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Ted O'Neill

How NOT to Design a MOOC: The Disaster at Coursera and How to Fix it | online learning ... - 0 views

onlinelearninginsights.wordpress.com/...-at-coursera-and-how-to-fix-it

mooc coursera fail

shared by Ted O'Neill on 12 Apr 13 - No Cached
  • there is no way to put a positive spin on my experience with the MOOC I’m enrolled in through Coursera, Fundamentals of Online Education: Planning and Application
  • Group work can provide meaningful learning, in the right context with the support of a sound instructional strategy. The example here from the class, Fundamentals of Online Education: Planning and Application demonstrates why a sound strategy is needed, and what happens when one is lacking. MOOCs require a unique instructional strategy, one that is different from small online courses. What exactly the strategy to follow is under discussion. It is through the courses, such as this one that institutions can learn what works and does not. I give the instructor credit for trying something new, and investing the time and energy she has done which is considerable.
Ted O'Neill

Half an Hour: The Great Rebranding - 0 views

halfanhour.blogspot.ca/...the-great-rebranding.html

MOOC Downes pedagogy revolution cooptation

shared by Ted O'Neill on 21 Apr 13 - No Cached
  • People who live and work exclusively within these institutions need to get out more. They need to see beyond an idea of education where the students come from cookie-cutter upper income homes and whose deepest problems are motivation, distraction and information overload. They need to get beyond facile debates about quality and enter the real-word debate around access.
    • Ted O'Neill
      Ted O'Neill on 21 Apr 13
       
      The true believer revolutionary zeal. Will the revolution succeed?
  • Having one instructor for 20-50 people is expensive, and most of the world cannot afford that cost. That's *why* the institutions - from which the attendees of this conference were uniquely selected - charge thousands of dollars of tuition every year.
  • MOOCs were not designed to serve the missions of the elite colleges and universities. They were designed to undermine them, and make those missions obsolete.
    • Ted O'Neill
      Ted O'Neill on 21 Apr 13
       
      Fight the good fight!
Ted O'Neill

Designing and Running a MOOC - 0 views

www.slideshare.net/...designing-and-running-a-mooc

mooc siemens

shared by Ted O'Neill on 13 Apr 13 - No Cached
    • Ted O'Neill
      Ted O'Neill on 13 Apr 13
       
      "Sort of" completely misses the point. Openness is the key. It can't be compromised on.
  • Ted O'Neill on 13 Apr 13
     
    Slides only, no audio, short bullet point presentation on the most basic considerations in setting up a MOOC. May underplay the difficulties, but makes a strong, positive pitch that educators should try this.
Ted O'Neill

Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 1 views

www.irrodl.org/...1686

emergent learning ocTEL affordance

shared by Ted O'Neill on 18 Apr 13 - No Cached
  • Courses can also be deliberately designed as adaptive systems, in which learning emerges.  The MA in Management Learning and Leadership Programme (MAMLL) course at Lancaster University in the UK is an example in which the curriculum itself is emergent, although still within the quality assurance framework for master’s courses (this might have been more difficult in an undergraduate course).
    • Ted O'Neill
      Ted O'Neill on 18 Apr 13
       
      Are MOOCs and other connectivist learning approaches best for mature learners/graduate courses if accountability and institutional credits are goals?
Ted O'Neill

MOOCs, Courseware, and the Course as an Artifact - 0 views

mfeldstein.com/-and-the-course-as-an-artifact

MOOC pedagogy product

shared by Ted O'Neill on 21 Apr 13 - No Cached
  • RPI professor Jim Hendler, who was recognized by Playboy Magazine as “one of the nation’s most influential and imaginative college professors” who are “reinventing the classroom,”2 talked about how he struggled to flip his classroom in a way that his students would embrace and lamented that he had no training in pedagogy.
    • Ted O'Neill
      Ted O'Neill on 21 Apr 13
       
      Amazing how many university faculty have no training in how to actually teach.
  • Enter the MOOC In some ways, the xMOOC in its current form is this trend to turn the course into an artifact taken to its logical conclusion (possibly ad absurdum). Course lectures are now artifacts in the form of videos. Assignment and assessment functions are packaged into machine-graded tools. Certification of knowledge is provided by the machines as well. Yes, there are still class discussions, and yes, the course instructors do participate sometimes, but they appear to be rather secondary in most of the xMOOC course designs I have looked at. In general, xMOOCs tend to explore the degree to which the pedagogical function can be fulfilled by artifacts.
  • The sentiment articulated by some of the ELI webinar participants, which was echoed by a presentation at this week’s MOOC colloquium at RPI, is that xMOOCs don’t tend to be able to get at deep skill acquisition because students have limited opportunities to either see those skills modeled for them or to practice them.
Ted O'Neill

