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Open Educational Resources (OER)
ignatiawebs.blogspot.ru - Ignatia/Inge de Waard 200) && (this.width >= this.height) ? 200: true); max-height: 200px; height: expression((this.height > 200) && (this.height >= this.width) ? 200: true); border: none;'/> This is a paper entitled MOOC factors influencing teachers in formal education was written for the Mexican open journal: Revista Mexicana de Bachillerato a distancia. Número 13 (2015). The MOOC expert Guadalupe Vadillo asked me if I wanted to write about MOOCs and teacher development. I gladly accepted the request, because I think MOOC can be used in multiple forms, supporting teachers in all areas of formal education. The paper is written in two languages, one in English, and one in Spanish: show all text posted by friends: (2) @sheilmcn: (myBlog) #MOOC factors influencing teachers in formal #education: This is a paper entitled MOOC factors influe... bit.ly/1JSCjjh 30.01.2015 12.00.51 @Ignatia: (myBlog) #MOOC factors influencing teachers in formal #education: This is a paper entitled MOOC factors influe... bit.ly/1JSCjjh 30.01.2015 11.56.09 posted by friends of friends: (0)
1. Congratulations to the following seven individuals who completed a doctoral degree in 2014.
2. It’s always interesting to explore literature outside of peer-reviewed journals to explore how early career colleagues are thinking about a topic.
3. The doctoral dissertations that follow were all published in 2014 and they focus on various aspects of MOOCs. Undoubtedly, some of the findings reported below will make it into the peer-reviewed literature. As far as I can tell, findings from Kassabian, Kellogg, and Moe have already been published.
3. I believe that it would have been more valuable if these were already published as a series of shorter articles instead of being published as volumes that then need additional effort to be revised/refined for submission to professional journals, a practice that is both frequent and encouraged. My dissertation in 2008 was a 3-paper series. There’s ways to do this, and really good reasons to do so. I’ve discussed this option with 3-4 doctoral students recently that are exploring the option, but institutions need policies and frameworks in place to support such efforts.
4. I digress. Below you can find the citation and abstracts for these seven dissertations. Enjoy!
Gerber, J. (2014). MOOCs: Innovation, Disruption and Instructional Leadership in Higher Education. ProQuest, UMI Dissertations Publishing.
In the beginning rush of attention surrounding MOOCs (Massive Open Online Courses), there was considerable speculation regarding the ideal use and potential impact of this new innovation on teaching, learning, and traditional higher educational structures. Yet universities and colleges were rushing to implement MOOCs despite neither data nor clear understanding regarding their potential disruptive force on the educational landscape. To examine the MOOC phenomenon more closely, I conducted qualitative research that examined MOOCs integration at higher education institutions identified to be at the forefront of the MOOC movement. Framed using Everett Rogers’ model of innovation diffusion (Rogers, 1962), MOOC early adopters were defined as faculty members from US institutions who offered MOOCs between April 2012 and December 2013. This study researched initial MOOC implementation efforts in order to better determine motivations, implications and future impact on higher education, which will provide greater context to this rapidly shifting innovation. My findings indicate that the primary institutional motivation to sponsor MOOCs was to raise and/or enhance their institutional brand. The findings also indicated that faculty that self-selected to participate in MOOCs at the early stage was open to experimentation as well as to the inherent risks associated with the trial of a new educational innovation. This study uncovered important implications on the main pedagogical mission of the university and its professors as a result of instructor and institutional involvement with MOOCs. More specifically, this study revealed that MOOCs have pushed pedagogical issues to the forefront, and faculty early adopters have shifted their classroom teaching in ways believed to improve the classroom experience and create more interactive learning opportunities for students as a result of MOOCs.
Kassabian, D. (2014). Massive Open Online Courses (MOOCs) at elite, early-adopter universities: Goals, progress, and value proposition. ProQuest, UMI Dissertations Publishing.
