Blogging about OER, OCW, Blackboard, Mobile, Social Media and other interesting stuff
Vanmiddag organiseert de VVD een ronde tafel over open onderwijs. Samen met TU Delft CvB-lid Anka Mulder ben ik uitgenodigd om daar bij aanwezig te zijn. De middag bestaat uit twee delen, waarbij het eerste deel zich richt op het hoger onderwijs en het tweede deel op po/vo. Bij de sessie over hoger onderwijs zitten de volgende personen:
- TU Delft: Anka Mulder (spreker) & Willem van Valkenburg
- Open Universiteit Heerlen: Fred Mulder (spreker) & Wilfred Rubens
- SURF: Christien Bok (spreker) & Hester Jelgerhuis
- Universiteit Leiden: Rick Lawson (spreker) & Marja Verstelle
Elk van deze instellingen is ook gevraagd om een position paper (1 A4) aan te leveren. Hieronder de tekst die ik samen met Anka hiervoor heb opgesteld.
The OpenCourseWare Consortium launched a survey on their website in March 2011 to collect user feedback. Data was gathered from 1773 respondents from nearly 90 countries. The results are now available on their website.
In addition, the have collected and consolidated user surveys from the OCW Consortium, Tufts University, Education-Portal.com, Fundação Getulio Vargas (FGV-Online) and Delft University of Technology into a user feedback report. The report, which incorporates results from the OCWC Feedback Survey, can be downloaded here (PDF).
44% of respondents indicate that OCW materials help them with the concepts they are studying. 51% also use these materials for specific projects, or to supplement or even create teaching materials. Of particular interest is the fact that 51% of respondents find OCW materials useful in order to update their skills or knowledge for and at work. In addition, 54% reported having found OCW materials useful for their own interests.
There is still no clear view on the business models of MOOCs, although Coursera, Udacity and EdX are announcing almost every week new ventures:
- IMF and edX Join Forces to Pilot Online Economics and Financial Courses (pay for courses)
- edX and Massachusetts Community Colleges Join in Gates-Funded Educational Initiative (grant)
- Higher ed systems in 10 states turn to Coursera (pay for courses)
- Georgia Tech Announces Massive Online Master's Degree in Computer Science (partner with companies)
Donald Clark made a list of 20 ways to monetise MOOCs:
4. Private equity
5. Private donations
7. Students pay
9. Proctored assessment
|11. Summer schools
14. Future indigenous student income
15. Future overseas students income
16. Parents of future students
17. Future alumni contributions
18. Brand capital
19. Reduced capital costs
20. Reduced faculty costs
In his blog he explains each of these ways.
The TU Delft sees DelftX as strategic investment to prepare the university for future, which will be online much more. But we also see it as a funnel towards our paid online and campus education.
Video is an import part of today's courses, such as blended courses, MOOCs, and fully online courses. But there’s a big difference between watching a video and learning something from it. Videos are great for presenting visual information and emotional appeals, but not particularly effective at diving below the surface of non-visual theoretical or abstract topics or for driving critical thinking. (Nielsen, 2013)
Emily Moore gives four active learning strategies:
Video as a guided lesson (flipping the classroom): “The goal here is to help ensure that students watch videos actively—in other words, giving it their full attention. You also want to help draw students’ attention to (and reinforce) the most important concepts being presented.”
- Pose a question at the beginning of each video to give students an idea before they watch of what to expect, what to look for, and what might be worth thinking about.
- Present videos in an outline-like structure using concise, descriptively labeled links that include running times as shown below.
- Embed short graded or self-assessments either in the video itself, or at the end of each video.
Video as springboard for in-depth discussion: “This strategy encourages students to make a personal connection between video content and their own existing knowledge. It also encourages student-student collaboration, which is a critical component of any successful online course.”
- Assign a video. After viewing the video, have each student post to a discussion board based on a specific task, concept, or reflection and encourage students to interact and engage with each other.
Video as springboard for critical thinking: ”Ideally, students come away from a class not just having memorized material, but also having understood it well enough to discuss and apply it to novel scenarios.”
- Get students to identify, compare, and contrast the concepts presented in a video (or series of videos). How are the concepts similar? How are they different? Which are substantiated or refuted by the course text (or other course materials)?
Video as a way to strengthen online research skills while driving conceptual understanding:
- Have students locate online and present to the class a second video that (supports, defends, opposes, elaborates…) the original video.
