Tag Archive for elearning

My First MOOC: Not So Hot

MOOCs are hot, the latest educational technology trend to capture people’s imagination and energy. Major universities and start-up companies are offering free courses to the public, leading many to question the viability of the standard model for university-level instruction.

I decided to get a personal MOOC experience by enrolling in Designing a New Learning Environment, offered by Paul Kim, CTO and Assistant Dean of the Stanford University School of Education. You may be interested in checking out the detailed syllabus. Having attended SUSE for my master’s in education degree in 1998-99, I was truly excited to relive the rich educational experience that I had during that nine-month period. I would gain knowledge and skills that would help me better lead innovation in educational programs at my school. The course would challenge my preconceptions, provide new insights in how to design educational innovations, and expand my network of education practitioners.

Overall, I was sorely disappointed. Designing a New Learning Environment did not substantially meet any of my goals for my participation in the course. DNLE is completely different from the graduate courses that I took at Stanford. This MOOC is an experiment in a new mode of teaching that (I assume) deliberately abandons most of the hallmarks of a graduate-level course to develop new methods of instruction.

Perhaps we should not call it a “course.” This feels more to me like the thoughtful establishment of a temporary social network for small groups of participants to connect, imagine, design, experiment, and potentially innovate new educational activities or products. DNLE provided very little course content: one or two short videos each week that explain a high-level perspective on 21st century education and activity design. The principal course expectation was that one would build or join a team of other participants and then design a new educational system (a.k.a., “learning environment”) together.

It won’t surprise you that my favorite week featured seven articles from Dr. Kim that were published in academic journals. This felt like graduate-level education to me. The articles broadened my perspectives, cast new light on issues I had been considering, and provided detailed supporting information that I didn’t have before. I bemoaned the fact that this only happened once during the 10-week course. The assignment connected to the articles was also insufficient: students were instructed only to indicate the “three most interesting or surprising things you learned” and apply the article “to the design or implementation of educational environments or tools.” What a vague expectation for student work.

Good instruction includes the study of content, creation of content, comparing of ideas with peers, and reflection on one’s process. This course has three of the four in abundance. Students are regularly expected to produce work, both individually and in the group project. The course frequently asks students to provide feedback to other students, both within and beyond one’s project group. Self-reflection is emphasized numerous times.

Study of content is the weakest component of the course. Beyond the short videos, seven articles, and occasional web site links, the only other content that the course explicitly provides is the ideas and experiences of one’s peers, particularly in the project team. This could be a rich source of content for one if you really luck out, but for the vast majority of participants, it’s certainly not graduate-level expertise in education design and technology.

I would love to know the reasons that the course team shied away from graduate-level content and assignment expectations. I would imagine that thousands of participants could handle high expectations if they only had the opportunity to do so.

At least the course made it transparent that we are the participants in a research experiment. Chris Dede said as much in his video thanking students for their participation in the course. The Stanford team has surveyed participants several times, and they will also undoubtedly analyze the vast quantities of participation data that their custom online education platform collects. Taking the speculation one step further, perhaps the course title refers to itself. Perhaps DNLE is itself the new learning environment project of the Stanford team, guided by the same principles of culture, environment, and technology that they have passed on to their students.

Did other students better like the course experience? Of the 20 or so BAISNet members who enrolled, I did not find one who completed it. On the other hand, a colleague here at U Prep not only completed the course but also joined a team actively working on a mobile app for classroom management. I noticed that many course teams were organized around one member’s pre-existing product or idea. The course did attract entrepreneurs looking to educators to provide feedback on new product ideas.

Perhaps satisfaction with the course depended largely on one’s prior expectations. If I want a graduate-level course, better to take Calculus I or Intro to Philosophy instead of a course intended to chart new ground both in terms of content and pedagogy.

What role will MOOCs play in education in the future? Perhaps they will fill a space between interest-based social networks, which tend to lack momentum, and university-based learning, which may be difficult to access. Perhaps MOOCs will facilitate connections among people with like interests and create organized spaces and a timeline for them to engage in self-directed learning together. By that standard, Designing a New Learning Environment did a good job for the participants who stuck with the program.

