EDUCAUSE SPRINT Participant Chat and Questions for Speakers: Links and Abbreviated Transcript
EDUCAUSE SPRINT: IT as a Force of Change
July 30, 2013: 1:00 p.m. ET (UTC-4; 12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT)
*Note timestamps are in Mountain Time
Abbreviated Participant Chat (MT)
tatiana bourlova ubc: (11:00) Hello all from vancouver
Tracy Petrillo - EDUCAUSE: (11:03) Tweet #EDUsprint
Luis Coronado: (11:03) Luis Coronado: From Universidad Mariano Galvez de Guatemala
Angelo State - Patrick D: (11:03)
Jim Mello, Univ of Hartford: (11:03) Greetings from Hartford, CT!
Kelvin Bentley: (11:04) Hello everyone.
Theresa: (11:04) Lots of answers around "inspiration"!
Colleen Keller, EDUCAUSE: (11:05) 7 Things You Should Know About MOOCs II,
Colleen Keller, EDUCAUSE: (11:07) What Campus Leaders Need to Know About MOOCsEDUCAUSE, 2012,
Dr. Jim Dvorak: (11:11) "B[ig]OOC" -
Angelo State - Patrick D: (11:12) Who here has completed a MOOC? I completed one on Gamification through Coursera. Great course, engaging instructor.
SMCVT: (11:12) I took the same one--Gamification.Good course, learned a lot!
C.D. Walter: (11:12) I'm taking my first right now--a Sci Fi/Fantasy course on Coursera
Deb Coates--ISUEO: (11:13) Yes, I have.A course on Canine Theriogenology.I thought it was really well done and I got a lot out of it
MJ Pilgrim: (11:13) I started a MOOC on academic integrity but didn't finish!
Kyle Johnson (Chaminade Univ): (11:13) I'm not convinced MOOCs are really going to be significant in their current form, but they may spawn some interesting new ways to teach *and* provide a personal learning experience.
Tom Evans - Ohio State: (11:13) Every letter is negotiable...
Massachusetts College of Liberal Arts: (11:13) Just completed a course on gamification via Canvas Network.
Robin Heyden: (11:13) I've completed two MOOCs - the CCK08 experience (Stephen Downes and George Seimens) and a Coursera course in Modern American Poetry
Jim Dorris: (11:13) To get started in trying out some MOOCs, what are some sites to look at?
Donnie Sendelbach, DePauw: (11:13) Angelo, i'm currently taking one on the geospatial revolution on coursera
Linda Gilbert: (11:13) Took one on Learning Analytics.... didn't finish. But used a lot of resources from it.
Linda Gilbert: (11:14) @Kyle- agree
Greg Ketcham: (11:14) I was in the learning analytics as well @Linda. Started far more than I've finished :-)
Melanie Hoag: (11:14) Coursera - Design: Creation of Artifacts in Society [University of Pennsylvania]
S. Dierk: (11:15) I don't believer that "Massive" means lower quality- not by definition- but there are many different methods of delivery and administering MOOCS. Some are higher quality than others
Robin Heyden: (11:15) @linda and @Greg, what were the strengths of the Learning Analytics MOOC?
Kathy Saville, Saint Mary's College, Notre Dame: (11:15) I think we need to look at the results of MOOCs.Is there really quality education being accomplished?How many really finish?
Suzanne Aurilio, San Diego State: (11:15) @archana my question as well M=compromised quantity?
Greg Ketcham: (11:15) @Robin -exposure to other practitioners and their applied research in LA.
Colleen Keller, EDUCAUSE: (11:15) list of courses from Coursera
Robin Heyden: (11:15) That sounds useful, @Greg.
Colleen Keller, EDUCAUSE: (11:15) Edx courses
Duke Univ, Elizabeth Evans: (11:15) @Kathy, How many finish who intended to finish? Many may be in MOOCs with no intention of doing all the work.
Angelo State - Patrick D: (11:16) Analogous to reading for pleasure and reading to improve your skills
Colleen Keller, EDUCAUSE: (11:16)
Jim Dorris: (11:16) @Colleen. Thanks for the resources!
Theresa: (11:16) Coursera - on compression algorithms / digital images.Great intro to the topic, but not a way to develop expertise.
Justin: (11:16) does it matter if people finish, if it's thought of as education "just in time" not just in case what if i get what i need from a mood in 3 lecture videos, why does i t need to be finished?
Archana, University of Maryland: (11:16) Suzanne,his grades seem to reflect that! :)
Theresa: (11:16) @Justin, agree - maybe we just need 3 or 4 modules to understand a topic.
