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Independent learning through Massive Open Online Courses

The Chinese University of Hong Kong
The Chinese University of Hong Kong

Describe the trend of Massive Open Online Courses (MOOCs) and personal experiences in three MOOCs offered in Harvard University, Melbourne University and Case Western University.

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Dr Paula Hodgson General Education Office, Hong Kong Baptist University Independent learning through MOOCs This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
MOOCs pedagogy My MOOC experiences Outlines
https://www.class-central.com/report/moocs-stats-and-trends-2014/ Source: https://www.class- central.com/universities MOOCs offered in 2014
Pedagogy (1) MOOCs as stand-alone courses MOOCs are built around online lectures: weekly lectures, weekly quizzes with immediate feedback, assignments that were peer-reviewed, discussion forums Bali (2014)
Pedagogy (2) MOOCs rely heavily on peer engagement and assessment to support the individual student's learning process Yuan and Powell (2013:12)
The first principle is encouragement of studentfaculty contact The second principle is enormous potential for studentstudent interaction The third principle relates to encouraging active learning The fourth principle is to give prompt feedback The fifth principle is emphasizing time on task The sixth principle is communicating high expectations The seventh principle of good practice is respect for diverse talents Chickering and Gamson (1987) Seven principles of good practice in undergraduate education
only 7% of the 50,000 students who took the Coursera-UC Berkeley course in Software Engineering completed. There is a similar reported dropout rate in Courseras Social Network Analysis class where only 2% of participants earned a basic certificate and 0.17% earned the higher level programming with distinction certificate Yuan and Powell (2013:11) Completion rates
Source: https://youtu.be/cXrrysTwvMA [11:35/1:18:15]
Successful self-regulated learning is necessary for learning independently: goal- directed, having a sense of self-efficacy, a willingness to commit, and metacognitive awareness. Mayes and de Freitas (2013) Self-regulated learning
My MOOC experience (1)
Independent learning through Massive Open Online Courses
Independent learning through Massive Open Online Courses
Which ones to keep
Started. 25 June, 2014 Started 1 July, 2014
Managing MOOCs: interactions in edX course
Managing MOOCs: progress made in edX
Interactions with instructor/professor
Leading & commenting to peers
Enrolment profile
Quizzes
Overall evaluation/feedback (Contributes 40% to your final grade - 13 marks) 7. Say what you liked best about this example as an instance of collaborative problem solving. self This is a joint university project that provided an extensive amount of effort from each institute to collaborate for enhancing quality in learning, teaching and assessment in higher education in Hong Kong. peer 1 All team members had something to contribute; the web-page couldn't have been created by only one person. peer 2 I liked how it is well-organized and evidence is obvious. peer 3 [This area was left blank by the evaluator.] Your effective grade is 8 Making self & peer assessment with reference to different statements: 1. The example includes a problem of the sort that requires collaborative problem solving (2). 2. The example demonstrates that collaboration between people is necessary or advisable (3). 3. (2) 4. (2) 5. (2) 6. Suggestion 1st assignment
Independent learning through Massive Open Online Courses
Forum activities: active across all weekly topics
edX and Coursera Completed the second assignment and receiving 22/23
Time for a third MOOC
Reading Watching videos Forum discussion/quiz Reflection [learning log] Weekly tasks
Class 3 Module 3.2: EI and SI in Various Fields of Work and They Can Be Developed Discussion Forum Question [reflection]: What are the competences that you have been able to use well, that are your strengths? Class 4: Inspiring and Motivating Sustained Development, Growth, and Learning Discussion Forum Questions [reflection~emotion]:Reflective practice Signature Track
Critical incident
Posted 3 days ago THREADED discussion
Action Learning Assignment
Skills in managing incoming forum messages
Practising coaching skills Another action learning assignment
酷庄稼温鉛鉛霞
Source: https://www.class- central.com/report/moocs-stats- and-trends-2014/
Intention and persistence (Reich 2014)
Considering MOOCs for high school students Whats next: get ready for college Source: https://www.edx.org/high-school-initiative
Bali, M. (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. MERLOT. Journal of Online Learning and Teaching, 10(1), 4456. Chickering, A.W., and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, March, 37. Mayes, T., and de Freitas, S. (2013). Technology-enhanced learning. In Beetham, H., and Sharpe, R. (eds). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, pp. 1728, Routledge. Reich, J. (2014). MOOC Completion and Retention in the Context of Student Intent. Educause Review Online, 8th December. Yuan, L., and Powell, S. (2013) MOOCs and open education: implications for higher education. Access at: http://publications.cetis.ac.uk/wp- content/uploads/2013/03/MOOCs-and-Open-Education.pdf References
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Independent learning through Massive Open Online Courses

