesting topic, seeing peers as potentially more-knowledgeable-others in vygotsky's terminology, using peer mentoring to enhance learning --Apostolos K June 29, 2011

Proposed learning / SG activity action

Incorporate the P2PU model in the MOOC compartiive analysis above and add scalability as one of the criterion to consider in the analysis. --Wayne Mackintosh 02:05, 29 June 2011 (UTC)

Suitability of MOOC model for different learning domains - Inter and trans-disciplinary learning

• Which domains of learning (subject areas) are best suited to the MOOC model? --Wayne Mackintosh 05:35, 27 June 2011 (UTC)

I think there are only a limited amount of subject areas that would not fit a MOOC model. But lessons in surgeory, or car mechanics are more difficult to provide (or at least the practical parts of these lessons) via MOOC's. On the other hand, even in these cases MOOC's could provide the learning framework. --Ignatia Inge de Waard 9:57 GMT+1, 28 June 2011

MOOCs seem to be fertile ground for all things rhetorical: writing (all flavors), rhetorical analysis, discourse analysis, semiotics, ... Even in non-MOOC environs, knowledge in these areas is created and tested in social exchange and exchange and critique of artifacts. The MOOC reproduces /supports the means of knowledge production in the discipline - on stilts. --M C Morgan 13:22, 29 June 2011 (UTC)

• The interdisciplinary surplus of a MOOC is also interesting to investigate, as this builds bridges and adds to new insights. In the final survey of MobiMOOC 92% of the participants got new ideas from people from other areas of expertise. As learning happens following some universal principles, I would think interdisciplinary knowledge exchange can be enlightening and reinforcing for it allows innovative ways of approaching personal knowledge and expertise. --Ignatia Inge de Waard 10:09 GMT+1, 28 June 2011

• Is the MOOC format ready to be branched out into other topic areas? If so, which areas make the most sense (which are most likely to be initially successful)? -- Rebecca Hogue

Mobile learning

• Is it possible to participate using only mobile technology? --Teromakotero 05:48, 28 June 2011 (UTC)

Good point -- I don't have the figures close at hand, but a significant percentage of the world's web-pages are accessed via mobile devices - -so it would make sense to plan for mobile devices from the start. In what ways would the planning for a mobile friendly OERu differ from planning for a normal online university? --Wayne Mackintosh 05:55, 28 June 2011 (UTC)

We have added m-accessible features to our streaming technology for the live sessions.  The streams - normally in flash mode - will auto-detect the device and adjust individually for iPad, etc.  Also compatible with Droid (works fine, though some of those screens are pretty tiny). -- Ray Schroeder

building a completely mobile (accessible) MOOC is possible. We did this with the MobiMOOC2011, and in the final survey 74% of the survey takers indicated that they had accessed the resources with their mobile. The only thing to enable this, is to use mobile accessible resources and core course spaces. Having said that, I was wondering if the WikiEducator pages can be made more mobile accessible? the fact of making MOOC's mobile accessible will also relate to the mobile reality of many developing regions as well as link to the contemporary learner now matter where on this globe. --Ignatia Inge de Waard 9:51 GMT+1, 28 June 2011      

This is exactly the reason why I wanted to discuss the matter. In many African countries as far as I know mobile technology is so far the only opportunity to get involved. I know that they also use it to support learning. --Teromakotero 10:40, 29 June 2011 (UTC)

I'd like to take this one step further than mobile accessible technology, into looking at what we need to do to make it mobile friendly. I know with MobiMOOC, I specifically tried to use mobile to contribute, but it was difficult with some of the tools - so it was good for mobile "deliver" but not good for mobile "contributions" - so what do we need to do / include to allow users to contribute from mobile devices? -- Rebecca Hogue

Proposed learning / SG activity

Research and explore the design considerations for mobile learning and prepare a set of implementation guidelines for the OERu.

Language and culture

• If OERu aims at reaching a global audience, than how is the balance in cultural, linguistic (wikiEducator only in English for this course, but with google translator other languages might be possible), and ethical implications of knowledge and knowledge sharing?
• Building further on the global audience, if a diversity of learners should be reached, a diversity in MOOC facilitators should be provided. Bandura revealed the importance of being able to connect to the tutor (here facilitator, or other learners, if the peer group exists of the same type, this might push away other types of learners). Maybe we can show this by investigating who relates to whom in the course the most (is it regional, language, culture, socio-political views...). --Ignatia Inge de Waard 10:21 GMT+1, 28 June 2011
• I think that google does a good enough job in translating, but somethings don't necessarily translate. With English being a defacto international language, who are we shutting out by using English only? It reminds me of a book I read last year called The Hegemony of English by Donaldo Macedo. In mobiMOOC (as well as CCK11) I really enjoyed reading Jaap's posts in Dutch (even though I never learned Dutch), as well as people's posts in Italian and and French. --Apostolos K June 29, 2011
• I think we could look at accessibility as a whole, not just as a language or cultural issue. I've been reading about the wiki to speech project . Does something like this have a place in providing supplementary or alternative methods of delivery? --Steph 21:08, 29 June 2011 (UTC)