Greg Ketcham: (11:17) Also:
Greg Ketcham: (11:17) on Bb CourseSites
Joy Mark - Tabor College: (11:17) @kathy - we may need to reconsider the question of whether completing is the goal: research has shown that significant numbers of those taking the courses had no intention of finishing - they got what they intended with partial involvement
Janyne Kizer, NCSU: (11:17) As a student,
Archana, University of Maryland: (11:17) Dierrk, that is true of all learning agreed
Greg Ketcham: (11:17) MOOCs sponsored by Canvas:
Archana, University of Maryland: (11:18) Disagreee with the speaker - current finishing rates are below 15%
Donnie Sendelbach, DePauw: (11:18) i wonder what the percentage of MOOC students are people like us--in part checking them out because the hype/urgency
Janyne Kizer, NCSU: (11:18) As a student, I think that it's great as supplemental education.This could be awesome for a summer reading program, etc.
Kyle Johnson (Chaminade Univ): (11:18) @Justin, I think completion is important.Otherwise people might not get all the concepts or how they tie together.If only the individual components are important, then do them ala Khan Academy or Lynda.com.DOn't bother packaging them.
Nathan Phillips, Marylhurst University: (11:18) success rate doens't = quality, it's a traditional higher ed view to equate those
Archana, University of Maryland: (11:18) Janyne absolutely I can see that working as a supplement
Archana, University of Maryland: (11:19) Donnie good point!
Angelo State - Patrick D: (11:19) face to face courses should be beta as well
Deb Tieszer: (11:19) My understanding of MOOCs (limited, albeit) is that a MOOC is not offerred with the intention of having a large number of people finish it, but to make it available and those that are motivated and the online, self directed experience is a good fit, will complete it.
Janyne Kizer, NCSU: (11:19) I'm with Cooperative Extension and I think that it MOOC will be great for us.Master Gardeners, etc.
Nathan Phillips, Marylhurst University: (11:19) then a good mooc will always be beta, right--beta then means everyone particiaptes in teh creation of the course itself
Nick Young (UNCG): (11:19) saw something the other day that said on average for coursera, khan, edX, ..... 2 out of 3 participants dont finish. Can't find the link/reference right now though.
Colleen Keller, EDUCAUSE: (11:20) 7 Things You Should Know About Connected Learning, ELI,
Janyne Kizer, NCSU: (11:21) Nick, I am taking a gastronomy course (MOOC) that had 10,000 participants in week 1 and 8,000 in week 2.
Archana, University of Maryland: (11:21) @Deb, however Its being touted asthe way to educate masses as well
Anthony Santucci, AppState, Boone, NC: (11:21) @Nick - I saw the same stat.Don't remem where.
Tom Evans - Ohio State: (11:21) Mathieu Plourde at UDel created this pretty nifty graphic on MOOCs and some thoughts on each letter:
Deb Tieszer: (11:21) @Archana, I totally agree...I am just wondering how we make it beneficial and effective for the masses...
Angelo State - Patrick D: (11:21) Just like WOW, and other MMORPGs
Dr. Jim Dvorak: (11:22) Chris Dede is right: the real question here (for me) surrounds "massive"
Tom Evans - Ohio State: (11:23) We polled outgoing students on our Coursera courses when then unenroll in the course.on average about 17% were checking it out... 46% didn't have time... 20% didn't like content.
Donnie Sendelbach, DePauw: (11:23) Has anyone taught a MOOC? Any insights on your experience?
Massachusetts College of Liberal Arts: (11:23) @Patrick - good comparison.
Nick Young (UNCG): (11:23) @janyne..... long time no see :-) And im sure it all has to do with the concept of the course.... ie: are participants expecting to somehow prove their newfound knowledge to someone else, or is it a purely academic pursuit on an individual level for them.
Archana, University of Maryland: (11:23) @Deb, agreed that would be great skill to learn
Angelo State - Patrick D: (11:23) You just have to look at the DARPA Red Balloon challenge to prove this point of connectedness -
Justin: (11:24) @Q Kyle Johnson, its subjective determining if only the individual components are important and may not be offered on Khan and/or Lynda.com.
Archana, University of Maryland: (11:24) @Justin, great point but when you look at it as a substitute for formal qualifications then how do you measure this?
Laura Pasquini: (11:24) xMOOC Communities Should Learn From cMOOCs from Michael Caufield
Ken Graetz - Winona State: (11:24) I am somewhat encouraged by the high drop rate. The main reason that I have not finished some MOOCs is because they are hard work - 8 to 10 hours per week of tough sledding. Isn't that a good thing?
Greg Ketcham: (11:24) See my counterpoint to that @Laura in the tweetstream :-)
Mark Laumakis: (11:25) Great, as long as they could actually interact with the astronauts...
Archana, University of Maryland: (11:25) @Nick good point
Kim Eke, UNC-Chapel Hill: (11:25) Love that question!