Massive Open Online Courses (MOOCs) have become a hot topic in higher education and have undergone rapid growth. More than 800 MOOCs have been offered to the public from more than 200 of the most well known universities in the world, with millions of learners taking them. While many elite universities have developed MOOCs, their motivations have not been entirely clear. This qualitative case study research explores what three early adopter universities, Columbia University, Duke University, and Harvard University, hope to achieve by becoming involved and investing in MOOCs, how they are assessing progress toward goals, and what value proposition they seek as a return on their investment. The findings of this research suggest that the studied universities have several goals in common and a few that differ, and importantly, that several of their goals do not directly align with the public narrative around MOOCs in the press. In particular, while the goals of the studied universities do include expanded access to education, their goals may have even more to do with promoting teaching innovation and providing benefits for their residential education. None of the studied universities were focused on improvements to higher education completion challenges through pursuit of MOOC credit, or the use of MOOCs as a way to control higher education costs–both of which are major elements of the public dialogue on MOOCs. Other goals of the early adopters studied included providing more visibility for some of their educational programs and their faculty, and enabling more evidence-based education research. This study concludes that the value proposition for early adopter universities is the ability to simultaneously pursue the goal of improving on-campus teaching and learning while also promoting the university and its faculty and connecting through educational outreach with the public–all while showing leadership in an emerging higher education learning technology.
Kellogg, S. (2014). Patterns of Peer Interaction and Mechanisms Governing Social Network Structure in Three Massively Open Online Courses for Educators. North Carolina State University.
MOOCs, or Massively Open Online Courses, have gained extensive media attention for their vast enrollment numbers and the alliance of prestigious universities collectively offering free courses to learners worldwide. For many, MOOCs are filling the role of continuous education and ongoing professional development, serving to satisfy personal intellectual curiosity or enhance the workplace skills of post-graduates. A recent development in the MOOC space has been courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics as well as pundits from traditional and new media have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that many of the challenges facing MOOCs can be addressed by leveraging the massive number of learners to develop robust online learning communities. Despite the potential benefits for educators, however, building and sustaining online learning communities has generally proved problematic. This study attempts address critical gaps in the literature and address issues of community engagement in MOOCs by examining factors that influence peer interaction among educators. Specifically, this quantitative case study is framed by the social network perspective and utilizes recent advancements in Social Network Analysis to describe the peer discussion networks that develop and model the mechanisms that govern their structure.
Moe, R. (2014). The evolution and impact of the massive open online course. ProQuest, UMI Dissertations Publishing.
An online learning phenomenon emanated 2½ years ago from three courses taught at Stanford University, promising an opportunity for high-quality instruction from elite institutions and professors for no cost to the student. This phenomenon, which came to be known as the MOOC, catalyzed sweeping changes in both higher education’s relationship with distance education, as well as the discussion of higher education in society, in a remarkably short period of time. While people have questioned the effectiveness of MOOC learning and the potential negative consequences of adopting MOOC systems either in support of or to replace existing educational infrastructure, the MOOC movement has continued to grow at a rapid pace. This research study sought to define the characteristics of the MOOC on the terms of learning theory, pedagogy, history, society and policy through the use of an expert-based Delphi study, where participants engaged in a phenomenological dialogue about what constitutes a MOOC in practice, the present state of higher education in the wake of the MOOC movement, the effect the phenomenon has had on education both structurally as well as socially, and visions of the future of the institution of higher education as affected by the MOOC. In summary, panelists focused their agreement on cognitive and pragmatic aspects of the MOOC debate, such as a hope for learning analytics to offer solutions to educational problems as well as the opportunity for the MOOC system to offer tier-based education services to consumers. The Delphi discussion showcased the importance of cognitive theory in MOOC design as well as the relationship between MOOCs and economics, and highlighted the difficulty education experts have in agreeing on how to define educational terminology.
Outland, J. C. (2014). Examining the Market Positioning of Massive Open Online Courses to Maximize Employer Acceptance. ProQuest, UMI Dissertations Publishing.