- Use students’ “found” videos as the basis for class discussion. Ask students to comment, via discussion board, on how well the clips shared by their classmates met the selected criterion.
I think these strategies are really useful for online classes such as MOOCs.
The Nielsen Company, Free to Move Between Screens: The Cross-Platform Report, March 2013. http://www.nielsen.com/us/en/reports/2013/the-nielsen-march-2013-cross-platform-report–free-to-move-betwe.html.
Errol Craig Sull has made a list of the 10 mayor obstacles and their solutions for teaching online.
- Losing all power and other related interruptions
- New to teaching/new to teaching online.
- A severe medical problem strains teaching efforts.
- Sexual/aggressive emails and other difficult communications from students.
- Receiving poor student and/or supervisor evaluations.
- Teaching an unfamiliar course or subject.
- Links in course not working/course setup items incorrect.
- Efficiently managing time.
- Accidentally posting email, etc., with improper/offensive wording.
- Posting grades incorrectly—especially final ones.
As Wilfred Rubens mentioned in his post, it is interesting to see that most problems are not related to the teaching. Most of these are technical and communication problems.
As a teacher you should be aware that your communication is very clear and doesn't give to much room for interpretation. You don't have the classroom to correct this.
It seems clear that we are on the way to the “Peak of Inflated Expectations”, but how far up the mountain does David Sterns’ “5 to 10 percent of the way” get us?
There are two major challenges with this framing. First, Gartner’s model may have useful “explanatory” power- i.e. it works well in hindsight- but a host of missed predictions demonstrate the lack of anything more than a vague “predictive” capacity. A striking failing is the complete omission of MOOCs from the Gartner’s 2012 graph (right). This absence, despite the report being drafted in July last year, well after “the technological trigger” had been well established and pioneers embedded.
The second challenge is that it is easy to conflate the hype cycle with an investment cycle. It may be a dangerous to assume that MOOCs will be driven by similar forces because no MOOCs has yet come close to demonstrating an effective business model, even in any rigorous theoretical way.
I personally think that a hype cycle doesn't work for such a global development as MOOCs. I see big difference between the US and some other parts of the globe. Some countries are just discovering MOOCs other already a national policy. Due to these differences and the global access to that information, you see that universities that are just starting with MOOCs can skip use the first experiences that other institutions have had and can further improve the concept.
If you would like to use a curve, I would go for Roger's S curves, as descripted in his 1962 book Diffusion of Innovations. This meeans that MOOCs will eventually reach a kind of saturation, and there will come a new technology of service that will continue and will further change education.
The Flipped Classroom Field Guide is a compilation of best-practices and community resources centered around the flipped classroom and blended learning initiatives of the Coursera-partner community.
The guide is interesting to read for teacher that want to flip their class. It has many good examples and best practices that are useful.
From the launch of edX the founding universities have emphasized that research into learning will be one of the initiative’s core missions. As numerous articles in both the academic and popular press have pointed out, the ability of MOOCs to generate a tremendous amount of data opens up considerable opportunities for educational research. edX and Coursera have developed platforms that track students’ every click as they use instructional resources, complete assessments, and engage in social interactions. These data have the potential to help researchers identify, at a finer resolution than ever before, what contributes to students’ learning and what hampers their success.
This paper describes an initial study of the data generated by MIT’s first MOOC:
“Circuits and Electronics” (6.002x), which began in March 2012, was the first MOOC developed by edX, the consortium led by MIT and Harvard. Over 155,000 students initially registered for 6.002x, which was composed of video lectures, interactive problems, online laboratories, and a discussion forum. As the course ended in June 2012, researchers began to analyze the rich sources of data it generated. This article describes both the first stage of this research, which examined the students’ use of resources by time spent on each, and a second stage that is producing an in-depth picture of who the 6.002x students were, how their own background and capabilities related to their achievement and persistence, and how their interactions with 6.002x’s curricular and pedagogical components contributed to their level of success in the course.
The author of this paper are:
Lori Breslow is Director of the MIT Teaching and Learning Laboratory (TLL). David Pritchard is a Professor of Physics at MIT and Principal Investigator of the Research in Learning, Assessing and Tutoring Effectively (RELATE) group at MIT. Jennifer DeBoer is a Postdoctoral Associate in Education Research at TLL. Glenda Stump is an Associate Director for Assessment and Evaluation at TLL. Andrew Ho is an Associate Professor at the Harvard Graduate School of Education. At the time of this research, Daniel Seaton was a Postdoctoral Fellow in RELATE; he is now a Postdoctoral Associate in MIT’s Office of Digital Learning (ODL).
