{"id":135,"date":"2013-11-06T21:53:00","date_gmt":"2013-11-06T21:53:00","guid":{"rendered":"http:\/\/geoffcain.com\/blog\/uncategorized\/open-ed-13-oers-rule-moocs-drool-moocs-and-distributed-open-online-learning\/"},"modified":"2013-11-06T21:53:00","modified_gmt":"2013-11-06T21:53:00","slug":"open-ed-13-oers-rule-moocs-drool-moocs-and-distributed-open-online-learning","status":"publish","type":"post","link":"https:\/\/geoffcain.com\/blog\/open-ed-13-oers-rule-moocs-drool-moocs-and-distributed-open-online-learning\/","title":{"rendered":"Open Ed 13: OERs Rule, MOOCs Drool: MOOCs and DistRibuted Open Online Learning"},"content":{"rendered":"
\"English:<\/a><\/div>\n

Michael Caulfield discussed how MOOCs<\/a> are being used.  <\/p>\n

“The “wrapped MOOC” has gained attention over the past year as a way to integrate MOOCs into traditional education. This presentation will present results of interviews with practitioners of this method to show that in practice most educators are not “wrapping” the cohort experience, but are instead using the MOOC as robust OER. This trend is discussed in terms of “distributed flip” and “distributed blend” models, as well as David Wiley<\/a>‘s joking but correct observation that MOOCs are distraction from the potential of DROOL (DistRibuted Open Online Learning). Implications include a hidden but high demand for robust, course-level OER, and the possible desirability of approaching blended learning from the online experience “backwards”, as opposed to the traditional model which emphasizes the online refitting of an existing or assumed face-to-face experience.”<\/p>\n

Caulfield is from WSU Vancouver
Twitter @holden
Web; http:\/\/hapgood.us\/<\/p>\n

 Examples of courseware evolution
Publisher resources, OLI (Carnegie Mellon, Stanford)
AASCU
Kaleidoscope Project<\/p>\n

There is a history behind MOOCs – it is a progression over time.<\/p>\n

What do MOOCs provide above and beyond what blended learning provides?
It is the global community of students going through the work at the same time.
The mythology of the xMOOC is the affordances such as 24\/7 peer assistance<\/p>\n

What does use of MOOCs for blended look like?
Amy Collier and Helen Chen held wide-ranging interviews with students and teachers.
Not Synched
They found that the local cohort was not linked to the online cohort.
They were using the MOOC purely as a digital resource.
This was because of the differences between course and institutional schedules – professors needed more flexibility in scheduling.
It is difficult for instructors to not fall behind.
Not Conversing
Students were not really using the forums of the MOOC at all.
The students looked at the forums occasionally and only sometimes posted. These students were meeting face-to-face
[It sounds like the learning was not social or truly interactive. and why would you do something that were not assessed?]
Unaffiliated students who watched 75% of the videos viewed the forums  <\/p>\n

Implications: do MOOCs Made Good Flip Materials
xMOOCs global classroom is not useful for blended learning – the students do not use the forums
The design of the course is mostly influenced by the global cohort
Problems
  Data not available
  Can’t change schedule<\/p>\n

Coursera is now working on decentralization.<\/p>\n

Most instructors had gone through the MOOC before teaching it. That was a transformative experience for the teachers.  <\/p>\n

Summary
Courseware is a big part of the future of education
A growing number of options exist for materials
When used in flips, MOOCs often function primarily as content
MOOCs can be used, but think carefully about benefits and downsides of centralization<\/p>\n

A community college teacher expressed concern over xMOOC content as content divorced from the local context. I feel the same way about most commercial textbooks.  <\/p>\n

\n

Related articles<\/h4>\n