Marcel Schmitz: (11:25) Andre Kuijpers gave such lessons from the ISS last year. Kids in the Netherlands were hyped by it
Marcel Schmitz: (11:25) They were 'connected'
Marcel Schmitz: (11:25) And he still is giving them now, back on earth
Dr. Jim Dvorak: (11:26) answer to Masie question: I might put my kids in mooc with astronauts as a supplement to the smaller more personal astronomy course taught by local teacher.
Colleen Keller, EDUCAUSE: (11:26) New technology-based models for postsecondary learning: Conceptual frameworks and research agendas-
Kyle Johnson (Chaminade Univ): (11:26) @Justin it may be subjective, but either bundle them and highlight the importance as the expert or just let the learner pick and choose the components they want.Don't bundle it and then say it doesn't matter.
Kelvin Bentley: (11:26)I like how Udacity-SJSU wanted to offer summer MOOCs that included student advising and tutoring. Pairing student services with MOOCs will be important as well as ineraction with a facilitator.
Cynthia Robinson, PSU: (11:26) Interaction is the key, my kid is alreay learning in a variety of environments.
Greg Ketcham: (11:26) @Kelvin one of the challenges at SJSU was getting students aware and engaged with tutoring.
Dr. Jim Dvorak: (11:27) Cynthia Robinson "interaction is the key" -- yes.
Angelo State - Patrick D: (11:28) How do small regional universities compete in the MOOC market? Or do they?
Colleen Keller, EDUCAUSE: (11:28) 7 things you should know about makerspaces
Holly Coble: (11:28) I think collaboration is key in the Moocs - particularly for the millennial generation
Leitha: (11:29) I could see MOOC's as a resource for limited faculty instutitions (in my case nursing), and using local faculty to facilitate and add a personal connection.National Nursing MOOC Franchaise?
Lance Stuckey: (11:29) @Angelo State - Patrick D: Fantastic question
Archana, University of Maryland: (11:29) @Leitha I think that already exists in some forms...
Kyle Johnson (Chaminade Univ): (11:30) @Angelo small regionals should look at MOOCs as another learning resource that can be built upon by local faculty to provide to the learner an experience that is unique to their institution
Cynthia Robinson, PSU: (11:30) Agree Holly, without interaction/collaboration, loose "community" and becomes a flat experience, no engagement.
Angelo State - Patrick D: (11:30) No difference than MF2FC - Massive Face to Face Course
Dr. Jim Dvorak: (11:31) I'm not too surprised to hear Masie thinking in terms of business models; Dede more of an educator.
Archana, University of Maryland: (11:31) @Janyne: Just wondering about your MOOC course. How hard was it to find a connection, group, to communicate and interact with inteh class?
Theresa: (11:31) @Angelo - Regionals will have to find their market.The Massive piece may not be the important message.Automakers mass produce vehicles, but their marketing effort is to design for a niche market - just the vehicle you want at the moment you want it.
Holly Coble: (11:31) Exactly, Cynthia - and our current millenials and incoming millenials won't participate if there is not enough engagement
VeronicaDiaz: (11:32) MOOC completion data:
Greg Ketcham: (11:32) What about faculty concerns regarding the need for differentiated learning vs. "learning at scale"? Hence this faculty petition:
Janyne Kizer, NCSU: (11:32) Archana, in the gastronomy course, there is not a lot of interaction with other students.The instructor is really enthusiastic and it comes through.I am enjoying the course and getting a lot out of it.
Theresa: (11:32) Regaionals may contribute by offering a very customized course, just when a student needs it, with the material the student needs.And it may be available to a broad marked.
Janyne Kizer, NCSU: (11:33) Archana, it's also neat that we do our homework which is mostly in the form of experiements.The next week, the professor gives us a segment on our results.Very cool and you feel like someone is listening.
Tom Evans - Ohio State: (11:33) In our MOOCs, we found students would create their own online social communities in addition to any others we offered them.
Kathy Saville, Saint Mary's College, Notre Dame: (11:33) Quality issue - please understand, trying to keep an open mind, hence the reason to be here but wanting to understand the true value of MOOCs as more than just a type of "get rich quick for instructors"I care about learning and measureable successful outcomes, not just filling virtual seats and make money on that.Make sense?
Archana, University of Maryland: (11:33) @Janyne: Thanks that is interesting. Brings me to a question - Are we overestimating the importance of collaboartion between students then?
Angelo State - Patrick D: (11:34) I am not ashamed to say I love powerpoint!
Cynthia Robinson, PSU: (11:34) Theresa, could integrate into a traditional face to face course, creating specific experiences targeted to different learning styles.