Donald Clark Plan B: MOOCs: taxonomy of 8 types of MOOC - 0 views

donaldclarkplanb.blogspot.co.uk/...xonomy-of-8-types-of-mooc.html

MOOC taxonomy pedagogy design

shared by Ted O'Neill on 23 Apr 13 - No Cached
  • Ted O'Neill on 23 Apr 13
     
    Breaks MOOCs down into... transferMOOCs madeMOOCs synchMOOCs asynchMOOCs adaptiveMOOCs groupMOOCs connectivistMOOCS miniMOOCSs"
Ted O'Neill

Citing disappointing student outcomes, San Jose State pauses work with Udacity | Inside... - 0 views

www.insidehighered.com/...jose-state-pauses-work-udacity

MOOC cMOOC Udacity SJSU fail

shared by Ted O'Neill on 22 Jul 13 - No Cached
  • After six months of high-profile experimentation, San Jose State University plans to “pause” its work with Udacity, a company that promises to deliver low-cost, high-quality online education to the masses.
    • Ted O'Neill
      Ted O'Neill on 22 Jul 13
       
      "Promises" but has now demonstrably failed to deliver.
  • San Jose State Provost Ellen Junn said disappointing student performance will prompt the university to stop offering online classes with Udacity this fall as part of a "short breather." Junn wants to spend the fall going over the results and talking with faculty members about the university’s online experimentation, which extends beyond the Udacity partnership and has proved somewhat controversial. She said the plan is to start working with Udacity again in spring 2014.
    • Ted O'Neill
      Ted O'Neill on 22 Jul 13
       
      Let's see how that reboot works. I doubt it comes back at the IIRC 150USD per pupil mark.
  • Preliminary findings from the spring semester suggest students in the online Udacity courses, which were developed jointly with San Jose State faculty, do not fare as well as students who attended normal classes -- though Junn cautioned against reading too much into the comparison, given the significant differences in the student populations.
    • Ted O'Neill
      Ted O'Neill on 22 Jul 13
       
      Right. Bad planning in selection of student groups for this program. MOOCs require autonomous, skilled learners.
  • ...4 more annotations...
  • A copy of that internal presentation, which Junn repeatedly emphasized was preliminary, was obtained this week by Inside Higher Ed from the California Faculty Association. According to the preliminary presentation, 74 percent or more of the students in traditional classes passed, while no more than 51 percent of Udacity students passed any of the three courses.
    • Ted O'Neill
      Ted O'Neill on 22 Jul 13
       
      Pretty stark difference.
  • The courses were also put together in a rush. That’s apparently because of the timing of the deal with Udacity. The pilot project was announced a fortnight before classes started. (Like other similar deals, it was also the result of a no-bid contract.) The deal came together at the highest levels: On June 16, 2012, Brown e-mailed and called Thrun to talk about how Udacity could help California's higher education systems. “We need your help,” Brown said, according to Thrun. But, because of the haste, faculty were building the courses on the fly. Not only was this a “recipe for insanity,” Junn said, but faculty did not have a lot of time to watch how students were doing in the courses because the faculty were busy trying to finish them. It took about 400 hours to build a course, though the courses are designed to be reused.
    • Ted O'Neill
      Ted O'Neill on 22 Jul 13
       
      Incredibly bad pedagogy. That's what one gets when you allow the edtech bubble to drive educational decisions and take teaching out of the hands of faculty.
  • Another factor in the disappointing outcomes may have been the students themselves. The courses included at-risk students, high school students and San Jose State students who had already failed a remedial math course.
    • Ted O'Neill
      Ted O'Neill on 22 Jul 13
       
      Duh.
  • Student performance data from the San Jose State/Udacity courses are expected to be released in coming weeks.
    • Ted O'Neill
      Ted O'Neill on 22 Jul 13
       
      That original report leaked to IHED must be pretty damning if it will take weeks to edit it for release
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