This was a question that came out of our FSLT12 Research Review meeting today. We were discussing what we have found out about the ways in which people participated and learned in the FSLT12 MOOC - and the extent to which this was constrained by the structure and curriculum we designed into the MOOC.
These questions have been timely for me. I have been pondering for quite a few days now about the approach taken by George Siemens and Rory MGreal to their Openness in Education MOOC, which I signed up for.
I was completely baffled at the start of the MOOC on September 10thwhen there was nothing on the site. Apparently this was down to technical …FSLT12 PechaKucha Presentation
People who participated in the FSLT12 MOOCthis summer and who continue to very generously give their time to support the research the FSLT12 team are currently working on, might be interested in our contribution to this year’s ALT-C conferencein Manchester, UK.
Submission of a research paper for the conference came too early for us – we had not run the MOOC – but we were invited to do a short PechaKucha presentation.
If you have not heard of these presentations before, then this site answers 20 frequently asked questions
For ALT-C the formatwas slightly altered in that only 9 slides were allowed in 7 minutes, with 3 minutes for questions, as follows:
Are MOOCs immune to rigorous investigation?
Short Presentations (PechaKuchas) (10 mins
The title of this post is taken from David Wiley’s blog postthat he made earlier this year. And this week on Twitter Apostolos Koutropouloscommented that there is currently a lot of comment on MOOCs, but much less research.
David Wiley mentions that his PhD student is researching MOOCs and I know that Eleni Boursinou of the Caledonian Academy in Glasgow– is researching the FSLT12 MOOC, so I suspect there are many more PhD students who are investigating MOOCs.
I think it’s probably true that there is more comment on MOOCs than published research, but the body of research is slowly growing. Here are a couple of links which point to research and there are more:
A …The Business Model for MOOCs
Last week I was at the HEA/SEDA day conference in Birmingham, UK
I was there with my colleagues George Roberts, Marion Waite and Liz Lovegrove because we had a slot in which we shared the work we have done on the FSLT12 MOOC. George has posted his slides to Slideshare.
You will see that there are a lot of slides (48), but in fact we only got to slide 27 because there was so much interest in the MOOC and so many questions – and of course, so little time for discussion.…The MOOC Bandwagon
As others have noted – most recently Bon Stewart in her Inside Higher Ed article – everyone seems to be jumping on the MOOC bandwagon at an alarming rate.
This week the JISC (Joint Information Systems Committee, UK ) has jumped on it with a webinar entitled
What is a MOOC – JISC Webinar 11-07-12
Four speakers were invited. Here is the programme and here is the recording
12.00 Definitions of MOOCs (Martin Weller)
12.10 Tutor perspective (Jonathan Worth)
12.20 Learner perspective (Lou McGill)
12.30 MOOCs and online learning (David White)
Martin Weller presented a useful overview of the history of MOOCs and some thoughtful ideas about the benefits of MOOCs and the associated concerns in …The Case for SmOOCs
On reflection #fslt12was a SmOOC – a small open online course. I suspect that just as the number of Massive Open Online Courses of the Stanford typewill proliferate – at least in the short term – so too will SmOOCs.
SmOOCs have a lot going for them, principally in terms of the relationship between size, diversity and openness.
We had 151 people register for FSLT12 and 168 register for the Moodle site. Canada, USA, South America, Africa, Europe, India, the Far East and Australia were all represented and at the time of writing 60 people have accessed the Moodle site within the last 3 weeks. We haven’t yet examined the data in any detail, so these are just …#fslt12 MOOC – first reflections
Tomorrow we have our first Review Meeting – we being the team– about the FSLT12 MOOCexperience. There is every intention to run the MOOC again next year. I think the intention is to offer it for credit. I may not be involved next year – but whether or not this is the case it is worth thinking about lessons learned from this first offering of #fslt12.
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I thought it would be useful to make a note of these lessons that I have learned before tomorrow’s meeting, i.e. before being influenced by the others.
Overall, my perception is that the MOOC was a success, although I haven’t seen any of the evaluations …Teaching and Learning in #FSLT12
Today has been the last day of the #fslt12 MOOC, at the end of what has felt like an intense week of participants presenting their microteaching activities in Blackboard Collaborate. Without exception these have been impressive and as one of the course conveners it is humbling to work with learners from whom I learn such a lot. It has been a privilege. The recordings of the microteach presentations, which happened on Wednesday and Friday of this week can be found here They are well worth watching and listening to.
I have also been so impressed that participants who did not choose to be assessed have entered into this activity and have been willing to present their work and …#fslt12 Final Week – Microteaching
This #fslt12 course is based on a course which runs face-to-face at Oxford Brookes University. The First Steps course is an element of the Oxford Centre for Staff and Learning Development’s (OCSLD) HEA accredited Post Graduate Certificate in Teaching in Higher Education (PCTHE).
#fslt12 has been aimed at new lecturers, people entering higher education teaching from other sectors and postgraduate students who teach. But in true MOOC spirit we have also had some very experienced ‘teachers’ join us who have openly shared their experience.
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In the face-to-face course the key activity is to ‘microteach’ - …Open Educational Resources and Pedagogy
Dave White’s presentation to FSLT12 yesterday included a number of thought-provoking ideas.
In the past I have heard Dave speak a number of times about ‘Visitors and Residents’ in the online environment. You can find out more about this on his TALL blog– Technology Assisted life-long learning – TALL for short (his joke – not mine )
But this week’s talk took a different focus. It centred on the relationship between open educational resources (OERs), open academic practice and changing pedagogy. The title of his talk was even longer than this:
OER: The quality vs credibility vs access vs pedagogy vs legitimacy vs money debate
Click herefor the recording of the session.
As Dave pointed out, OERs come …