“MOOCs and Open Education around the World” Preconference Symposium, E-Learn
October 21, 2013, Champagne 2, Paris Hotel, Las Vegas
Symposium Facilitators/Coordinators: Curt Bonk, Mimi Lee, Tom Reeves, Tom Reynolds
Preconference Website: http://www.aace.org/conf/ELearn/Symposium.htm
Sunday and Prior to Event
1. Virtual ice breakers in Flipgrid (video discussion threads): http://flipgrid.com/#429f88c5
(Note: Assumes US park services are open. People are on their own for this hike.)
3. MOOC meet-up from about 6:00-7:30 pm Sunday night in Napoleons Lounge, Paris Hotel.
Monday Morning (October 21):
8:00-8:30 Coffee, tea, etc., informal chatting and meeting other participants
8:30-8:45 Brief Welcome to Symposium and Agenda
8:45-9:15 Keynote #1: Paul Kim, Stanford University, Topic: “MOOCs Through the Lens of Sustainability"
9:15-9:45 Q&A with Paul Kim
9:45-10:00 Establish theme groups and coordinate group and room logistics
10:00-10:15 Break for tea and coffee and move to groups for introductions
10:15-11:15 MOOCs & Open Education around the World: Thematic Teams Part One: 1. What are the major issues?;
2. What are the new & exciting developments?; 3. What still needs to be development?; 4. Research gaps?
(e.g., accreditation, assessment, design, instructor role, content quality, learner motivation, etc.).
11:15-11:45 Expert Participant Insights about MOOCs and Open Education (5 minutes each)
Experts: Ben Meredith, Melinda Bandalaria, Karen Head, Paul Kim, Curt Bonk
11:45-Noon Facilitator recap of the morning and transition to afternoon (Tom Reeves, Mimi Lee, Tom Reynolds)
12:00-1:15 Lunch by group or by topic (in same room) Thematic Groups Part II)
1:15-2:15 Moderated Panel on “Attrition, Accreditation, and Assessment” (4-6 experts)
Moderator: Tom Reynolds, National University; Audience Questions: Curt Bonk, Indiana University
Panelists: Melinda Bandalaria, University of the Philippines Open University, Tom Reeves, University of Georgia, Mimi Lee, University of Houston, Theo J. Bastiaens -Fernuniversität in Hagen, Germany and Open Univ, The Netherlands, Paul Kim, Stanford Univ., Karen Head, Georgia Institute of Technology
2:15-2:30 Tea Break and movement back to either thematic groups or expert interactions
2:30-3:30 Thematic Teams Part Three: Action Agenda Items and Reporting Out
3:30-3:45 Break for reconvening in Main Room
3:45-4:15 Keynote #2: George Siemens, Athabasca University, Topic: “MOOCs: Where next?”
4:15-4:45 Q&A with George Siemens
4:45-5:00 Wrap-up comments from symposium facilitators and others
5:00-5:15 Break or departure
5:15-6:15 Social Hour (Note: includes Thematic Group Summary Report Outs, Individual Discussions, etc.)