Massive Open Online Courses (MOOCs) are a new instructional method utilizing many delivery methods common to online academic courses that are being offered in greater frequency as learner interest has increased. Learners may be attending these courses due to a lack of cost and perception that completion of this training may offer some benefit to them as they seek employment. Unfortunately, due to both the relatively recent development of MOOCs and the corresponding variety in delivery and documentation methods, little research had been completed on the acceptability of this instructional method by potential employers. Without this information, learners would be completing training that has little applicable benefit to them as they seek positions or advancement. Additionally, institutions would be offering courses in formats that do not fully benefit students, resulting in a sub-optimal use of institutional resources. The purpose of this qualitative study was to examine the perceptions of U.S.-based employers on instruction using variations of the MOOC model, and to identify traits in this delivery method that make completion of this training advantageous to potential applicants. Human resources and hiring managers were interviewed to determine their preferences using a focus group model. The data collected indicates MOOCS are positively perceived by employers, but not optimally positioned due to a lack of understanding and documentation. Employer perceptions of MOOCs can be enhanced by the consideration and inclusion of industry required skillsets to ensure that learners are focused on employer desired abilities that allow them to meet minimum and preferred job requirements. Additionally, by providing accurate and detailed documentation of the contents of a MOOC, institutions can ensure that a course is readily measurable by employers. This documentation can take many forms, but credentials that detail the topics covered, time spent, and completion evaluation method are preferred. By adopting these identified key requirements of employers, institutions may be able to better position their MOOC offerings into categories that are more easily understood and evaluated during the hiring process. These changes would then enhance the perceived benefits of these classes, and generate additional advantages for job seekers who have completed these courses.
Schulze, A. S. (2014). Massive open online courses (MOOCs) and completion rates: are self-directed adult learners the most successful at MOOCs?. ProQuest, UMI Dissertations Publishing.
Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that their completion rates can average fewer than 5% of those registered. Such low completion rates raise questions about the effectiveness of MOOCs and whether adults enrolling in them have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve more than just the most persistent, self-directed learners. This study explored the relationship between self-directed learning readiness and MOOC completion percents among adults taking a single Coursera MOOC. By examining self-directed learning – the ability to take responsibility for one’s own educational experiences – and MOOC completion rates, this research may assist in improving the quality of MOOCs. A statistically significant relationship was found between self-directed learning and MOOC completion percentages. Those stronger in self-directed learning tended to complete a greater percent of the MOOC examined. In addition, English speaking ability demonstrated a mediating effect between self-directed learning and MOOC completion. Learners indicating a strong ability in speaking English were more likely to be ready for self-directed learning and completed a higher percentage of the MOOC. Compared with those that did not complete MOOCs, however, few additional differences in demographics of adult learners that completed MOOCs were found. To better understand the skills and experiences needed to … Read the rest
ignatiawebs.blogspot.ru - Ignatia/Inge de Waard 200) && (this.width >= this.height) ? 200: true); max-height: 200px; height: expression((this.height > 200) && (this.height >= this.width) ? 200: true); border: none;'/> The Open Educational Resources Research Hub (OER Research Hub) provides a focus for research, designed to give answers to the overall question ‘What is the impact of OER on learning and teaching practices?’ and identify the particular influence of openness. The OER hub just released a free evidence report focusing on key factors related to Open Educational Resources. There are multiple hypothesis on OER tested in this report, and with clearly described outcomes and conclusions. Anyone working w... show all text posted by friends: (2) @sheilmcn: (myBlog) free report on #OER evidence of success @OER_HUB: The Open Educational Resources Research Hub (OER Re... bit.ly/1CK42ye 20.01.2015 13.32.29 @Ignatia: (myBlog) free report on #OER evidence of success @OER_HUB: The Open Educational Resources Research Hub (OER Re... bit.ly/1CK42ye 20.01.2015 13.18.00 posted by friends of friends: (0)