  • 1. Dr Paula Hodgson General Education Office, Hong Kong Baptist University Independent learning through MOOCs This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
  • 2. MOOCs pedagogy My MOOC experiences Outlines
  • 4. Pedagogy (1) MOOCs as stand-alone courses MOOCs are built around online lectures: weekly lectures, weekly quizzes with immediate feedback, assignments that were peer-reviewed, discussion forums Bali (2014)
  • 5. Pedagogy (2) MOOCs rely heavily on peer engagement and assessment to support the individual student's learning process Yuan and Powell (2013:12)
  • 6. The first principle is encouragement of studentfaculty contact The second principle is enormous potential for studentstudent interaction The third principle relates to encouraging active learning The fourth principle is to give prompt feedback The fifth principle is emphasizing time on task The sixth principle is communicating high expectations The seventh principle of good practice is respect for diverse talents Chickering and Gamson (1987) Seven principles of good practice in undergraduate education
  • 7. only 7% of the 50,000 students who took the Coursera-UC Berkeley course in Software Engineering completed. There is a similar reported dropout rate in Courseras Social Network Analysis class where only 2% of participants earned a basic certificate and 0.17% earned the higher level programming with distinction certificate Yuan and Powell (2013:11) Completion rates
  • 9. Successful self-regulated learning is necessary for learning independently: goal- directed, having a sense of self-efficacy, a willingness to commit, and metacognitive awareness. Mayes and de Freitas (2013) Self-regulated learning
  • 21. Overall evaluation/feedback (Contributes 40% to your final grade - 13 marks) 7. Say what you liked best about this example as an instance of collaborative problem solving. self This is a joint university project that provided an extensive amount of effort from each institute to collaborate for enhancing quality in learning, teaching and assessment in higher education in Hong Kong. peer 1 All team members had something to contribute; the web-page couldn't have been created by only one person. peer 2 I liked how it is well-organized and evidence is obvious. peer 3 [This area was left blank by the evaluator.] Your effective grade is 8 Making self & peer assessment with reference to different statements: 1. The example includes a problem of the sort that requires collaborative problem solving (2). 2. The example demonstrates that collaboration between people is necessary or advisable (3). 3. (2) 4. (2) 5. (2) 6. Suggestion 1st assignment
  • 23. Forum activities: active across all weekly topics
  • 24. edX and Coursera Completed the second assignment and receiving 22/23
  • 25. Time for a third MOOC
  • 26. Reading Watching videos Forum discussion/quiz Reflection [learning log] Weekly tasks
  • 27. Class 3 Module 3.2: EI and SI in Various Fields of Work and They Can Be Developed Discussion Forum Question [reflection]: What are the competences that you have been able to use well, that are your strengths? Class 4: Inspiring and Motivating Sustained Development, Growth, and Learning Discussion Forum Questions [reflection~emotion]:Reflective practice Signature Track
  • 29. Posted 3 days ago THREADED discussion
  • 32. Practising coaching skills Another action learning assignment
  • 36. Considering MOOCs for high school students Whats next: get ready for college Source: https://www.edx.org/high-school-initiative
  • 37. Bali, M. (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. MERLOT. Journal of Online Learning and Teaching, 10(1), 4456. Chickering, A.W., and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, March, 37. Mayes, T., and de Freitas, S. (2013). Technology-enhanced learning. In Beetham, H., and Sharpe, R. (eds). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, pp. 1728, Routledge. Reich, J. (2014). MOOC Completion and Retention in the Context of Student Intent. Educause Review Online, 8th December. Yuan, L., and Powell, S. (2013) MOOCs and open education: implications for higher education. Access at: http://publications.cetis.ac.uk/wp- content/uploads/2013/03/MOOCs-and-Open-Education.pdf References