Forging new pathways of research and innovation in open and distance learning

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The Role of Learning Design and Learning Analytics in MOOCs Francis Brouns, Olga Firssova MOOCs, defined as Massive Open Online Courses, open in every aspect, available for anyone, for free, are still considered to be courses. The last letter C for course implies a set structure and a timeline within which learning activities are positioned that could be seen as a contradiction to the other dimensions, massive, open, and online. The latter dimensions would position MOOCs much more as a non-formal learning opportunity, continuous or professional development of lifelong learning instead of teacher driven approaches of formal education courses. Another big trend is the move towards big data, datamining and analytics. In educational context often referred to as learning analytics, even if these techniques are being used in different domains or being applied for different purposes. The aim of learning analytics should be to provide information about the learning process to the various stakeholders involved in education and learning (Greller & Drachsler, 2012). When directed at learners, learning analytics in combination with visualisations in learning analytics dashboards could provide valuable learning support to learners (Ferguson & Shum, 2012). For example, it can provide progress information and other individualized support in a MOOC setting where a teacher is not able to provide the individual attention that can be given to students and learners in traditional education or even online education (Brouns et al., 2015). For teachers, learning analytics offers aggregated views over learning process, indicating overall progress and performance. Moreover, results could feed design improvements (Lockyer, Heathcote, & Dawson, 2013). At the same time, this particular use of learning analytics positions MOOCs away from nonformal learning as it tends to put too much focus on progress, performance and drop-out, characteristics that are important in formal education, but less so in non-formal learning contexts in which the learner determines personal learning goals. Often learning analytics is being implemented without a proper underlying model or without having a clear idea of its purpose. It then can easily turn into a hype: “let’s do this because everybody else is doing it, and let’s start collecting data and see what we can make of it”. Even if this can be a valid approach in the big data, datamining or computer science domains, because their main aim is often the development and testing of algorithms and determining patterns, in a learning context it should be developed and implemented with more care, even if only because of ethical reasons and confidentiality of data. Having said this, learning analytics could potentially fulfil a valuable role in online learning and MOOCs when certain conditions have been met. In this paper we would like to make two claims. First, a MOOC needs to be designed to cater for its heterogeneous learner population, and offer sufficient flexibility to allow potential learners to reach the desired learning gain (Brouns et al., in press; Kalz & Specht, 2013). In doing so, the most appropriate pedagogical approaches need to be chosen to allow teachers and tutor teams to support the learners in a most efficient and effective manner, without the personalised instruction and feedback common in formal education. Second, dependent on 330 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
The Role of Learning Design and Learning Analytics in MOOCs Francis Brouns, Olga Firssova the instructional design and pedagogical models chosen, a learning analytics approach should be thought-through and designed in conjunction with overall MOOC design. We will show several examples of various pedagogical approaches that are based on our experiences in online distance teaching in higher education and in MOOCs. Our evaluation of these approaches led us to extract characteristics that are suitable for a MOOC context. These approaches have also been piloted in MOOC designs in the context of some of the EU funded projects we participate in, such as EMMA (European Multiple MOOC Aggregator: http://platform.europeanmoocs.eu) and ECO (Elearning, Communication, Open-Data: http://ecolearning.eu). Learning design approaches for MOOCs A task-centred approach The educational approach followed by the Open University of the Netherlands in its open online learning is based on active learning design principles that are aimed at optimising learners’ learning experiences and performance. Learning design principles are applied to activate and engage learners through meaningful learning tasks and activities that are anchored in the state-of-the art in the domain and have professional relevance for participants. In order to cater for a broad target group of professionals of varying expertise levels, with different learning needs and time available for learning, MOOC design includes tasks of several complexity levels. At basic level, learning tasks integrate introductory learning activities with activities that stimulate learners to interact with the content and with each other reflecting on relevant practice-based cases, linking the new theoretical knowledge acquired in the course with their own practice and with the shared experiences of other MOOC participants. In addition, advanced level learning activities are offered to stimulate professionals of higher expertise levels or those who can afford spending more time on learning, to study. Advanced level activities can be optional. All learning activities are offered in an online learning environment providing affordances for the interaction and knowledge sharing. As an alternative for individualized teacher feedback on performance and progress, participants are invited to generate ideas, challenges or questions for the experts and share their ideas or challenges in the environment so that experts and tutors can respond in a oneto-many way either through online video broadcasts or through blogs and online discussions. These design principles have been put into practice in various non-formal learning opportunities, such as master classes and MOOCs offered by the Open University of the Netherlands (Firssova, Brouns, & Kalz, 2016; Kalz & Specht, 2013). The design principles have been piloted in MOOCs in the EMMA project and can be extended to different MOOC contexts. Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 331 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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The Usability Evaluation of UniCamp
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Connecting in the Online Environmen
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Contextualising Learner Experience:
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Investigating the Effectiveness of
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WhatsApp: “Going where the Conver
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A Study of the Use of Ubiquitous Mo
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Differentiated Technology-Based Int
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Using Digital Technologies for Incl
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Video in Higher Education: Examinin
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Policy Review of Open Badges for Op
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Open Educational Resources (OER): G
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Monitoring Progress on Open Educati
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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