You can download the paper here (PDF).
After the OCWC Global Conference I enjoyed my holliday and I'm still catching up on all the MOOC activities in the past month. So here is a list of interesting items:
- Georgia Tech to Offer a MOOC-Like Online Master's Degree, at Low Cost
Georgia Tech announced a partnership with Udacity and AT&T to offer a scalable computer science master’s program using MOOC technologies.
- A Bangladeshi Teen Reviews His First Udacity MOOC
"the course was a great experience: awesome lessons, awesome teachers, awesome learning and, most of all, really enjoyable."
- What do FutureLearn’s Terms and Conditions say about open content?
FutureLearn content will not be open educational resources in any real sense.
- Harvard Faculty Request Faculty Oversight of HarvardX (Their Usage of edX)
58 faculty members from the Faculty of Arts and Sciences at Harvard wrote an open letter to the dean requesting faculty oversight of HarvardX.
- Review MOOC Gamification (in Dutch)
videoreview van de MOOC van Penn University of Pennsylvania in de omgeving Coursera.
- Disaggregating the Aggregators: MOOCs as Course Supplements
MOOCs will inevitably pass through a period in which their incorporation is resisted, whether because they are being imposed on universities by legislators or because every new kind of course supplement, from textbooks to computers to online materials, always faces an initially slow uptake.
Last week EdX announced the addition of 15 new members:
CAMBRIDGE, MA – May 21, 2013 – EdX, the not-for-profit online learning initiative composed of the leading global institutions of the xConsortium, today announced another doubling of its university membership with the addition of its first Asian institutions and further expansion in the Ivy League. The xConsortium is gaining 15 prestigious higher education institutions, bringing its total to 27, including Tsinghua University and Peking University in China, The University of Hong Kong and Hong Kong University of Science & Technology in Hong Kong, Kyoto University in Japan, and Seoul National University in South Korea, and Cornell University in Ithaca, New York. The expansion reflects edX’s rapidly growing global student body and supports its vision of transforming education by bringing the power of learning to all regardless of location or social status.
EdX also welcomes nine universities from North America, Europe and Australia. In the United States, in addition to Cornell, the Consortium has added Berklee College of Music, Boston University, Davidson College, and University of Washington. From Europe, edX welcomes Sweden’s Karolinska Institutet, Belgium’s Université catholique de Louvain, and Germany’s Technical University of Munich. The University of Queensland in Australia becomes the second Australian university to join the xConsortium.
“As we continue to grow the xConsortium and offer courses from institutions as diverse as our global community of students, we are moving forward with our mission to reimagine education,” said Anant Agarwal, president of edX. “These schools, with their unique faculties and student bodies, will help us conduct collaborative research on best practices which improve education online and on campus.”
While MOOCs, or massive open online courses, have typically focused on offering free online courses, edX's vision is much larger. EdX is building an open source educational platform and a network of the world's top universities to improve education both online and on campus while conducting research on how students learn. To date, edX has more than 900,000 individuals on its platform. The addition of these new higher education institutions will add a rich variety of new courses to edX’s offerings:
- The University of Hong Kong, Hong Kong (HKUx), the territory's oldest institute of higher learning and an internationally renowned research-led comprehensive university, will provide a series of HKUx courses including Vernacular Heritage in Asia, Chinese and Western Philosophy, Infectious Disease and Public Health, and Law, Economy and Society.
- Hong Kong University of Science & Technology, Hong Kong (HKUSTx) is a world-class international research university excelling in science, technology and business as well as humanities and social science. The University is committed to providing an interdisciplinary, forward-looking education nurturing well-rounded graduates with a strong entrepreneurial spirit.
- Kyoto University, Japan (KyotoUx) is a world-class research university founded in 1897 as the second oldest national university in Japan. Kyoto University has advanced education and research of the highest standards, cultivating its tradition of open-minded dialogue and a philosophy of academic freedom. It currently consists of 18 graduate schools, 10 undergraduate faculties, and more than 30 research institutes and centers.
- Peking University, Beijing, China (PekingX), founded in 1898, is the first national comprehensive university in China. With a full spectrum of disciplines and over 3,000 faculty members, Peking University is devoted to excellence in teaching and research, and is determined to make education openly accessible to everyone in China and the world.