hybridpedagogy.com MOOC MOOC: Critical Pedagogy is a six-week exploration of Critical Pedagogy from Hybrid Pedagogy: a digital journal of learning, teaching, and technology. posted by friends: (4) @_valeriei: & #edci336 folks MT @bryanjack: #MoocMooc: Critical Pedagogy hybridpedagogy.com/mooc-mooc-crit… <<May also interest #tiegrad folks. 1st chat Wed 3pm PST 20.01.2015 05.07.12 @harmonygritz: Check here for the full MOOC MOOC: Critical Pedagogy schedule: hybridpedagogy.com/mooc-mooc-crit… And subscribe for updates. #moocmooc 20.01.2015 03.10.28 @HybridPed: Check here for the full MOOC MOOC: Critical Pedagogy schedule: hybridpedagogy.com/mooc-mooc-crit… And subscribe for updates. #moocmooc 20.01.2015 02.52.57 @Jessifer: Check here for the full MOOC MOOC: Critical Pedagogy schedule: hybridpedagogy.com/mooc-mooc-crit… And subscribe for updates. #moocmooc 19.01.2015 23.18.42 posted by friends of friends: (1) @bryanjack: #MoocMooc: Critical Pedagogy hybridpedagogy.com/mooc-mooc-crit… << May also be of interest to #tiegrad folks seeking open learning. 1st chat Wed 3pm PST 20.01.2015 02.00.24
Futurelearn academic network meeting: MOOC Futures | Digital Cultures and Education Research Group (DiCE)
dice.education.ed.ac.uk posted by friends: (4) @catherinecronin: @crumphelen: @j_k_knox noting ethnographic approaches... MT @sbayne: @j_k_knox 'more than human analytics'. Follow: dice.education.ed.ac.uk/?page_id=1155 09.01.2015 17.13.17 @catherinecronin: @j_k_knox up next at the #futurelearn meeting - talking about 'more than human analytics'. Follow here: dice.education.ed.ac.uk/?page_id=1155 09.01.2015 17.09.53 @mhawksey: ooh @dgasevic joining Uni of Edinburgh in 3 weeks #learninganalytics #FutureLearn Talking now via dice.education.ed.ac.uk/?page_id=1155 09.01.2015 16.35.35 @mhawksey: .. then @j_k_knox on 'More-than-human analytics' and @NomadWarMachine on mapping participants via multiple platforms dice.education.ed.ac.uk/?page_id=1155 09.01.2015 16.21.29 @Ignatia: #futureLearn livestream talks & discussions, people coming back in room now: dice.education.ed.ac.uk/?page_id=1155 09.01.2015 16.16.53 @mhawksey: '#LearningAnalytics and MOOCs: what have we learned so far and where to go?' w/h @dgasevic streamed in 15min from dice.education.ed.ac.uk/?page_id=1155 09.01.2015 16.15.32 @sheilmcn: Livestream of #futurelearn academic research network 'FLAN' meeting in Edinburgh available here dice.education.ed.ac.uk/?page_id=1155 09.01.2015 14.14.21 posted by friends of friends: (1) @timbuckteeth: Looking forward to the #futurelearn academic network meeting today in Edinburgh. It'll be livestreamed from 10.30: dice.education.ed.ac.uk/?page_id=1155 09.01.2015 12.02.38
ufi.co.uk UFI are looking for organisations to help us create and deliver an online programme to assist FE staff and other adult trainers to incorporate digital methods into their practice posted by friends: (2) @verenanz: Delighted UFI is commissioning an innovative MOOC for FE teachers. Full brief on our website ufi.co.uk/news/ufi-are-c… @UfiTrust #FEMOOC 06.01.2015 13.00.42 @bobharrisonset: Delighted UFI is commissioning an innovative MOOC for FE teachers. Full brief on our website ufi.co.uk/news/ufi-are-c… @UfiTrust #FEMOOC 06.01.2015 12.53.31 posted by friends of friends: (0)
mfeldstein.com - Phil Hill Thanks to Audrey Watters I just read a new article in Science Magazine ((Note that access requires a subscription or purchase or individual article.)) and publicly posted here by Justin Reich, the lead researcher for HarvardX (Harvard’s implementation of edX and associated research team). Justin calls out the limitations of current MOOC research, focusing on A/B testing, engagement instead of learning, single-course context, and post hoc analysis without proper course design. While praising the... show all text posted by friends: (2) @nancyrubin: The Quotable Justin Reich (@bjfr) #MOOC research needs to reboot ow.ly/GL65s via @PhilOnEdTech 04.01.2015 16.05.18 @bjfr: The Quotable Justin Reich: MOOC research needs to reboot ow.ly/GKyNV New post at e-Literate; cc @bjfr 04.01.2015 04.49.09 posted by friends of friends: (1) @nick_chater: The Quotable Justin Reich: MOOC research needs to reboot ift.tt/1Bjhlad 04.01.2015 03.24.30
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