7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 1/34

 THE MOOC

AND CAMPUS-BASED LEARNING

Professor Phillip D. Long,School of Information Technology & Electrical Engineering,

Centre for Educational Innovation and Technology,

University of Queensland

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 2/34

THE TYPICALDESCRIPTION OF

THE ROLES OFTHE UNIVERSITY

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 3/34

“A university is not about results in the next

quarter; it is not even about who a student hasbecome by graduation. It is about learning thatmoulds a lifetime; learning that transmits the

heritage of millennia; learning that shapes thefuture”.

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 4/34

“ It is the potential for universities to playa central role as dynamos of growth in

the innovation process and be significantgenerators of wealth creation and spinoff advantages, derived from having a

growing community of high growth,innovative companies.”

Dr Robin Batterham, Australia’s Chief Scientist , Nov. 2000The Chance to Change, (pg. 87)

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 5/34

 TheAcademy

Research Learning

Assessment

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 6/34

UQ

2011 - 98% of UQ students own a smart device with WiFi and a browserSignificant opportunity to leverage in-class interaction and collaboration tools

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 7/34

UQ

0

7500

15000

22500

30000

  M  o  n  d  a  y

   T  u e  s  d  a  y

  W e  d  n e  s  d  a  y

   T  h  u  r  s  d

  a  y

  F  r  i  d  a

  y

  S  a  t  u  r  d  a  y

  S  u  n  d  a  y

People on BlackboardPeople On Campus

More staff and students use UQ’sonline learning system each dayduring semester than come tocampus

 

DistanceLearning?

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 8/34

UQ

UQ students use our LMS more often than they do Facebook or

our Library databasesbased on 000+res onses

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 9/34

With lecture capture we are

engaged currently in a massive“distance learning project” –

delivering online education everyday that is totally devoid of good

learning design.

LectureCapture

Australian

Universities Any classroom seating 50 ormore students is auto-recorded

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 10/34

 This is the background onto whichMOOCs emerge onto the scene

What’s your context? (Poll)

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 11/34

POLLING QUESTION 1

Polling Question 1:What is the context at your institution into which if you are doing MOOCs,they will appear?

1. We have little online presence for learning in any form beyond anLMS

2. We have extensive us of the LMS and some lecture capture3. We have widespread lecture capture with our LMS4. We have a mixture of traditional LMS supported campus instruction

with some blended learning (distributed online + campus component)5. We have online distance learning courses online today

6. We have a strong mix of LMS campus use, online distance learningand blended learning today.

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 12/34

 A LITTLE HISTORY

MOOCs

Massive Open Online Courses

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 13/34

11 years since OCW (April, 2001)

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 14/34

6 years from when Berkeley joins iTunes

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 15/34

3600 MICROLESSONS

DELIVERED >200,000,000LESSONS

$50,000,000 FROMTHE

GATESFOUNDATION

7 years since the Khan Academy formed(2006)

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 16/34

Elite university1 offers MOOC

166,000 signed up, 23,000 completed,about 14%

Offered entirely outside the infrastructureof a university (.sub)

Weekly assignments and feedback

 Taken by Stanford and external students –external students did better!

Led to the startup frenzy of Udacity(Thrun), Coursera (D.Koller), edX(Agrawal), etc.

And then came Stanford – 18 months ago

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 17/34

Now it’s MOOCmania!Coursera, (.com)Udacity (.com)Venture Lab (.com)Class2Go (OS)

Course Builder (Google-OS)

Course Sites (Bb, .com)

edX (MIT,Harvard,UCB, UT)(OSwhen released)

Open University (PLE, OS)

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 18/34

POLLING QUESTION 2

What was your institution’s reaction to MOOCs?

1. No noticeable response2. Some campus discussion and chatter but

nothing formal3. Campus leadership acknowledged but

dismissed them4.

Campus leadership and faculty publicly reactedbut have pursued a “wait and see” policy.5. We have a decided to do a few MOOC courses6. We have committed to exploring what MOOCs

can do for our institution

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 19/34

MOOCs onlyfor the self-directedlearner

Ineffective techreplacingteacher-studentinteractionVictoria Uni

 Techstressedacademicsneedsupport

Need torethinkregulation.UNE/Deakin

Learning

analyticsneededforbetterdesign-Swinburne

Future isblended

UTS DVCA

Value of Well designedlearning spacesVU

FromTHE CONVERSATIONSpecial Series on MOOCs

Australian Reaction to MOOCs

https://theconversation.com/online-opportunities-digital-innovation-or-death-through-regulation-9736

Plagarisim

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 20/34

We’ve seen it all before.

Or have we?• Yes and no

• Pervasive access• Rich media• Next generation machine learning (feedback)

• Lateral innovation• Analytics• Mobility - Access - Need

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 21/34

Curated Collections of Content

•The typical online course isstructured content repository.

•Actions typically involveinvoking toolso assessment (quiz and test)oplay a video (using the

video player)owriting an essay

o invoking a simulation

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 22/34

Let’s step back

•From scarcity

To abundance•From vision, mission,strategy, and objectives

To ambition, intention,constraints and imperatives, maximizing higherorder capital

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 23/34

Generative Scholarship

Edward Ayers, President,Univ. of Richmond, Historian

•Online education cannot run indefinitely, as

it does now, on borrowed intellectual capitaldisseminating what we already know.

•New forms of teaching must be able togenerate new questions & ideas.

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 24/34

Value proposition of MOOCs?

• Develop pedagogically high quality learningrich media content for online use

• Leverage re-usable learning designpatterns and tools

• Modularised course structureo Opening a portion/module of a course to

the outside world – “Moocification”™

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 25/34

An Example: A MOOC to you.

A module to me.

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 26/34

And what of place?

UQ

St. LuciaCampus

Brisbane,

QLD

Australia

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 27/34

Value we seek

• Learning design patterns that aredemonstrably effective

• Physical participation in the profession, thatis, engagement with content & the practiceacross virtual and physical spaces.

• And this is a description of ‘flippedclassroom’ -

& Physical Campus

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 28/34

We know active learning works

Active Learning Lab at UQ - ITEE University of Melbourne ChemistryLearning Lab

And we’re building these

spaces

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 29/34

Active Learning on Steroids67 tables of 9 students = 603 stds, 2 Faculty, 4 Tas Two back-to-back sessions run for class of 1200 students

67% of studentspreferred this largeactive learningspace to lecture

Attendancethrough first 5wks of the courseaveraged 85%

 The UQ Centre

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 30/34

edX is explicitlymeant to extendteaching broadly, for 

those who areinterested, and todevise techniques to

improve on-campus,class-based learningin all disciplines and

formats.

http://harvardmagazine.com/2013/03/onlin

e-evolution-accelerates

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 31/34

Do we need lots of little

classroom “boxes” anymore?

Or do we need a mixture of active learning precinctsplus professional practice

space?

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 32/34

Professional Practice Spaces

UC Boulder ITL

UQ Engineering Shop Spaces

RMIT Bio Lab

UVA Learnin Commons

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 33/34

POLLING QUESTION 3

What is your campus strategy for rethinking online coursedesign & the design of corresponding physical campuslearning spaces?

1. We haven’t had this conversation

2. Our needs are not yet well articulated on this dimension3. We’re building prototype spaces for new physical

learning environments but not with in the context of online learning

4. We’re looking blended learning from perspective of boththe physical and virtual environment implications

7/29/2019 International Perspective: The MOOC and Campus-Based Learning (166256704)

http://slidepdf.com/reader/full/international-perspective-the-mooc-and-campus-based-learning-166256704 34/34

 Thank you

longpd@uq.edu.au