ANZLTC14: Higher Education - MOOCs as a Trojan Horse - University of Melbourne

LMS Upgrade 2008LMS Upgrade 2008MOOCs as a Trojan Horse

MOOCs as a Trojan Horse

Aris CologonBlended Learning CoordinatorDept of Psychiatry, MDHS

Travis CoxManager, ALSS

Learning Environments

“Year of the

MOOC”- NY Times, 2012

Facts and figures – 2013

MOOC Enrolments

Principles of macroeconomics 79,202

Exercise physiology 53,065

Discrete optimization 51,333

Animal behaviour 47,557

Climate change 48,525

Epigenetic control of gene expression 42,095

Generating the wealth of nations 31,443

Average

49,975

348,000

MOOC videos

Hours of video content 96

Videos downloaded 2,205,046

Videos streamed 1,483,875

MOOC activities

Quizzes submitted 159,874

Video Quizzes submitted 732,138

Surveys submitted 10,542

Peer Assignments submitted 9,969

Discussion board topics created 5,628

Disruptive

Massive!

Massive?

Different!

Different?

Discussed!

Why MOOCs?

• Experiment• Explore• Learning Analytics

LTI grants

• Learning & Teaching Initiative• Large ($35K) and Small ($10K)• $1.2M allocation across 2 rounds

– Nov 2013– Apr 2014

MOOCs as exemplars

• Well designed curriculum• High quality resources• Copyright management• Lots of activity• Easy access

Diffusion of innovations

Time of Adoption

Questions to ask

• Right tool for the task?• Tool used elsewhere?• Sustainable for instructor?• Evaluation of tool success?• Authentic learning experience?• Authentic assessment?• Alignment with learning objectives?

Constructive alignment

Assessment

Activities& Content

LearningObjectives

ContentActivities

Assessment

Instructors

Students

“Why?”

Video advice

• Easy to embed videos in the LMS– Vimeo, metacdn, Kaltura, local systems

• Aim for 6 minutes or less

• Alignment with learning objectives and assessment

Use of video – cons

• Can be expensive

• Continuity and currency

• Pre-production effort

• Post-production effort

Use of video - pros

• Content independent of time/location

• Supports F2F learning activities

• Supports alternate assessment (PBL)

Use of video – cons

• Can be expensive

• Continuity and currency

• Post-production effort

Use of video - pros

• Content independent of time/location

• Supports F2F learning activities

• Supports alternate assessment (PBL)

• Pre-production effort PRO &

LE VaMPDept Studio

Self Service StudioPersonal Capture

Webcam

Dependent

IndependentLowQuality

HighQuality

LE VaMPDept Studio

Webcam

Dependent

HighQuality

Learning Environments (VaMP)

• Fee for service• Studio or location based• Used for MOOCs and other LTIs

– Project-based– Extensive pre- and post-production– Copyright management

• High production quality

LE VaMPDept Studio

Webcam

Dependent

HighQuality

Department Studio

• Cost borne by department– $4K setup + ongoing staff costs

• Screen-sharing & interviews• Support staff edit videos• Pedagogy and copyright support• Moderate/High production quality

LE VaMPDept Studio

Webcam

Dependent

HighQuality

Use of Specific Tools: Video Recording

Self Service Studio

• Free for instructors• $8K setup + some staff costs

• Instructor-edited screen-sharing• Advanced editing opportunities• Mandatory training inc. best practice• Moderate/High production quality

LE VaMPDept Studio

Webcam

Dependent

HighQuality

Personal Capture

• Low-cost (institutional license)

• Slides and screen-sharing• Good for chunked content delivery

– Powerpoint/Keynote slides– diagrams & rich media

• Moderate production quality

LE VaMPDept Studio

Webcam

Dependent

HighQuality

Webcam

• Low-cost• Humanises the course• Good for ‘personal’ engagement

– welcome to students– feedback/prompts on recent discussions– demo calculations/technical skills

• Lower production quality– risk of “shelfie”

LE VaMPDept Studio

WebcamLowQuality

HighQuality

Dependent

Independent

Assessments

MOOC assessments

• No room for error• Unambiguous instructions

– Assessment dates– Operational details

• Unambiguous expectations– Rubric– Advice for peer assessors

Content

Content 1

Content 2

Content 3

• Check question clarity

• Revised content? Revise questions!

• Align test questions with learning objectives

DiscussionBoards

“Why?”

• ~50,000 enrol

• Diverse knowledge and/or experience

• Online contact only

• ~100-200 enrol

• Relatively homogenous group

• Many channels

Blended subjects

So what is the purpose?

• Measure all student interactions?

• Dedicated forum

• Asynchronous space

• Inclusive/all students

Sustainable Change

Getting Started

• Ask those ‘Why?’ questions!• You don’t need $$$ for change• Use the past to inform the future• Least effort approaches preferred• Copyright obligations

Ongoing Support

• Collegial collaboration• User guides for staff & students• Central & Local T&L Support

Evaluating success

• Plan ahead to evaluate• Metrics / statistical outcomes• Student feedback• Be prepared to modify, be flexible!

Attributions• ilviale 2006, ‘Chess 3’ 22 September http://www.freeimages.com/photo/621734 [accessed 1 August

2014]• Natebailey 2011, ‘A graph of Everett Rogers Technology Adoption Lifecycle model’ 29 May 2007

http://upload.wikimedia.org/wikipedia/en/archive/4/45/20110714211709%21DiffusionOfInnovation.png [accessed 22 August 2014]

• Pappano 2012, ‘The Year of the MOOC’, The New York Times 2 November. Available from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html [accessed 13 August 2014].

• Pinpin 2007 ‘Homeric Greece’ 29 September. http://commons.wikimedia.org/wiki/File:Homeric_Greece.svg#mediaviewer/File:Homeric_Greece.svg [accessed 4 Aug 2014]

• Van Staalduinen, S 2013 ‘Hosier Lane’ The Royal Children's Hospital Melbourne• tatlici 2007, ‘Troy’, 8 March http://www.freeimages.com/photo/734788 [accessed 1 August 2014]• MOOC video and course screenshots provided by Learning Environments, University of Melbourne• Psychiatry video images provided by Department of Psychiatry, University of Melbourne• Image of lecture theatre courtesy of Learning Environments, The University of Melbourne

ANZLTC14: Higher Education - MOOCs as a Trojan Horse - University of Melbourne

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