Davina Smalley: (11:34) There is so much that you can do with PowerPoint... it gets a bad rap sometimes
Janyne Kizer, NCSU: (11:34) I'm also taking and Internet History course.Again, the professor is very enthusiasatic and it comes through.In that class, people really want to talk to each other.The professor travels quite a bit and if he is going somewhere, he has "office hours" at a coffe shop and people drop in.He posts a video of it.You feel connected.
Marcel Schmitz: (11:34) I am not ashamed to say I love a Volkswagen Beetle - But I also like ABS, Navigation, etc.
Brian Basgen: (11:35) @Archana: if we overestimate student engagement, I'm not sure MOOCs are much different from other forms of "sage on the stage"
Marcel Schmitz: (11:35) So Powerpoint is great, but use the new elements of it
Oxford College: (11:35) Re. PP -- "I hate a hammer" vs."I love a hammer" --- they are tools to be used well or poor by craftsmen or not.
Colleen Keller, EDUCAUSE: (11:35) Learning science through games and simulations. National Research Council (2011)
Marcel Schmitz: (11:35) And connect with it (for instance with extra tools like shakespeak)
Angelo State - Patrick D: (11:35) @Janyne Kizer - Dr. Chuck is great!
hae @ University of Hawaii: (11:35) My daughter and nephew in college seems to participate in MOOCs and other online venues to understand something or explore, then bring what they have learned back into their f2f class or discuss with their peers.So I think students want different things and we provide numerous quality options.
Colleen Keller, EDUCAUSE: (11:36) Interweaving assessments into immersive authentic simulations: Design strategies for diagnostic and instructional insights.
Janyne Kizer, NCSU: (11:36) In terms of quality, with both face-to-face and in MOOCs, you get out what you put in to a large extent.
Ellen Murphy: (11:36) I think that I've learned the majority of what I know outside of classrooms, especially as an adult. I learn from what others have on the Web, and by participating in discussion forums, listservs, and the like. When we talk about MOOCs, I think we are talking about individuals who are self-starters and self-motivated individuals, for the most part.
Angelo State - Patrick D: (11:36) We could use it as a marketing tool, for prospective students to sample courses and instructors
Archana, University of Maryland: (11:36) @Janyne that is a cool way to connect however will instructors be willing and able to travel dooing this ingeneral? I wonder if each MOOC is going to end up with its own flavor
Janyne Kizer, NCSU: (11:37) @Patrick, that's exactly what most of the MOOCs I've participated in are doing.I know that one was from MSU and another from U of MN, etc.
Marcel Schmitz: (11:37) Don't underestimate the Social Skills of Dr. Gregory House. He gets the teaching job done, doesn't he ;)
Duke Univ, Elizabeth Evans: (11:37) Yes, yes, yes re: looking at pedagogy other than video.
Janyne Kizer, NCSU: (11:37) @Archana, I think that each will have it's own thing for sure!
Bruce Herbert: (11:38) I always enjoy what Chris has to say.
Cynthia Robinson, PSU: (11:38) Completely agree, must look at pedagogy, design for format.
Kyle Johnson (Chaminade Univ): (11:38) @Angelo MOOCS are basically just a marketing tool now, but only for the elite institutions.I believe it's a trap to think that MOOCs can ever help market smaller institutions.
Archana, University of Maryland: (11:39) @ Patrick D the idea of advertising is a really cool one
Colleen Keller, EDUCAUSE: (11:39) Education for life and work: Developing transferable knowledge and skills in the 21st century. National Research Council (2012)
Krissy Lukens: (11:39) @Ellen - teaching students to be self-starters & self-motivated . . . can MOOCs help teach this, or do you have to have these skills in order to be successful?
Holly Coble: (11:40) I don't think MOOCS should be underestimated in that they seem to be causing a very competitive environment over a residency program
Colleen Keller, EDUCAUSE: (11:40) Assessing 21st century skills: Summary of a workshop. National Research Council (2011a).
Ed: (11:41) Fail your way to success or exhaust your failures
Angelo State - Patrick D: (11:41) This session is a great example of how MOOCs should be set up. 500 people with multiple ways to interact. Do I need to have a one-on-one with Dede and Masie to learn anything?Dont think so.
Marcel Schmitz: (11:42) @Patrick D. *applause*
Cindy Jennings, USC Upstate: (11:42) No terminal degrees? When university faculty reward systems are the strongest bastion of resistance to change to recognize precisely that: alternative forms of expertise/scholarship/scholarly dissemination?
Theresa: (11:43) Students in my sophomore Comp. Sci. classes have typically worked in retail, restaurant, or parking valet jobs.Teaching them what an IT professional job looks like, day to day, is important.Not sure that could be done in a game.A game would be a start.