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Moocs and Learning Sciences: Where We Have Been. Where We Are Going

This document summarizes MOOCs and learning sciences from where they have been to where they are going. It discusses that MOOCs now reach over 17 million learners but the product is lacking. Research looks at engagement, design, and social learning. Platforms are developing adaptive learning partners. The future may see more control by learners over data and unstructured learning. It will likely involve diversifying students, granular assessment, and competency-based credentials. Preparation requires developing an experimental mindset and flexible control points.

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Tung Nghia
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71 views56 pages

Moocs and Learning Sciences: Where We Have Been. Where We Are Going

This document summarizes MOOCs and learning sciences from where they have been to where they are going. It discusses that MOOCs now reach over 17 million learners but the product is lacking. Research looks at engagement, design, and social learning. Platforms are developing adaptive learning partners. The future may see more control by learners over data and unstructured learning. It will likely involve diversifying students, granular assessment, and competency-based credentials. Preparation requires developing an experimental mindset and flexible control points.

Uploaded by

Tung Nghia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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MOOCs and Learning Sciences:

Where we have been. Where we


are going.
George Siemens
Scandinavian MOOC Conference
Stockholm, Sweden
June 12, 2015
Where we started
What happened
What we should have done
Where we are going
Where we started
What happened
What we should have done
Where we are going
UNESCO, 2013
Higher education is now being disrupted; our
MP3 is the massive open online course (or
MOOC), and our Napster is Udacity, the
education startup.
http://edutechnica.com/moocmap/
MOOCs
Now reach 17+ million learners
(Important: over 21 million distance learners)
Hundreds of millions of $$ invested
Hundreds/thousands of academics involved
Media exposure in mainstream publications
Developing ecosystem of value add products
On-campus debate/soul-searching

Learning/education is now a prominent public


conversation
Where we started
What happened
What we should have done
Where we are going
We have a lousy product
Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015). What public media reveals about
MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.
Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015). What public media reveals about
MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.
Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015). What public media reveals about
MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.
Where we started
What happened
What we should have done
Where we are going
http://linkresearchlab.org/dlrn/
Phase 1 Stats
266 total submissions
37 countries represented

Top countries:
- USA
- Canada
- China
- UK
- Spain
- Australia
Phase 2 Stats

78 total submissions
15 countries represented

Top Countries:
- USA
- Canada
- UK
- China
- Australia

http://www.moocresearch.com
Final selection
MOOC platforms represented:
- Coursera: 12
- edX: 4
- Multiple: 5
- Non-Major: 6
Countries: 4 (USA, Canada, UK, Australia)
Institutions: ~28
Phase 2 Most Cited Authors

Gasevic, D., Kovanovic, V.,


Joksimovic, S., & Siemens, G.
(2014). Where is research on
massive open online courses
headed? A data analysis of the
MOOC Research Initiative. The
International Review Of Research In
Open And Distributed
Learning, 15(5).
Engagement and learning success

MOOC design and curriculum


Self-regulated and social learning

SNA and networked learning

Motivation, attitude,
and success criteria

Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014).


Where is research on massive open online courses headed? A
data analysis of the MOOC Research Initiative. The International
Review Of Research In Open And Distributed Learning, 15(5).
Additional MOOC research

IRRODL Special Issue:


http://www.irrodl.org/index.php/irrodl/issue/view/
64

JOLT Special Issue:


http://jolt.merlot.org/Vol9_No2.htm

http://www.moocresearch.com/
Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on
massive open online courses headed? A data analysis of the MOOC Research
Initiative. The International Review Of Research In Open And Distributed Learning, 15(5).
Where we started
What happened
What we should have done
Where we are going
What is being ignored is the
development of a new learning
ecology.
Serving an audience that higher
education has ignored to date
Parallel developing partners: Adaptive
and personalized learning

Platform Publisher
Knewton Pearson
Smart Sparrow McGraw-Hill
Desire2Learn adaptcourseware
LoudCloud CMU OLI
Framework for understanding
future technology infrastructure
Control between learner and faculty/institution,
including structured and unstructured learning
activities
Ownership of data and content – the learner or
the institution
Integration – loosely coupled with data
exchange happening through APIs and related
industry standards or tightly connected with
enterprise level systems
Structure - centralized and decentralized
teaching and learning approaches
In: Siemens, Gasevic, & Dawson (eds), 2015
In: Siemens, Gasevic, & Dawson (eds), 2015
“If the ladder of educational opportunity rises
high at the doors of some youth and
scarcely rises at the doors of others, while at
the same time formal education is made a
prerequisite to occupational and social
advance, then education may become the
means, not of eliminating race and class
distinctions, but of deepening and
solidifying them.”
President Truman, 1947
Student profiles

Diversifying
(OECD)

Less than 50% now full time


(US Census Bureau)

http://www.oecd.org/edu/skills-beyond-school/EDIF%202013--
N%C2%B015.pdf
http://www.census.gov/prod/2013pubs/acsbr11-14.pdf
Ho, A. D., Chuang, I., Reich, J., Coleman, C., Whitehill, J., Northcutt, C., Williams, J. J., Hansen, J.,
Lopez, G., & Petersen, R. (2015). HarvardX and MITx: Two years of open online courses
(HarvardX Working Paper No. 10). doi:10.2139/ssrn.2586847
Granularization of assessment

Cracking the credit hour


(New America Foundation)
Badges
(Mozilla & others)

http://newamerica.net/publications/policy/cracking_the_credit_hour
http://openbadges.org/
Favours women over men
More learners as % (up to 60%)
Average entrance age increasing
Top three countries for entering students:
China, India, USA
Traditional science courses waning in
popularity
Greater international student

OECD 2013
Certificates

Fastest growing form of credentialing (800%


increase in 30 years)

Industry-facing

Carnevale, Rose, Hanson 2012


Competencies

Competency-based degrees
(Chronicle, 2014)
Prior learning assessment
(Insider Higher Ed, 2012)

http://chronicle.com/article/Competency-Based-Degrees-/144769/
http://www.insidehighered.com/news/2012/05/07/prior-learning-
assessment-catches-quietly
Knowledge in pieces

diSessa, 1993
“The world is one big data problem”
Gilad Elbaz
Preparation for future technology
use is a mindset shift :

experimental,
acceptance of ambiguity,
recognition of complexity,
participatory pedagogy,
flexible control points

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