The learner driven 360 to drive success in MOOCs (607) Members : Annual Conference 2014

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Public Group Active 7 years, 11 months ago

Mon, Sep 1 2014, 12:05pm – 1:05pm

Description

Whilst there is debate over whether or not MOOCs are a truly disruptive force in education, it is increasingly clear from the well recorded drop-out rates and challenges of assessment at scale, that our traditional measures of success are not suitable in the MOOC context. This presentation will share a learner driven collaborative auto-ethnographical approach to defining success within one MOOC (Bentley et al, 2014).

Using personal reflections this session will explore the personal measures of success from a small number of learners that include a variety of approaches to self-directed and self-regulated learning. From these individual accounts it is clear that further research is needed to develop more sophisticated understandings of how learners define success in the MOOC context; and also how learners develop coping strategies for diverse online learning experiences. A more learner centred approach to defining success could play a vital role in the design of MOOCs to enable more learner engagement.

The presentation will share examples of how adaptation, community building and networking contributed to learners own measures of success and means of success. A continuation of this study to examine to what extent self-determined measures of success are characteristic of other learners in the same MOOC, is being undertaken.

This session will encourage discussion and feedback from audience members on their experiences and their own definitions of success in MOOCs.

The session will be of interest to those involved in designing learner driven MOOCs, but will also be of interests to those who have participated in MOOCs and are reflecting on their own personal measures of success.

Draft Overview of Session:

Introduction and Overview: 10 mins
Feedback: 5 mins
Sharing our “signals of success” – 10 mins
Feedback: 5 mins

NB These timings are indicative and the presenters will encouraged as much interaction as possible with participants throughout the session.

References

Bentley, P.; Crump. H.; Cuffe, P.; Gniadek, I.; Jamieson, B.; MacNeill, S & Mor, Yishay. (2014) Signals of success and self-directed learning. In Ulrike Cress & Carlos Delgado Kloos (Eds.) Proceedings of the European MOOC Stakeholder Summit 2014. Retrieved from http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf

Mackness, J., Mak, S. F. J. & Williams, R. (2010). The Ideals and Reality of Participating in a MOOC. In Networked Learning Conference, Aarlborg (pp. 266-274). Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mackness.html

OLDSMOOC website http://www.olds.ac.uk/

Saks, K., Leijen A, (0213)Distinguishing Self-Directed and Self-Regulated Learning and Measuring them in the E-learning Context, Proceeding of the International Conference on Education & Educational Psychology 2013 (ICEEPSY 2013)