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MOOCs in the High School Classroom

MOOCs in the High School Classroom. How They Work to Connect Learners. What is a MOOC?. MASSIVE Uses the Internet to connect with others on a global scale O PEN No charge for students ONLINE Learning together in digital modes COURSE Covers a single topic. MOOC Types: cMOOC & xMOOC.

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MOOCs in the High School Classroom

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  1. MOOCs in the High School Classroom How They Work to Connect Learners

  2. What is a MOOC? • MASSIVE • Uses the Internet to connect with others on a global scale • OPEN • No charge for students • ONLINE • Learning together in digital modes • COURSE • Covers a single topic

  3. MOOC Types: cMOOC & xMOOC

  4. A brief history of MOOCs • 2004: George Siemens & Stephen Downes develop theory of Connectivism, “the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks (Downes, 2012, p.9). • 2008: First MOOC presented at University of Manitoba with ~ 2200 learners • 2010: Dave Cormier videos about MOOCs added to YouTube (Cormier, 2010) • 2011: MOOC for college prep skills helps freshmen prepare for college requirements (Cormier, 2011) • 2012: • Harvard’s first MOOC has 370,000 registered students (Pappano, 2012) • 2012: Coursera launches from Stanford; offers first xMOOCs (Chen, 2012) • New York Times calls 2012 “The Year of the MOOC” Pappano, 2012) • 2013: cMOOCs and xMOOCs too numerous to count accurately

  5. MOOC Adoption S-Curve 2013: Over 3,000 MOOCs 2010: ~ 500 MOOCs First MOOC – Sept 2008 Represents growth in MOOCs from 1 in 2008 to over 3000 in 2013, including xMOOCs

  6. Downes’ MOOC Model Four essential elements for a successful MOOC: • Autonomy: students decide how much to participate • Diversity: students come from all backgrounds, different countries, different experiences • Openness: MOOCs should be free or of such low cost that nearly anyone can participate • Interactivity: Chats, social networking, video meetings, collaboration

  7. MOOCs and Pedagogy This graphic represents the correlation between online learning tools used in MOOCs and Bloom’s Taxonomy (Morrison, 2012).

  8. Pros and Cons of MOOCS Advantages Disadvantages xMOOCs involve costs, sometimes significant No real-world engagement (face time) Technical difficulties Academic dishonesty possible Students must learn to be responsible for their own learning • Free unless college credit is offered • Learning is informal and at student’s own pace • Computer and internet access are only resources needed • Students can share work, critique others and receive feedback • Great instructors without high tuition of host school

  9. Research on MOOCs

  10. How MOOCs would work in high school classrooms College MOOC High School MOOC

  11. Cost of Using MOOCs • Content and learning opportunities available on Internet without cost • School’s existing Course Management System (CMS) can be adapted to MOOC process needs • Existing computer lab can be used for students working on MOOC modules • Part-time IT specialist may be needed to troubleshoot network issues or workstation malfunctions • Goodnight High School has sufficient resources to offer MOOCs for class content free or at very low cost

  12. Administrators as Change Agents • Principal & vice principal present MOOC model to classroom teachers • Demonstrate ways to use MOOCs as part of instructional activities • Create cohort with teachers who embrace MOOC ideals • Establish teacher learning group to develop content • Discuss problems of MOOC model with teachers who have concerns about MOOC success • Encourage early adopters to discuss pros of MOOCs with doubters • “Laggards” likely to be older teachers and those unfamiliar with social networking, use of internet for research.

  13. Administrators as Change Agents (continued) • Administrators will work with the original cohort to put MOOC modules into existing course content • Teachers suggest topics that they believe will translate well into a MOOC activity • Administrators will ensure that classrooms are equipped with appropriate technology resources (workstations, dedicated network drive, software as required) • At mid-year, a second in-service will review MOOC successes and challenges • Ask enthusiastic early adopters to present their experiences to the faculty • Encourage MOOC adoption by more reluctant faculty members • By end of first year, allow teachers to incorporate MOOC modules into classes as part of normal lesson planning process

  14. Why Goodnight High Should Adopt MOOCs • Innovative learning method already in use by Harvard, Stanford, and other university high schools and high-performing school districts (Locke, 2013) • Prepares students for real-world experiences using technology and networking • Expands course content • Encourages learning through exploration and collaboration • Opens the world’s knowledge resources to GHS students

  15. QUESTIONS?

  16. References

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