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MOOCs and Learning Sciences: Where we have been. Where we are going.

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MOOCs and Learning Sciences: Where we have been. Where we are going. George Siemens Scandinavian MOOC Conference Stockholm, Sweden June 12, 2015


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Where we started What happened What we should have done Where we are going


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Where we started What happened What we should have done Where we are going


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UNESCO, 2013


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Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup.


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http://edutechnica.com/moocmap/


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MOOCs Now reach 17+ million learners (Important: over 21 million distance learners) Hundreds of millions of $$ invested Hundreds/thousands of academics involved Media exposure in mainstream publications Developing ecosystem of value add products On-campus debate/soul-searching Learning/education is now a prominent public conversation


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Where we started What happened What we should have done Where we are going


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We have a lousy product


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Kovanovic, V., Joksimovic, S., Gasevic, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.


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Kovanovic, V., Joksimovic, S., Gasevic, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.


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Kovanovic, V., Joksimovic, S., Gasevic, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology.


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Where we started What happened What we should have done Where we are going


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http://linkresearchlab.org/dlrn/


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Phase 1 Stats 266 total submissions 37 countries represented Top countries: USA Canada China UK Spain Australia


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Phase 2 Stats 78 total submissions 15 countries represented Top Countries: USA Canada UK China Australia http://www.moocresearch.com


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Final selection MOOC platforms represented: Coursera: 12 edX: 4 Multiple: 5 Non-Major: 6 Countries: 4 (USA, Canada, UK, Australia) Institutions: ~28


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Phase 2 Most Cited Authors Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5).


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Engagement and learning success MOOC design and curriculum Self-regulated and social learning SNA and networked learning Motivation, attitude, and success criteria Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5).


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Additional MOOC research IRRODL Special Issue: http://www.irrodl.org/index.php/irrodl/issue/view/64 JOLT Special Issue: http://jolt.merlot.org/Vol9_No2.htm http://www.moocresearch.com/


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Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review Of Research In Open And Distributed Learning, 15(5).


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Where we started What happened What we should have done Where we are going


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What is being ignored is the development of a new learning ecology. Serving an audience that higher education has ignored to date


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This system is being unbundled & rebundled, creating new power and influence structures


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Parallel developing partners: Adaptive and personalized learning


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Framework for understanding future technology infrastructure Control between learner and faculty/institution, including structured and unstructured learning activities Ownership of data and content – the learner or the institution Integration – loosely coupled with data exchange happening through APIs and related industry standards or tightly connected with enterprise level systems Structure - centralized and decentralized teaching and learning approaches


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In: Siemens, Gasevic, & Dawson (eds), 2015


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In: Siemens, Gasevic, & Dawson (eds), 2015


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“If the ladder of educational opportunity rises high at the doors of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them.” President Truman, 1947


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Student profiles Diversifying (OECD) Less than 50% now full time (US Census Bureau) http://www.oecd.org/edu/skills-beyond-school/EDIF%202013--N%C2%B015.pdf http://www.census.gov/prod/2013pubs/acsbr11-14.pdf


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Ho, A. D., Chuang, I., Reich, J., Coleman, C., Whitehill, J., Northcutt, C., Williams, J. J., Hansen, J., Lopez, G., & Petersen, R. (2015). HarvardX and MITx: Two years of open online courses (HarvardX Working Paper No. 10). doi:10.2139/ssrn.2586847


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Granularization of assessment Cracking the credit hour (New America Foundation) Badges (Mozilla & others) http://newamerica.net/publications/policy/cracking_the_credit_hour http://openbadges.org/


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Favours women over men More learners as % (up to 60%) Average entrance age increasing Top three countries for entering students: China, India, USA Traditional science courses waning in popularity Greater international student OECD 2013


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Certificates Fastest growing form of credentialing (800% increase in 30 years) Industry-facing Carnevale, Rose, Hanson 2012


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Competencies Competency-based degrees (Chronicle, 2014) Prior learning assessment (Insider Higher Ed, 2012) http://chronicle.com/article/Competency-Based-Degrees-/144769/ http://www.insidehighered.com/news/2012/05/07/prior-learning-assessment-catches-quietly


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Knowledge in pieces diSessa, 1993


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“The world is one big data problem” Gilad Elbaz


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Preparation for future technology use is a mindset shift : experimental, acceptance of ambiguity, recognition of complexity, participatory pedagogy, flexible control points


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