MOOCs to Support Human Rights & Story Writing in the Middle East
Transcript of MOOCs to Support Human Rights & Story Writing in the Middle East
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Director, Technical Leadership & LearningGlobal Education
MOOCs to Support Human Rights & Story Writing in the Middle East
STEPHEN D. LUKE, ED.D.
CIESMARCH
2016
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SLIDESHARE.NET/DrNICHCY
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OUTLINE
• Brief History of Open & Distance Education• MOOC Benefits/Criticisms• FHI 360 MOOC on Human Rights & Story Writing– Design– Learning Analytics & Outcomes
• Future Directions
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S O W H A T’ S A
MASSIVE
M O O COPEN ONLINE COURSE
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S O W H Y I S T H I S A
T H I N G ?Access to high quality education to anybody, anytime, anywhere.
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I S T H I S S O N E W ?
MASSIVE
M O O COPEN ONLINE COURSE
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1800 2000
1728
1728 1900
CorrespondenceCourses
".... any person in this country, desirous to
learn this Art, may, by having several lessons sent weekly to them, be perfectly instructed, as
those who live in Boston.“
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 2000
1858
1728 1900
UniversityOf London
• First university to offer its degrees worldwide
• To reach people who were not wealthy, who worked, or who were not able to study full-time on a University campus.
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
Intended to reach a number of target populations including:
“young men and women in stores, in shops or on farms, who are desirous of learning, but cannot leave their labor to attend school.”
1883Ithaca, NY: The Correspondence University, a consortium founded by 32 university professors representing different colleges and universities, including Columbia, Cornell, Harvard, John Hopkins and University of Pennsylvania.
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
1906
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
1953
University Of Houston
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
1953
University Of Houston
1969
The OpenUniversity
1969“First distance teaching
university, founded on the belief that communications technology could bring high
quality, degree-level learning to people who had not had the opportunity to attend
traditional campus universities.”
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
1953
University Of Houston
1969
The OpenUniversity
1976
Apple II
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
1953
University Of Houston
1969
The OpenUniversity
1976
Apple II
1989
World WideWeb
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
1953
University Of Houston
1969
The OpenUniversity
1976
Apple II
1989
World WideWeb
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
2002
MIT
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1800 20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
1953
University Of Houston
1969
The OpenUniversity
1976
Apple II
1989
World WideWeb
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
2002
MIT
2008
1st MOOC:“Connectivism & Connective Knowledge”
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1800
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
20001728 1900
UniversityOf Wisconsin
19061922
Penn StateCollege
1940s
U.S. Military
1953
University Of Houston
1969
The OpenUniversity
1976
Apple II
1989
World WideWeb
2002
MIT
A BRIEF HISTORY OF OPEN & DISTANCE EDUCATION
2008
1st MOOC:“Connectivism & Connective Knowledge”
2012
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MOOC
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SEARCH FOR “MOOC” POST-2008…
MOOC
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SEARCH FOR “MOOC” POST-2008…
MOOC
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MOOC BENEFITS
• Anytime, anywhere, access to High Quality Content from Global Experts regardless of location
• Reach marginalized and/or non-traditional populations
• Leverage peer knowledge & experience
• Detailed learner analytics
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MOOC CRITICISMS
• Low Completion Rates• Little or No Direct
Contact with Instructor• Luxury of the Rich &
Educated• Imperialistic Approach
to Education• Weak Theory of Change
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TO MOOC OR NOT TO MOOC…
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BUILDING ON A PIONEERING SPIRIT OF ICT INNOVATION…
(AED + FHI 360)
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PIONEERING USE OF EDUCATIONAL RADIO…
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AND EDUCATIONAL SATELLITE TRANSMISSIONS…
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AND WIRELESS BROADBAND…
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ADDITIONAL VALIDATION…
• Mike Trucano | World Bank 2013-14– Missing Perspectives on MOOCs -- Views from developing countries– More about MOOCs and developing countries– Debating MOOCs– Making Sense of MOOCs -- A Reading List– MOOCs in Africa
• Potential at the Bottom of the Pyramid: MOOCs 4 Development | UPenn, April 2014Gathered a diverse group of educational leaders from across the globe – including presidents of international universities, representatives from the World Bank, IFC, UNESCO, USAID, Google, Microsoft, and Coursera.
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OVER THE PAST 3 YEARS…
• 25 million people from around the world have enrolled in MOOCs
• 80% are college educated– 20% post-secondary or less = 5,000,000
• 60% from developed countries– 40% from developing countries = 10,000,000
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OVER THE PAST 3 YEARS…
• 4% course completion rate
= 1,000,000 completing MOOCs globally
= 400,000* completing MOOCs in developing countries
*10x the number of students graduating from Ivy League
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TIME TO MOOC!