I have already selected my next course, not Calculus I but rather E-learning and Digital Cultures. I have really enjoyed the additional understanding that the fields of sociology and anthropology bring to the fields of education and technology. We will see whether this course will provide substantial content for learning or be another experiment in online instruction.

 

Taking an Online Course Together

Yesterday, Lori Hébert from College Prep (Oakland) invited BAISNet subscribers to take an online course with her, and as of this morning, 14 BAISNet members have signed up! This is the first online offering from an education school that I have seen in any of the new generation of social, free online courses from major universities.

Stanford Online: Designing a New Learning Environment
INSTRUCTOR: Paul Kim
Chief Technology Officer and Assistant Dean, School of Education, Stanford University
October 15 – December 20, 2012

The Course

What constitutes learning in the 21st century? Should reading, watching, memorizing facts, and then taking exams be the only way to learn? Or could technology (used effectively) make learning more interactive, collaborative, and constructive? Could learning be more engaging and fun?
We construct, access, visualize, and share information and knowledge in very different ways than we did decades ago. The amount and types of information created, shared, and critiqued every day is growing exponentially, and many skills required in today’s working environment are not taught in formal school systems. In this more complex and highly-connected world, we need new training and competency development—we need to design a new learning environment.

The ultimate goal of this project-based course is to promote systematic design thinking that will cause a paradigm shift in the learning environments of today and tomorrow. Participants are not required to have computer programming skills, but must have 1) a commitment to working in a virtual team and 2) the motivation to help people learn better. All of us have been involved in the learning process at some point in our lives; in this course we invite educators, school leaders, researchers, students, parents, entrepreneurs, computer programmers, illustrators, interface designers, and all those who are interested in working together, to create a new learning environment.

After the completion of this course, students will be able to:

  • Identify advantages, disadvantages, limitations, and potentials of at least 10 interactive learning models and solutions.
  • Describe how online communication, collaboration, and visualization technology play a role in the behavioral, cognitive, constructivist, and social dimensions of learning.
  • Describe the major components and processes involved in development of interactive education systems.
  • Communicate rationales of learning technology design approaches through team-oriented collaborations.
  • Evaluate the value of ideas, principles, and techniques used in educational media or systems.

As a Final Team Project, students will design a new learning model catering to 21st century environments and learners. Each self-formed team will design and develop an application or system that combines team interaction activities and learning support features in ways that are effective and appropriate for today’s computing and communication devices. Students must consider potential idiosyncrasies with various learning devices (e.g., tablet, phone, PC), infrastructure requirements (e.g., cellular network, wi-fi, Bluetooth), and any special hypothetical circumstances if relevant. In addition, each team must create and defend a business model (non-profit, for-profit, or hybrid) for the launch and scale up their solution.

Additional consideration will be given to teams that come up with system feature ideas presenting meaningful learning interaction and performance analytics.

More online offerings than ever before

In related news, I sent the following list of online course offerings to our faculty yesterday, and one colleague added to the list.

Coursera
https://www.coursera.org/
198 courses from 33 universities, including Stanford, UW, Princeton, Berklee, and U. Michigan.

Stanford Online
http://online.stanford.edu/
Some courses offered via Venture Lab, a new online learning platform designed specifically for group collaboration [3]

EdX
https://www.edx.org/
7 courses from MIT, Harvard, and UC Berkeley in science, programming, and public health

Udacity
http://www.udacity.com/
Started by the former director of the Stanford Artificial Intelligence Laboratory
14 courses, mostly in programming and math.

OpenCulture: 530 Free Online Courses from Top Universities
http://www.openculture.com/freeonlinecourses

iTunes U
http://itunes.apple.com/us/genre/itunes-u/id40000000?mt=10

Carnegie Mellon Open Learning Initiative
http://oli.cmu.edu/learn-with-oli/see-our-free-open-courses/