Independent learning through Massive Open Online Courses
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Transcript of Independent learning through Massive Open Online Courses
Dr Paula HodgsonGeneral Education Office, Hong Kong Baptist University
Independent learning through MOOCs
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
• MOOCs pedagogy
• My MOOC experiences
Outlines
https://www.class-central.com/report/moocs-stats-and-trends-2014/
Source: https://www.class-central.com/universities
MOOCs offered in 2014
Pedagogy (1)
MOOCs as stand-alone courses
MOOCs are built around online lectures: weekly lectures, weekly quizzes with immediate feedback, assignments that were peer-reviewed, discussion forums
Bali (2014)
Pedagogy (2)
•MOOCs rely heavily on peer engagement and assessment to support the individual student's learning process
Yuan and Powell (2013:12)
• The first principle is encouragement of student–faculty contact
• The second principle is enormous potential for student–student interaction
• The third principle relates to encouraging active learning
• The fourth principle is to give prompt feedback
• The fifth principle is emphasizing time on task
• The sixth principle is communicating high expectations
• The seventh principle of good practice is respect for diverse talents
Chickering and Gamson (1987)
Seven principles of good practice in undergraduate education
only 7% of the 50,000 students who took the Coursera-UC Berkeley course in Software Engineering completed. There is a similar reported dropout rate in Coursera’s Social Network Analysis class where only 2% of participants earned a basic certificate and 0.17% earned the higher level programming with distinction certificate
Yuan and Powell (2013:11)
Completion rates
Source: https://youtu.be/cXrrysTwvMA [11:35/1:18:15]
• Successful self-regulated learning is necessary for learning independently: goal-directed, having a sense of self-efficacy, a willingness to commit, and metacognitive awareness.
Mayes and de Freitas (2013)
Self-regulated learning
My MOOC experience (1)
Which ones to keep
Started.
25 June,
2014
Started
1 July,
2014
Managing MOOCs: interactions in edX course
Managing MOOCs: progress made in edX
Interactions with instructor/professor
Leading & commenting to peers
Enrolment profile
Quizzes
Overall evaluation/feedback (Contributes 40% to your final grade - 13 marks)
• 7. Say what you liked best about this example as an instance of collaborative problem solving.
• self → This is a joint university project that provided an extensive amount of effort from each institute to collaborate for enhancing quality in learning, teaching and assessment in higher education in Hong Kong.
• peer 1 → All team members had something to contribute; the web-page couldn't have been created by only one person.
• peer 2 → I liked how it is well-organized and evidence is obvious.
• peer 3 → [This area was left blank by the evaluator.]
• Your effective grade is 8
Making self & peer assessment with reference to different statements:
1. The example includes a problem of the sort that requires collaborative problem solving (2).
2. The example demonstrates that collaboration between people is necessary or advisable (3).
3. … (2)
4. … (2)
5. … (2)
6. Suggestion
1st assignment
Forum activities: active across all weekly topics
edX and CourseraCompleted the
second
assignment and
receiving 22/23
Time for a third MOOC
• Reading
• Watching videos
• Forum discussion/quiz
• Reflection [learning log]
Weekly tasks
• Class 3 Module 3.2: EI and SI in Various Fields of Work and They Can Be Developed
• Discussion Forum Question [reflection]:
• What are the competences that you have been able to use well, that are your strengths?
• Class 4: Inspiring and Motivating Sustained Development, Growth, and Learning
• Discussion Forum Questions [reflection~emotion]:Reflective
practice
Signature Track
Critical incident
Posted 3 days ago…
THREADED discussion
Action Learning Assignment
Skills in managing incoming forum messages
Practising coaching skills
Another action learning assignment…
Finally…
Source: https://www.class-
central.com/report/moocs-stats-
and-trends-2014/
Intention and persistence
(Reich 2014)
Considering MOOCs for high school students
What’s next:
get ready for college
Source: https://www.edx.org/high-school-initiative
• Bali, M. (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. MERLOT. Journal of Online Learning and Teaching, 10(1), 44–56.
• Chickering, A.W., and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, March, 3–7.
• Mayes, T., and de Freitas, S. (2013). Technology-enhanced learning. In Beetham, H., and Sharpe, R. (eds). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, pp. 17–28, Routledge.
• Reich, J. (2014). MOOC Completion and Retention in the Context of Student Intent. Educause Review Online, 8th December.
• Yuan, L., and Powell, S. (2013) MOOCs and open education: implications for higher education. Access at: http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf
References
Q&A
THANK YOU