Martin Weller asks, “What’s your MOOC metaphor?
I like the Dim sum (or Greek mezedes) metaphor to describe course exploration. Dim sum is described by Wikipedia as “a style of Cantonese food prepared as small bite-sized or individual portions of food traditionally served in small steamer baskets or on small plates. Dim sum is also well known for the unique way it is served in some restaurants, wherein fully cooked and ready-to-serve dim sum dishes are carted around the restaurant for customers to choose their orders while seated at their tables.” Food metaphors aren’t new to education. For example, Hartley wrote about the McDonaldization of education as early as 1995 – two years after Ritzer published The McDonaldization of Society.
Back to Dim sum/mezedes. In considering MOOC completion rates (better term, anyone?), individuals who sign up for MOOCs may not necessarily intent to complete the course. Rather, they might be curious about the course, professor, or institution, exploring/investigating the topic and their desire to dedicate further time to it. This exploration is similar to a meal where one tries out small portions of various dishes. One could try the vegetable dumplings, and quickly move to the next dish if the dumplings aren’t tasty or are satisfying the need/desire.
This metaphor isn’t without problems. Dim sums/mezedes are inherently social events, while in MOOCs the experience comes to an abrupt end once an individual decides to end his/her exploration. Further, this metaphor breaks down when considering individuals who complete courses because in such a meal monopolizing a dish would be bad form.
What I do hope breaks down in this metaphor is the notion of standardized, one-size-fits-all, “ready-to-serve” courses.
Audrey Watters and I submitted an application for Iversity’s MOOC production fellowship program. If funded, we will co-teach a course that is desperately needed: Foundations of Educational Technology. Our goal is to help individuals learn the history, research, practice, and debates of the field.
We want to improve education. To do so, we believe that educational technology developers, learning designers, and practitioners need to know the answers to a number of important questions including:
(a) how do people learn?
(b) how does technology/pedagogy impact learning?
(c) why have educational technology efforts failed/succeeded in the past?
Our course focuses on these pillars.
The fellowship recipients are selected by a jury of peers and by a process of public voting. If you think that this is a worthwhile cause, we would love your support. If so, please *vote for our proposal*. To vote for our proposal first you have to register on the platform and then you have to click on the green vote button. While you are there you can also read more about our application. There you will notice that our proposed course blends pedagogies, approaches, and ideals that originate from the progressive and open education movements (e.g., OER reuse, cMOOCs, knowledge-building, communities of practice ideas) while introducing artifacts and values that we feel should be staples in xMOOCS (e.g., personal learning plans and instructor-supported community interactions).
The next step, if you are so inclined, is to help spread the good word. Please tell your colleagues and friends about it. Send them to this blog post, to Audrey’s post, or to our proposal, and ask them to help us help the world design meaningful, purposeful, effective, and equitable educational technologies. Remix it, share it on Twitter, Facebook, Google +, your department’s listserv, shout it from your rooftop, write a song about it, create a banner…. do whatever else pleases you to help spread the word. Or, just grab the message below and post it on your favorite social media platform:
I voted for the Foundations of Educational Technology class! Help me spread the word: http://bit.ly/100XoCK #edtechCourse
Finally: I’m very excited about this course. However, I am humbled, I am in awe actually, that friends and colleagues from around the world have offered to help us with the course. So far, 13 students from the University of Texas at Austin have volunteered to be Teaching Assistants for the class and Dr. Valerie Irvine from the University of Victoria and Dr. Rick Schwier from the University of Saskatchewan have also offered to help with various aspects of the course. I am in awe of my colleagues and students who unselfishly offer their time to improve education. The world is a better place because of you. And for that, we thank you!
George & Audrey
A facebook conversation from yesterday encouraged me to share one of the assignments that I developed for my instructional design course. The goal of the class is for the students to understand, experience, and apply instructional design in a variety of educational contexts.
One of the assignments I developed for asked students to enroll in a Massive Open Online Course (MOOC) and analyze the instructional materials within the course using one of the rubrics provided by Dick and Carey (the instructional design book we use in class). It was a lot of fun and the students appreciated the exercise. Given the lack of presence and voice by instructional designers in MOOC happenings, the lack of valid, reliable, and serious research that exists on the topic (though Rita Kop’s work on cMOOCs is admirable), and my desire to engage students in contemporary events, I came up with this assignment to embed MOOC analysis in my course. The assignment is available for download on https://dl.dropbox.com/u/2533962/instr-materials-veletsianos.doc and posted below for those who just want to skim it without downloading it. Enjoy and feel free to use it:
Instructional Material analysis assignment
Individually, you will examine and report on the instructional materials of one popular digital learning initiative. An analysis matrix will be provided to you, and you will use that to matrix to evaluate these initiatives.
Length: Minimum 500 words.
|Criteria||Levels of Attainment||Points|
|Written analysis (evaluation)||
This task requires a few hours of research before you can actually complete it. Even though this is an individual task, if you would like to discuss the assignment with any of your colleagues, please feel free to do so.
First read the chapter and the rest of the materials for this week. Without reading those, I can assure you that your understanding of the issues presented will be superficial.
