U10 imootv2 130520034034 phpapp02 new by Universidad Da Vinci

The University of Hong Kong

Moodle in the World of MOOCs: What Might the Future Look Like? Dr. Iain Doherty Associate Professor Director eLearning Pedagogical Support Unit Centre for the Enhancement of Teaching and Learning 24th May 2013

Overview

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Massive Open Online Courses Standard Learning Theories Standard Technologies Connectivism Moodle in a Massively Open World

An Story about a 15 Year Old Girl

Moo d Rub le’s bish

I’m Not Listening To You

Massive Open Online Courses

•  Massive Open Online Courses are arguably the most talked about – and potentially most disruptive – phenomenon in the current educational landscape. •  They provide an impetus for institutions to reflect upon their teaching and learning and to reflect upon their eLearning practices. •  Compared with the past many institutions may well be forced into doing this in order to survive e.g. look at the Open University in the U.K. (Weller and Anderson, 2013).

Massive Open Online Courses

•  Thinking about MOOCs, higher education institutions can reflect on what the LMS – any LMS but let’s say Moodle – has meant for their teaching and learning. •  This process will be much more productive if our institutions understand the different sorts of MOOCs. •  Contrary to current designations I am going to suggest that there are three different types of MOOCs – cMOOCs, sMOOCs and xMOOCs.

cMOOCs

•  cMOOCs are grounded in the Connectivist learning theory first proposed by George Siemens. •  Learning is a networked process and course content is generated by teachers, students and other “nodes” in the network. •  cMOOCs employ multiple technologies – 12 in the first MOOC offered by Siemens (Fini, 2009) – and the LMS is one in a range of technologies.

sMOOCs

•  Standard MOOCs or sMOOCs are grounded in traditional pedagogies – predominantly Behaviorist with a smattering of Cognitivism and Constructivism. •  The MOOC platform operates as a massive LMS and learning is process of working through transmitted material, engaging in multiple choice quizzes and being assessed by peers. •  Use of additional technologies is limited.

xMOOCs

•  Excellent, exploratory, expansive” (Rodrick & Sun, 2012) MOOCs or xMOOCs aspire to innovating in pedagogical practices / use of technologies for teaching and learning. •  MOOC platform still seems to operate as a large scale LMS but the trajectory for these MOOC is one of innovation. •  Use of technologies still seems to be somewhat limited but there are signs that this will change.

The MOOC As Vehicle for Reflection

•  It is time to take a stand with respect to teaching and technologies. •  The most innovative MOOCs are in fact the cMOOCs run by Siemens and others. •  We can learn a lot from these MOOCs in terms of teaching approach and aligned use of technologies. •  This will require a massive eLearning re-think on the part of most institutions.

Learning Theories •  Education has operated for decades in terms of three learning theories: –  Behaviorism (drill and practice) –  Cognitivism (mental structures) –  Constructivism (making meaning) •  Technologies have been integrated into teaching on the basis of these three learning theories (Mergel 1998). •  We need a change because the world has changed!

Standard LMS Usage is Poor

•  The LMS is predominantly used for text transmission (Coates et al, 2005, Mott, 2010). •  Limited use of other functions such as discussion forums as a nod to Cognitivism and Constructivism.

The Nature of Knowledge as Driver â&#x20AC;&#x153;Understanding knowledge in a particular era is important in ensuring that we have aligned our spaces and structures with the nature of knowledgeâ&#x20AC;? (Siemens, 2006). Are we teaching in a way that aligns with the nature of knowledge acquisition in contemporary society?

The Nature of Students as Driver

As a learner (Oblinger, 2005) the fifteen year old is: –  –  –  –  –  –  –

Always connected to something or someone; Accessing multiple sources of information; Learning socially with her friends; Adept with multiple technologies; Highly creative and inventive; Fascinated by certain things; and Intermittently engaged with learning.

Connectivism as Pedagogical Approach

“The rapid development of information . . . requires a model that sees learning less as a product (filling a learner with knowledge) and more of a process of continually staying current and connected (learning as a process of exploration, dialogue, and interaction)” (Siemens, 2006). •  Information is increasing exponentially so for Siemens knowing how / where is more important than being able to store knowledge in our heads.

Connectivism as Pedagogical Approach

Node Node

Personal Learning Network Node

Node

Connectivism as Technology Use

“Connecting with people and content is a constant, ongoing, daily activity . . . Learning is a continual, network-forming process . . . As we encounter new resources (knowledge, people, and technology nodes), we may choose to actively connect and create our personal learning network” (Siemens, 2006). •  The network forming process in a Connectivist MOOC occurs in terms of multiple technologies -12 in the first MOOC offered by Siemens.

Connectivism

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FaceBook Bebo Blogs LinkedIn Yammer YouTube iTunes U Skype Messenger

Remember the Fifteen Year Old Girl Wha talki t are you ng a bout ?

•  We can look at our students and say that they are “learning” when they connect to multiple sources of information in order to complete learning activities. •  But what place for Moodle in a Connectivist MOOC?

Connectivism We want to see, â&#x20AC;&#x153; . . . A shift away from the model in which students consume information through independent channels such as the library, a text book or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organizeâ&#x20AC;? (Mott, 2010)

LMS: The Wrong Place to Start Learning? Siemens says no to the LMS: “ . . . we are repeating the ‘instructor/school controls’ hierarchy online. Linear, one-way, managed knowledge flow doesn't work well in a information overload society. Networks do work . . .” (Siemens, 2004). •  We can avoid this with relative ease and deliver rich, engaging and rewarding learning experiences.

LMS: Not Really The Wrong Place to Start

•  If there is an issue then it is this; the LMS needs to be employed in the service of student learning. •  This means thinking pedagogically in the first instance and then determining whether the LMS has the features and affordances to meet pedagogical needs.

Some Guiding Thoughts •  It is not clear that Connectivism is a learning theory and there is no empirical evidence for its efficacy. •  But Connectivism is saying something important about the 21st Century epistemological framework. •  It is also saying something important about the ubiquitous nature of technologies / living in a networked world. •  Can we navigate to a balanced picture of teaching / technology use?