- Seoul National University, South Korea (SNUx), Korea’s first national university and the indisputable leader of higher education in Korea, wants to share creative knowledge and experiences. SNU has produced fruitful achievements in various fields, ranging from business, politics, natural science, technology, and the arts. SNU will provide a series of SNUx courses on diverse topics.
- Tsinghua University, Beijing, China (TsinghuaX), one of most prestigious higher learning institutions in Asia, is dedicated to excellent education in science, engineering, humanities, social sciences, architecture, management, law, medicine, arts and design. Tsinghua will provide TsinghuaX courses in a variety of areas of study.
- The University of Queensland in Australia (UQx) is one of the world’s premier teaching and research institutions with more than 45,000 students and 7,500 staff. UQ’s teaching is informed by research, and spans six faculties and eight research institutes. UQ will provide a series of UQx courses including Tropical Coastal Ecosystems by Professor Ove Hoegh-Guldberg and The Science of Everyday Thinking by Dr. Jason Tangen.
- Karolinska Institutet, Sweden (KIx) is one of the world´s leading medical universities with a mission to contribute to the improvement of human health through research and education. Since 1901, the Nobel Assembly at Karolinska Institutet has selected the Nobel laureates in Physiology or Medicine.
- Université catholique de Louvain, Louvain-la-Neuve, Belgium (LouvainX) one of Europe’s oldest universities, located in the heart of Europe, will provide LouvainX courses in both French and English, including a course on political science (in French) led by Nathalie Schiffino, and a course on international human rights by Olivier De Schutter, the special rapporteur to the United Nations on the right to food.
- Technische Universität München, Germany (TUMx) is one of Europe's leading universities committed to finding solutions to the major challenges facing society: health and nutrition, energy and natural resources, environment and climate, information and communication, mobility and infrastructure.
United States -
- Berklee College of Music, Boston (BerkleeX), for over 65 years Berklee has evolved to support its belief that the best way to prepare students for careers in music is through contemporary music education. With a diverse student body representing over 130 countries and a music industry "who’s who" of alumni and faculty that have received 229 Grammy Awards, Berklee is the world’s premier learning lab for the music of today – and tomorrow.
- Boston University, Boston (BUx) is the fourth largest private university in the United States, with a global footprint and a leading study abroad program, offering 250 programs of study in science and engineering, social science and humanities, health science, the arts, and other professional disciplines.
- Cornell University, Ithaca, N.Y. (CornellX), a world renowned and diverse Ivy League institution dedicated to a mission of teaching, research and public engagement, will provide a series of CornellX courses in areas ranging from engineering and the sciences to the humanities.
- Davidson College, Davidson, N.C. (DavidsonX) has a renowned faculty and innovative transdisciplinary programs that have earned the college distinction as one of the most research-active liberal arts institutions in the country, as well as consistent national recognition for overall quality and faculty-student research collaboration. Over the next few years, Davidson will offer several original DavidsonX courses in a range of topic areas.
- University of Washington, Seattle (UWashingtonX) is ranked number one among public universities nationally that receive federal research and training funds, and since 1975 has been in the top five for public and private universities. The UW is a leader in online learning with 15 online degrees and 40 online certificates, and recently won a prestigious Educause grant for a new undergraduate online degree completion program in Early Childhood and Family Studies.
In addition to adding these institutions, edX recently launched more than 20 new courses ranging from HarvardX’s Science & Cooking to UTAustinX’s The Ideas of the 20th Century to DelftX’s Solar Energy to GeorgetownX’s Introduction to Bioethics to BerkeleyX’s Introduction to Statistics: Inference to MITx’s Mechanics ReView to WellesleyX’s Introduction to Human Evolution. These and other online and blended courses offered by xConsortium institutions are designed to take advantage of the unique features and benefits of online learning environments, including active learning, game-like experiences, instant feedback and cutting-edge virtual laboratories.
The new member institutions will join founding universities MIT and Harvard, as well as the University of California, Berkeley, the University of Texas System, Wellesley College, Georgetown University, McGill University, Australian National University, University of Toronto, École Polytechnique Fédérale de Lausanne, Delft University of Technology and Rice University in the xConsortium. The new X University Consortium members will offer courses on edX beginning in late 2013 or 2014. All of the courses will be hosted on edX’s open source platform at www.edx.org.