Second, examine the rubric provided by Dick & Carey for evaluating instructional materials (p. 250-251 – see below for the rubric). You will be completing this rubric for a digital environment, and it’s a good idea to understand what it encompasses before you proceed.
Third, select one course provided on one of the following platforms to examine:
- A course on Coursera (select a course that is occurring right now or has been completed. DO NOT select a course that has not started yet): https://www.coursera.org/courses
- A course on EdX (select a course that is occurring right now. DO NOT select a course that has not started yet): https://www.edx.org/courses
- A free course on Udemy (select a course that includes at least 5 “lessons/lectures”): http://www.udemy.com/courses
You can also choose to examine DS106: http://ds106.us/ I am including DS106 on its own because it is a course as opposed to the above (Coursera, EdX, and Udemy) which are platforms. If you pick any of these three (Coursera, EdX, or Udemy), then you should also pick a course (e.g., Within Coursera a possible course is https://www.coursera.org/course/friendsmoneybytes).
Once you have made your selection, it’s time to research your course. Spend time looking around, examining and evaluating the instructional materials provided. You will use the rubric to keep track of the criteria that need to be assessed, and then using this rubric you will write a report assessing the instructional material for the course.
You should start your report by stating the course and its provider. A link would also be helpful. For example, using the example above, I would start my report by stating the following:
“I am examining the course entitled Networks: Friends, Money and Bytes (https://www.coursera.org/course/friendsmoneybytes). This course if offered through Coursera and is taught by Mung Chiang who is a Professor or Electrical Engineering at Princeton University. The course is an introduction to the topic of X and its objectives are XYZ.”
Your report should be specific and detailed in its evaluation of instructional material, and should be guided by the five criteria families discussed by DC: Goal-centered, learner-centered, learning-centered, context-centered, technical criteria. I would like to see that you understand each criterion and that you are capable of applying it to evaluating your course. For example, at the very least, I would expect to see statements such as the following:
Instructional designers use five criteria families to evaluate instructional materials. Learner-centered criteria focus on XYZ and refer to X. The instructional materials for this course appear to be adequate for this criterion because <provide list of reasons here>. The course could be improved in this domain by <list of additions/revisions here>. However, because item X was not disclosed in the course, I am not able to evaluate Y.
Let me reiterate that to complete this assignment you will need to do background research on the course and the platform. For example, your background research on Coursera will reveal that some of these courses have more than 80,000 students from around the world. This fact alone will impact your evaluation!
Instructional Material Evaluation Rubric
Rubric is copyright of: Dick, W., Carey, L. & Carey, J. (2008). Systematic Design of Instruction, (7th ed.) Upper Saddle River, NJ: Pearson.
A. Goal-centered Criteria:
Are the instructional materials:
|1. Congruent with the terminal and performance objectives?|
|2. Adequate in content coverage and completeness?|
|6. Objective in presentations (lack of content bias)?|
Are the instructional materials appropriate for learners’:
|1. Vocabulary and language?|
|2. Development level?|
|3. Background, experience, environment?|
|4. Experiences with testing formats and equipment?|
|5. Motivation and interest?|
|6. Cultural, racial, gender needs (lack bias)?|
Do the material include:
|1. Pre-instructional material?|
|2. Appropriate content sequencing?|
|3. Presentations that are complete, current and tailored for learners?|
|4. Practice exercises that are congruent with the goal?|
|5. Adequate and supportive feedback?|
|6. Appropriate assessment?|
|7. Appropriate sequence and chunk size?|
Are/do the instructional materials:
|1. Authentic for the learning and performance sites?|
|2. Feasible for the learning and performance sites?|
|3. Require additional equipment/tools?|
|4. Have congruent technical qualities for planned site (facilities/delivery system)?|
|5. Have adequate resources (time, budget, personal availability and skills)?|
Do the instructional materials have appropriate:
|1. Delivery system and media for the nature of objectives?|
|3. Graphic design and typography?|
|6. Audio and video quality?|
|7. Interface design?|
I have proposed a session for the SXSWedu conference. The sessions to be presented are partly decided by community votes and comments. If you feel that my proposal is interesting or worthwhile, would you consider voting for it? You will need to create an account and register to do so. Here’s my proposal in detail:
Description: The mass media have embraced MOOCs and celebrated the disruptive nature of online education and the death of higher education institutions. On the other hand, critics’ responses to MOOCs have ranged from fetishizing face-to-face education to questioning the potential of technology. Both of these positions miss the research surrounding online education and the potential role that MOOCs may play in society. In this presentation, I will discuss how some MOOCs can be more appropriately described as commodified education, rather than the type of open education initiatives suggested by their acronym. The goal of this critique is to help us envision MOOCs as a means for powerful learning experiences and personally relevant/meaningful transformation. This can be attained through the following:
– Design opportunities that allow engagement beyond course activities
– Design for lasting impression
– Design for intrigue, risk-taking, and challenge
– Design for engagement and reflection
How do we create MOOCs that are exciting, that pull learners into the experience and hold their attention?
How do we design MOOCs that foster powerful and meaningful learning experiences?
How do we use emerging technologies to create learning *experiences* rather than efficient products?
online education, mooc, research
Format: Solo Presentation
Category: OER and MOOCs
Speakers: George Veletsianos, The University of Texas at Austin