ODL = open and distance learning

1. MASSIVE… because size matters!
#massivelearning www.massivlearning.wordpress.com
MOOCs and Open Learning in ODL
By Kelli Buckreus, Katherine LeBlanc and Leeann Waddington
EDDE 801, Athabasca University | August 24, 2017
Image attribution: Vecteezy.com

2. Types of MOOCs & their theoretical underpinnings
Where to go with future MOOC research
MOOCs for different learning environments and contexts
Benefits and limitations of MOOCs
THESIS STATEMENT:
MOOCs are not the solution for all learning needs, but used
thoughtfully or in combination with other tools, they meet the need of
a variety of learners in multiple contexts.

3. What is Openness in Learning/Education?
Basic concept:
FREE, PUBLIC ACCESS
Four areas of openness:
• Technical characteristics
• Social characteristics
• Nature of the resources
(content)
• Systemic digital resilience
and policy
(Hylen, 2006, in Peter & Deimann, 2013, p. 8; Tschofen &
Mackness, 2012; Weller & Anderson, 2013)
Reuse
Revise
Remix
Redistribute
Open Content: The “4Rs” (Wiley, 2009):

4. (Peter&Deimann,2013,p.11;Steffens,2015)
900 Years of Open Leaning

5. The 21st Century… and beyond!
Institutional response: Digital resiliency conceptual model (Weller & Anderson, 2013):
Latitude, Resistance, Precariousness, Panarchy
• OpenUniversity (United Kingdom) => OpenLearn & FutureLearn
• Athabasca University
• xMOOCs: Stanford (Coursera, Udacity); MIT &, Harvard (edX) (Anders, 2015)
• hMOOCs: University of Maryland (Griffiths, Mulhern, Spies, & Chingos, 2015)
• cMOOCs: CCKs (Anders, 2015)
Image attribution: Abrams, J. J. (2009). Star Trek. Spyglass
Entertainment and Bad Robot Productions. URL

6. (Anders,2015;Andreasen&Buhl,2015;Carneiro,2010;Knox,2014;McGreal,Anderson,Conrad,2015;
Mercado-Varela,etal.,2017;Rodriguez,2013;Siemens,2006;Steffens,2015)

7. Small Group Activity:
Draft a Sample Course Design
In class, break into three groups:
• Pedagogy
• Androgogy
• Heutagogy
Work together to develop a basic course design outline that incorporates open
learning and MOOC elements appropriate to your group’s assigned approach:
– Describe your targeted learning context and learner population;
– What activities and engagement elements would you include? Why?
– Where on the theoretical continuum does your course fit? Why?
– How could MOOCs be integrated into your course?
– Tweet as you go to #massivelearning
– In your work, address any questions or comments received from the external
network participants via #massivelearning
– Share your course design outline on (a sharing website; Google Docs, SlideShare,
etc.), then tweet the link to #massivelearning

8. MOOCs in K-12
Primary Use:
Blended Delivery
(Atkeson, 2014; Ferdig, 2014; Najafi, Evans, & Federico, 2014)
OPPORTUNITIES
CASE
EXAMPLES
CHALLENGES

9. MOOCs in Higher Education
(Baumgartner, 2015; Hlinak, 2016; Israel, 2015; Munoz-Merino, et al., 2017; O’Connor, 2014; Perez-Sanagustin, et al., 2017; Sandeen, 2013; Townsley, 2016; Zemsky, 2014)
Typical Uses:
• Faculty PD
• Curriculum Supplement
• Hybrid Course Delivery
• SPOCs
FACULTY
PERSPECTIVES
INSTITUTIONAL
PERSPECTIVES
STUDENT
PERSPECTIVES

10. MOOCs for Professional Development
Existing research:
• Demographics
• Completion Rates
• Learner motivations
• HR perspectives
(Littlejohn and Milligan, 2015; Milligan and Littlejohn, 2014, 2017; Olsson, 2016; Radford, et al., 2014; Tschofen & Mackness, 2012)
DEMOGRAPHICS
&
COMPLETION
RATES
HUMAN
RESOURCE
PERSPECTIVES
LEARNER
MOTIVATIONS

11. Our “Aha!” Moments
Considering how my own MOOC
‘lurking’ fits into the theoretical ‘big picture’
and may still be consistent with aspects of
connectivism.
”
“
I knew nothing about MOOCs coming into this project, other
than my own dabbling… Now I feel they could be a bridge to
higher education reform by supporting a transition to
technology integration… It let’s people play and discover.
“
”
Recognising the relevance of MOOCs
for all ages of learners, and the
potential for MOOCs for addressing
certain workforce gaps.
This slide utilizes free vector art modified from Vecteezy.com
“
”

12. References
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Andreasen, L. B., & Buhl, M. (2015, October). Understanding MOOCs through connectivist and social constructivist approaches. In
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