Agreed -the technologies which the OERu plans to adopt must also promote accessibility and multi-modal deliver. --Wayne Mackintosh 01:14, 30 June 2011 (UTC)

Sustainability

• On sustainability: this was a concern of mobimooc as well. How can the knowledge or even the information that is exchanged, be made accessible, searchable and retrievable for later 'public's ? --Ignatia Inge de Waard 10:23 GMT+1, 28 June 2011

I don't have an answer, but I have a question --> is it more about the content (in other words, is the MOOC's purpose to create OER?) or is it more about the journey that each individual participant takes? --Apostolos K June 29, 2011

Hi Apostolos, speaking personally -- MOOCs are more about the learning than the OER per se. Some learners may decide to generate artefacts from their learning journey, and if the choose to do so -- they may release these outputs under open content licenses. Sadly, many of the participant blogs generating artefacts are all-rights reserved copyright and would not qualify as OER. From a sustainability perspective -- most MOOCs rely on OERs and open access knowledge to support the learning and this is more sustainable than closed approaches. --Wayne Mackintosh 01:12, 30 June 2011 (UTC)

Practical issues

• How do MOOC participants stay on top of the MOOC overflow of information. A concern raised in previous MOOC's and relevant if OERu wants to reach a global audience. --Ignatia Inge de Waard 10:28 GMT+1, 28 June 2011
    

This and Ben's idea below might go back to practice and pedagogy. --M C Morgan 17:07, 28 June 2011 (UTC)

Agreed -- and we should incorporate these points into the research and survey design as well. --Wayne Mackintosh 01:18, 30 June 2011 (UTC)

I think this links into a question about the "ideal" if there is such a thing, length for a MOOC? How does length relate to retention? --Rebecca Hogue

• To Ignatia's point, how much time per week do individuals dedicate to a MOOC and is their interaction more network like (i.e., Twitter and hashtags, Google Reader, RSS feeds, and blogs) or group like (i.e., primarily sticking with Google groups, Moodle forums, etc.)?--Benjamin Stewart 10:48, 28 June 2011 (UTC)
• Stated  a little more broadly, what kinds of technical expertise and social literacies might learners need to a) start a MOOC and b) expect to encounter and learn during a MOOC? Addresses the concerns in Mobile Learning above. --M C Morgan 13:15, 29 June 2011 (UTC)

Proposed learning / SG activity

• Incorporate the "overflow of information" question into the MOOC comparative analysis above as well as the proposed survey. --Wayne Mackintosh 02:18, 29 June 2011 (UTC)
• Incorporate Ben's suggestions relating to tools into the survey. --Wayne Mackintosh 02:18, 29 June 2011 (UTC)

Understanding potential students

• What are potential learners looking for from OERu, and is a MOOC-style engagement even remotely in the cards as a learning strategy? Has anyone actually spoken with or worked with the proposed demographic of learners for OERu to understand user needs and requirements? Seems to me we're all making a lot of assumptions, kinda like a solution in search of problem. Maybe it's time to get better grounded data on which to design appropriate engagement strategies without simply assuming MOOC is one of them. --David Porter 3:41 GMT-8, 2 July 2011
    

Hi David, I agree -- the OERu will need to design for the prospective demographic of OERu students. In some respects a catch-22 problem, because the OERu does not have any students to ask ;-). That said, I do think we can make reliable inferences from existing student cohorts and implications from the intended audience. To date - -it would appear that the majority of MOOC participants have been professional educators -- that of itself would be worth knowing. I see this study group activity as one of the steps to get better data for informed decision making. I don't think the OERu anchor partners would be happy with a solution in search of a problem strategy. I think that a critical look at the strengths and weaknesses of the MOOC phenomenon will help us. To date, they are the only large scale, free course offerings based solely on OER that we have. We need to combine this knowledge with the research and history of open distance learning. I figure its worthwhile getting better information and taking an honest look at the MOOC practice and to evaluate which aspects, if any - -are suitable for OERu pedagogy. --Wayne Mackintosh 03:59, 2 July 2011 (UTC).

Re. "I think that a critical look at the strengths and weaknesses of the MOOC phenomenon will help us. To date, they are the only large scale, free course offerings based solely on OER that we have. We need to combine this knowledge with the research and history of open distance learning. I figure its worthwhile getting better information and taking an honest look at the MOOC practice and to evaluate which aspects, if any - -are suitable for OERu pedagogy." Yes, agreed. --David Porter 6:36 GMT-8, 2 July 2011

Tentative research questions

Drawing on our brainstorm list, there are four main areas of interest which are emerging:

1. A web study scanning resources on online learning and distance education focusing on the question of student attrition aiming to provide recommendations for the panning of the OERu delivery model
2. An activity to collaboratively design, develop and administer an eduMOOC survey focusing on MOOC learner profiles, digital and social media literacies and information management strategies.
3. Conduct a comparative analysis of the MOOCs to date and the P2PU model comparing issues like: demographics, curriculum approaches, pedagogical approaches, tool sets, etc. culminating in design proposals for the OERu
4. Research and explore the design considerations for mobile learning and prepare a set of implementation guidelines for the OERu.