03 - History of MOOCs [Massive Teaching]
-
0:00 - 0:04In this video, I want to give you a quick
introduction to the history of MOOCs. -
0:04 - 0:07How they came to be, and especially
focusing -
0:07 - 0:09on the mainstream evolution that led to
them. -
0:11 - 0:14For a long while now, many universities
have taped their -
0:14 - 0:17lectures and offered them on private or
public TV channels. -
0:17 - 0:21Some universities were even built around
distance learning. -
0:21 - 0:24For instance, I remember as a kid in the
'80's watching -
0:24 - 0:28on Sunday morning on the BBC Lectures of
the British Open University. -
0:28 - 0:32These lectures were great, and they are
still great fun to watch, if only -
0:32 - 0:35because you could see university
professors wearing -
0:35 - 0:37elephant pants straight out of the '70's.
-
0:39 - 0:42Now, in a residential university, the
advantage to taped lectures would be -
0:42 - 0:46that these students can watch a class they
have missed or misunderstood. -
0:48 - 0:51At some point in the 2000s, this
transitioned to the Web. -
0:51 - 0:54Students could know watch classes on
demand with extra convenience. -
0:56 - 0:58But with the transition to the web,
professors -
0:58 - 1:01had now more flexibility and could do
something new. -
1:01 - 1:05They could post handouts on the website,
for instance. -
1:05 - 1:06This is a form of blended learning.
-
1:07 - 1:10Or, if they had recorded the lecture one
year, -
1:10 - 1:13say in 2005, in 2006 for the new lecture.
-
1:14 - 1:18They could put the old one, the 2005
lecture, online. -
1:18 - 1:20And decide to manage the class time
-
1:20 - 1:24differently, in their new, live lecture in
2006. -
1:24 - 1:28Instead of covering that material like
they're always done, they -
1:28 - 1:33could start assuming that the students had
already watched the material. -
1:33 - 1:36And hold more interactive discussions and
challenge the students in class. -
1:37 - 1:41This is called flip teaching where the
goal of the instructor -
1:41 - 1:45is to make face time, with the students
most useful to them. -
1:45 - 1:48To try to engage them in active learning.
-
1:49 - 1:53At the same time, if the lectures were
already recorded, it also -
1:53 - 1:57opened up the possibility of sharing all
their material with the world. -
1:57 - 1:58Why not do it?
-
1:59 - 2:03This was done by MIT with Open Courseware,
where -
2:03 - 2:08they started to offer freely their regular
lectures online. -
2:08 - 2:10Starting in 2011, it became easier to
-
2:10 - 2:13date things, because development vocalized
around Stanford. -
2:14 - 2:18Some professors there realized that their
lectures that were -
2:18 - 2:22available online, for the world, actually
attracted a huge audience. -
2:22 - 2:25In the tens of thousands of students, a
massive scale. -
2:26 - 2:28They decided to create their own startups.
-
2:28 - 2:31Daphne Koller and Andrew Ng started
Coursera. -
2:31 - 2:33While Sebastian Thrun started Udacity.
-
2:34 - 2:36However, unlike Open Coursework.
-
2:38 - 2:40This company started offering certificates
and -
2:40 - 2:44raising large levels of venture capital
funding. -
2:44 - 2:46$85 million for Coursera.
-
2:47 - 2:51American Universities sense a real threat
there, mostly in a certificate. -
2:51 - 2:54Suddenly, you can buy for hundreds of
dollars and -
2:54 - 2:57hard work, what usually required $40,000
and hard work. -
2:59 - 3:03As a response, Standford started Class to
Go and MIT started EDX. -
3:04 - 3:10EDX was set up as a non profit startup and
quickly Harvard, Berkeley, -
3:10 - 3:14and a bunch of other major schools joined
them on the portal, EDX.org. -
3:15 - 3:19Stanford even decided to drop Class2Go and
work with EDX, because -
3:19 - 3:23their software was open source and
available for anyone to use. -
3:23 - 3:25You can see them at Stanford Online.