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FHI 360 HUMAN RIGHTS & STORY WRITING MOOC
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An Integrated Approach to Development
FHI 360: Civil Society & Peace Building, Global Learning, Global Research, TechLabRegion: Middle East & Diaspora around the worldFunder: US Department of State• Teach Human Rights concepts through a
writing course.• Delivered poet & novelist acclaimed in
the region• Supported by 14 Teaching Assistants
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CANVAS LMS
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• Canvas LMS– Fully-featured, state-of-the-art LMS• Calendar, modules, assessments, discussions• System-managed student grouping • Integrated grading rubrics• Peer review
–Open Source– Easily localized
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CANVAS.NET
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CANVAS COMMONS
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MOOC DESIGN
• Instructor & TA Training– MOOC design & learner facilitation– Canvas LMS
• Required Orientation Module– Familiarized students to features & functions of the
platform, including discussion boards & quizzes– Overview of topics to be covered– Describe ways MOOCs differ from traditional instruction– Establish realistic expectations
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MOOC DESIGN
• Content Modules– 6 modules based on earlier seminars– Short, high quality video lectures– Links to required readings downloadable from LMS
• Quizzes & Assignments– Frequent assessment of human rights topics– Short writing exercises to practice module-specific
writing techniques• Feedback from TA’s & peers
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MOOC DESIGN
• Grading rubrics developed for each writing assignment– Guided students on what to look for when reviewing work– Established criterion for grading
• Students were responsible for providing 3 peer reviews per assignment– Canvas automated this– Ensured each student would receive multiple points of
feedback (including TA’s) and modeled a common approach in amateur & professional writing circles
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MOOC DESIGN
• Student Grouping– Divided students into 9 learning groups– Assigned TA to manage communications a facilitate
discussions within each group– Supported consistent level of response & guidance to
learners• Forum Discussions– Series of weekly forums to stimulate discussion &
reflection on instructional content– Taps into wealth of experience of a large cohort of
participants
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MOOC DESIGN
• Social Media Integration– Weekly, real-time interactions with instructor
• Facebook Chat• Google Hangouts On Air
– Facilitated connection outside of Canvas platform– Broadened respective social networks– Sustained relationships beyond course completion– Exposed & promoted content to broader audience
• Facebook• YouTube
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MOOC DESIGN: COURSE ANTHOLOGY
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LEARNING ANALYTICS & OUTCOMES
Demographics• MOOC Participants– 1,673 registrants
• 949 actually logged in after registration– Welcome Survey (564)
• 59% Female, 41% Male• 71% lived in target region, 29% other countries
– End of Course Survey (220)• 95% first MOOC experience• 78% new writers
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ANALYSIS OF LEARNING OUTCOMES
• Evidence that this course reached a new audience, giving them access that they did not previously have to high quality, curated instruction and educational resources.
• It is also further evidence that these participants were highly motivated to learn, because they continued to engage with challenging assignments and resources in an unfamiliar environment.
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ANALYSIS OF LEARNING OUTCOMES
Course Completion• 15% earned course certificates– Completed all required course elements– Passing grade on final quiz
• 58% active participants– Submitted at least one writing assignment
• 31% completed at least half of writing assignments• 24% completed more than 75% of assignments
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ANALYSIS OF LEARNING OUTCOMES
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Reach & Interaction: Learning ContentFile Type Number of DownloadsVideo (mp4) 15,786*Audio (mp3) 8,193PDFs 58,000Word Documents 77,718Zip files 33,027Total 122,724
File downloads from the course website. *As noted above, an additional 12,399 video views occurred on YouTube for a total of 28,185 views.
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ANALYSIS OF LEARNING OUTCOMES
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0%
20%
40%
60%
80%
100%
120%
Getting Started Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Active Users
Video Downloads from Canvas LMS as a Percentage of Confirmed Registrants
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ANALYSIS OF LEARNING OUTCOMES
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Active Users
0%
20%
40%
60%
80%
100%
120%
140%
Module 1 Optional Module 2
Opti
onal Module 3 Module 4 Module 5
Opti
onal
Required Reading Downloads from Canvas LMS as a Percentage of Confirmed Registrants
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ANALYSIS OF LEARNING OUTCOMES
Reach & Interaction: Discussion Forums• 91 different discussion threads– 14,302 individual posts
• 11,148 posts (78%) were within required discussion threads
• Additional 3,154 posts (22%) in non-required discussion threads
• Activity relatively sustained across course– 1,670 posts in Module 1– 986 posts in Module 5
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ANALYSIS OF LEARNING OUTCOMES
Learner Survey (220)• 87% gained story writing skills• 78% gained knowledge about human rights• 69% developed skills for creating stories about
human rights– These figures closely correspond with our own
evaluation that, of the 142 participants who earned certificates of completion, 82.4% demonstrated improved writing skills in their final stories.
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ANALYSIS OF LEARNING OUTCOMES
Summary• Instructional Design addressed a number of MOOC
criticisms• 15% Completion Rate• Sustained user engagement – Incentive of publication– Grouping Students– TA facilitation & feedback– Distributed feedback from peers– Social media engagement
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NEXT STEPS
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