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Ted O'Neill

Half an Hour: What Makes a MOOC Massive? - 0 views

halfanhour.blogspot.ca/...what-makes-mooc-massive.html

Downes mooc massive Dunbar's number

shared by Ted O'Neill on 21 Apr 13 - No Cached
  • In particular, my focus is on the development of a network structure, as opposed to a group structure, to manage the course. In a network structure there isn't any central focus, for example, a central discussion.
  • So what is essential to a course being a *massive* open online course, therefore, is that it is not based in a particular environment, isn't characterized by its use of a single platform, but rather by the capacity of the technology supporting the course to enable and engage conversations and activities across multiple platforms.
  • The big danger, to my mind, in a large online course is that through strong group-formation activities, it can become a small online course. This happens when a central clique or insider group is formed, or where you have inner circles and outer circles. The inner circle, for example, might expect and demand preferential access to and individual attention from the course facilitators.
  • ...2 more annotations...
  • When the course functions as a small group, there is an expectation that everyone will agree on the course content, objectives, and domain of discussion. But, in fact, to be a massive course, it must needs respect a wide variety of individual objectives, perspectives on course materials, and opinions about relevant topics of discussion
  • I provide the figure of 150, Dunbar's Number, as the cut-off line. Now to be clear, this would refer to *active* participants, and not merely the number of people who signed up.
Ted O'Neill

Case Western Reserve University's free online courses exceeded expectations | cleveland... - 0 views

www.cleveland.com/...stern_reserve_universit_9.html

expectations pedagogy MOOC

shared by Ted O'Neill on 11 Jul 13 - No Cached
  • For instance, they may offer more breaks during classroom lectures, because they discovered through the online courses that a student's attention span is about 15 minutes.
    • Ted O'Neill
      Ted O'Neill on 11 Jul 13
       
      Waste fo time getting them in and out. This is basic pedagogy. Shift tasks within the class time. Don't just drone on.
  • Richard Boyatzis of CWRU'S Weatherhead School of Management is incorporating aspects from his online “Inspiring Leadership Through Emotional Intelligence” into his classroom courses. He said that in the future the time it takes for a graduate student to get a degree could be reduced, saving thousands in tuition, by combining the best of online learning with classroom teaching.
    • Ted O'Neill
      Ted O'Neill on 11 Jul 13
       
      Then he doesn't understand the needs of the business school. Less tuition means less funding for him. Pool of available fee-paying students is not growing that quickly is it?
  • More than 58,000 logged on once or more to participate, he said.
    • Ted O'Neill
      Ted O'Neill on 11 Jul 13
       
      Is this how Coursera measures participation "once"?
  • ...1 more annotation...
  • Boyatzis asked graduate students who enrolled this fall in his courses to sign up for the online class and watch the videos and do the exercises to get acclimated. And he has placed the MOOC material, without exams, on a CWRU internal Blackboard site.
    • Ted O'Neill
      Ted O'Neill on 11 Jul 13
       
      There is no such thing as "MOOC material"
Ted O'Neill

Coursera To Deliver Classes For K 12 Teachers | EdSurge News - 0 views

www.edsurge.com/...oursera-charts-course-for-k-12

MOOC coursera K-12 bait-and-switch professional development mooc costs

shared by Ted O'Neill on 02 May 13 - No Cached
  • PD courses will likely be shorter, lasting only three to four weeks.
    • Ted O'Neill
      Ted O'Neill on 02 May 13
       
      Is this a joke? I t typically takes a week or two for people just to begin to find their way around. 3 week MOOC is not a course:it's a trailer for a course. This is advertising, not significant education.
  • Beginning this summer, Coursera will offer K-12 teacher development courses for free, courtesy of partnerships with seven "traditional" ed schools including College of Education at University of Washington, John Hopkins University School of Education, Relay Graduate School of Education and others, along with more recreational institutions like the American Museum of History, The Museum of Modern Art, and the Exploratorium.
    • Ted O'Neill
      Ted O'Neill on 03 May 13
       
      I do like this mixed approach bringing together traditional higher ed and cultural institutions.
  • The cost to run these PD MOOCs are expected to be lower than what Coursera's "mainstream" college partners pay, which typically range from $10K-$50K for each 10-week course
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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