-
3:27 - 3:31These are Universities that compete on
everything else but there they -
3:31 - 3:35collaborated and injected money at levels
that matched adventure capital fund. -
3:36 - 3:39So, the situation at this stage is that
Coursera is -
3:39 - 3:43the major MOOC portal that has agreement
with around 100 universities. -
3:44 - 3:47Basing them, there is an unusual alliance
of the -
3:47 - 3:51world's most famous universities trying to
contract Coursera's dominance. -
3:53 - 3:56In addition, a bunch of other initiatives
have been -
3:56 - 4:01started in 2013, mostly divided among geo
political borders. -
4:01 - 4:07Future learning the UK Iversity in Germany
[FOREIGN_LANGUAGE] in France, Miranda -
4:07 - 4:13X in Spain, and Portugal, and Latin
America, and EDRAAK in the middle east. -
4:15 - 4:17Now is that the whole picture for MOOCs.
-
4:17 - 4:22No, this is only for so called xMOOCs, the
large scale classes. -
4:23 - 4:26In parallel, and even starting in 2008, a
-
4:26 - 4:30whole different kind of MOOCs called
cMOOCs was developed. -
4:30 - 4:32The emphasis there was not on the scale,
but -
4:32 - 4:35rather on the c, which stands here for
connectivism. -
4:37 - 4:41I'm utterly unqualified to exactly define
what connectivism is. -
4:41 - 4:43But let me try to pass on my understanding
of it. -
4:44 - 4:48In some ways, C moocs, X moocs, sorry push
-
4:48 - 4:51contents to the student, generally in the
form of video. -
4:51 - 4:55I intentionally put the video site above
to emphasize that it flows from -
4:55 - 4:59instructor to students, and that the
students are left on the forum to discuss. -
5:01 - 5:05Connectivism as I understand it highlights
the other direction. -
5:05 - 5:10In a cMooc the instructor should also
actively pool the best content -
5:10 - 5:15and ideas from the students and integrate
it in the course content. -
5:15 - 5:19In fact, this process should be as
decentralized as possible. -
5:19 - 5:23This means that the content aggregation,
production, and integration should also be -
5:23 - 5:27done by the students, that they should get
assistance to help their learning. -
5:27 - 5:29For instance, they should be helped to
-
5:29 - 5:32make the important personal connections
with each other. -
5:32 - 5:34So they can build the content
collaboratively. -
5:34 - 5:37They should also be helped to connect with
external sources. -
5:37 - 5:39And, as it's unlikely, that all
-
5:39 - 5:42the necessary information resides within
the class. -
5:43 - 5:46So I've now presented to you both cMOOCs
and -
5:46 - 5:48xMOOCs and tried to clarify the
distinction between them. -
5:49 - 5:53Many people try to blend the two models,
taking the best out of both types. -
5:54 - 5:58I find myself that the distinction between
pushing content in -
5:58 - 6:02an xMOOC and pulling ideas in a cMOOC
helps me. -
6:02 - 6:03So that distinction helps me a lot to
-
6:03 - 6:05think of MOOCs and where they should be
going. -
6:05 - 6:10[BLANK_AUDIO]
- Title:
- 03 - History of MOOCs [Massive Teaching]
- Description:
-
From Week 1 Lecture Videos of "Teaching goes massive: new skills required"
by Paul-Olivier Dehaye
See
https://etherpad.mozilla.org/pr8ZtLXODg
and
http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ - Video Language:
- English
- Team:
- Captions Requested
Claude Almansi edited English subtitles for 03 - History of MOOCs [Massive Teaching] | ||
Claude Almansi edited English subtitles for 03 - History of MOOCs [Massive Teaching] | ||
Claude Almansi edited English subtitles for 03 - History of MOOCs [Massive Teaching] | ||
Claude Almansi edited English subtitles for 03 - History of MOOCs [Massive Teaching] |