Note: For additional details or inquiries, contact Curt Bonk at email@example.com
Short Videos on MOOCs and Open Education:
1. Peter Struck, Professor, UPenn, Mythology class to 54,000 students, AOL News, Sept. 5, 2013, 1:33 minutes:
2. Sophia Pink, High School Student, An escape from High School. Washington Post, August 22, 2013, 2:33 minutes:
3. UK enters expanding online learning market with MOOCs, BBC, Sept. 18. 2013, 2:20; Video: http://www.bbc.co.uk/news/uk-24153128
4. Will Massively Open Online Courses Transform the Way, Aspen Institute, June 30, 2013
a. Full Session (59:25): http://www.youtube.com/watch?v=VAlu1HUiUg8
a. Anant Agarwal Explains MOOCs High Drop-Out Rates (3:19): http://www.youtube.com/watch?v=HXpEJqluIho
b. Andrew Ng & Anant Agarwal; Creation of the MOOC Movement (4:07: http://www.youtube.com/watch?v=OXn1DstAEuE
Morning Keynote (8:45-9:45): Paul Kim, Stanford University, “MOOCs through the Lens of Sustainability”
Abstract: “MOOC” is a fairly recent term. It is also a “Learning For All” movement currently stimulating active debates in the education space around the world. MOOC simply denotes a Massive Open Online Course, but in the larger context, it may be a catalyst to reimagine higher education. Whether MOOCs are part of a global open education initiative or a for-profit education model, today there is certainly growing R&D interest, as well as entrepreneurial attention. There is, however, substantial criticism and typical bystander skepticism, mostly arising from reports describing the quite unexciting completion rates of many MOOCs. Acknowledging the abundant misunderstandings around MOOCs and the vague institutional goals from early-adopter universities, an argument can be made that the current structures of MOOCs today are not sustainable. In this session, The Anatomy of a MOOC, the non-profit and for-profit models will be viewed, compared, and presented through the lens of sustainability.
Bio: Dr. Paul Kim is the Chief Technology Officer and Assistant Dean at the Stanford University Graduate School of Education. Dr. Kim has been leading numerous projects involving the design of learning technologies, educational research, and international development. He is a senior researcher for Programmable Open Mobile Internet (http://pomi.stanford.edu/); (POMI) project in which he designs and experiments future mobile technologies and global classroom solutions. He implemented various mobile learning pedagogies such as SMILE (Stanford Mobile Inquiry-based Learning Environment) in over 22 countries while launching a MOOC on Venture Lab (http://venture-lab.org/education/), attracting over 20,000 students from around the world. In his single online course, students design a new learning environment as one massive global team project. His involvements in overseas projects include Saudi Arabia’s national online education initiative, the national evaluation of Uruguay’s One Laptop Per Child project, Rwanda’s national ICT planning, etc. Previously, he served as a board member of WestEd (http://www.wested.org/) and a committee member for Grand Challenges in International Development (http://sites.nationalacademies.org/PGA/dsc/grandchallenges/index.htm). He is currently serving as a committee member for National Science Foundation's Education and Human Resources Directorate (http://www.nsf.gov/ehr/advisory.jsp).
Afternoon Keynote (3:45-4:45): George Siemens, Athabasca University, “MOOCs: Where next?”
Abstract: The interest in MOOCs and new forms of educational delivery have captured the interest of academics and the public over the past several years. As of mid-2013, over $150 million has been invested in MOOC providers. This significant capital inflow will create ripples that will impact higher education. While MOOCs as a concept are over-hyped and will likely fade in prominence, the attention now being directed to online learning, development of new software, new assessment techniques, and new pedagogies will last. This session will explore what happens next, after the MOOC hype fades. Specifically, what will be the legacy of MOOCs in stimulating change in higher education?
Bio: George Siemens is an educator and researcher on learning, technology, networks, analytics, and openness in education. He is the author of Knowing Knowledge, an exploration of how the context and characteristics of knowledge have changed and what it means to organizations today, and the Handbook of Emerging Technologies for Learning. Knowing Knowledge has been translated into Mandarin, Spanish, Italian, Persian, and Hungarian. Dr. Siemens is the Associate Director of the Technology Enhanced Knowledge Research Institute at Athabasca University, and a faculty member in the School of Computing and Information services and the Centre for Distance Education. He has delivered keynote addresses in more than 30 countries on the influence of technology and media on education, organizations, and society. His work has been profiled in provincial, national, and international newspapers (including NY Times), radio, and television. His research has received numerous national and international awards, including an honorary doctorate from Universidad de San Martín de Porres for his pioneering work in learning, technology, and networks. Dr. Siemens is a founding member of the Society for Learning Analytics Research (http://www.solaresearch.org/). In 2008, he pioneered massive open online courses (sometimes referred to as MOOCs) that have included more than 25,000 participants.