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Professional Learning through Massive Open Online Courses

Professional Learning through Massive Open Online Courses. Allison Littlejohn, Colin Milligan Caledonian Academy, Glasgow Caledonian University Glasgow, Scotland Obiageli Ukadike Harvard Medical School – Harvard Catalyst, Boston MA @ allisonl @cdmilligan.

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Professional Learning through Massive Open Online Courses

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  1. Professional Learning through Massive Open Online Courses Allison Littlejohn, Colin Milligan Caledonian Academy, Glasgow Caledonian University Glasgow, Scotland Obiageli Ukadike Harvard Medical School – Harvard Catalyst, Boston MA @allisonl @cdmilligan

  2. Technology-enhanced Professional Learning Littlejohn & Margaryan, 2013

  3. Technology-enhanced Professional Learning Personalised Social Continual Self-regulated Redefined relationships Littlejohn & Margaryan, 2013

  4. Social cognitive model of self- regulation (Zimmerman, 2000) • Self-regulation is the ‘self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals’

  5. What’s known about Professional Learning in MOOCs Tensions across autonomy- diversity, openess- connectedness in MOOCs Mackness, Mak & Williams (2010) Critical/ digital literacies in MOOCs Finiet al (2009), Kop et al (2011) Self-regulated learning behaviours in a MOOC Milligan, Littlejohn & Margaryan (2013)

  6. What’s known about Professional Learning in MOOCs • Project provides new insight into: • Learning behaviours in MOOCs while self-regulating • MOOC environment design recommendations to encourage the development and emergence of SRL behaviours. • Relevant for professional learning, though applicable to a range of settings. • Outputs aimed to impact future research and development

  7. Research Questions • RQ: What self-regulated learning strategies and behaviours do professionals adopt in MOOCs? • RQ: How are Massive Open Online Courses currently designed to support self-regulated learning? • RQ: How can MOOCs be designed to encourage professionals to self-regulate their learning? • Context: • MOOC for healthcare professionals (edX: HarvardX) • Findings and outputs tested in other health MOOCs (FutureLearn: Kings College London)

  8. Research Context: edX ‘Fundamentals of Clinical Trials’ • Harvard Medical School, Harvard School of Public Health, Harvard Catalyst. • Delivered via edXOct 2013-Feb2014 https://www.edx.org/course/harvardx/harvardx-hsph-hms214x-fundamentals-941 • 24,000 registered, 400+ participants in study, contacted by course announcement in week 5 (of 14). • Provides an introduction to the scientific, statistical, and ethical aspects of clinical trials research. • Participants assumed to have a background in biostatistics and epidemiology.

  9. Fundamentals of Clinical Trials Video, with commentary...

  10. Fundamentals of Clinical Trials Follow the textbook link to read the ebook online…

  11. Fundamentals of Clinical Trials Discussion forum, encourages in-depth discussion

  12. Fundamentals of Clinical Trials MCQ assessment items. Limited number of attempts Scores are recorded in the progress tab.

  13. RQ: What self-regulated learning strategies and behaviours do professionals adopt in MOOCs? • Collect and analyse learner data form professionals learning in a MOOC. • Survey of SRL profiles to collect data of overall population. • Learner interviews to explore impact of course on practice. • Data analysis and synthesisof quant. and qual. data. • (leading to) • Use Cases of learner behaviours providing a narrative description of learner behaviour patterns observed.

  14. RQ: What self-regulated learning strategies and behaviours do professionals adopt? • SRL Profile Survey Instrument: http://figshare.com/articles/SRLMQ/866774 • 42 items measuring 11 sub-processes of SRL. • Based on a validated instrument exploring SRL behaviours in professional learning. • Three open ended questions exploring: • motivation, • impact, • interaction • Administered via SurveyMonkey

  15. Sample questions (measured on 5pt Likert scale) • My past experiences prepare me well for new learning challenges. (self-efficacy) • I try to apply my previous experience when learning. (elaboration) • I ask myself how what I am learning is related to what I already know. (task strategies) • I ask others for more information when I need it. (help-seeking) • I try to understand how what I have learned impacts my work/practice. (self-satisfaction)

  16. Snapshot of Sample: Demographics

  17. Snapshot of Sample: Demographics • Age profile: 60% under 35 • Gender F:M 52:48 • Education: 60% have at least a Masters level qualification • Intend to Gain Completion Certificate: 96% • Participated in a MOOC before: 52%

  18. SRL – Profile Score • Those who identified as healthcare professionals were selected and split into three groups based on SRL profile score. • SRL-L: ave.125 • SRL-M: ave. 153 • SRL-H: ave .180

  19. Snapshot of Sample: Roles • 50% currently employed as a healthcare professionals

  20. Q1 What motivated you to take this course? • Low and High SRL groups seem to differ in motivation: • Low attracted by prestige of HarvardX Brand or by topic. • High cite links to career or professional practice

  21. Q2 Please describe how you expect studying on this course to contribute to your work or professional practice (or other studies)? • Little difference between the two groups: • Only Low-SRL described participation as ‘for interest only’

  22. Q3 Please describe your experience of interacting with other learners in the discussion forum. What went well? What was challenging? • Broadly similar though: • Low-SRL may be less likely to prioritise time, • Only low-SRL learners were ‘overwhelmed’.

  23. Semi-structured interviews (begin tomorrow). • Minimum 30 (up to 70) participants (from two groups: low-SRL and high-SRL, all professionals) contacted for interview. • Research participants asked to reflect on the impact that the MOOC has had/is likely to have on their professional practice. • SS Interview script: http://figshare.com/articles/PL_MOOC_Semi_structured_interview_script/866773

  24. Sample questions • Context: Do you expect to integrate what you have learned in the MOOC into your professional practice? Can you give an example? [PROBE: How?] • Strategies: Did you share anything with anyone else either formally or informally (e.g. through informal discussions, postings on blogs, contribution to discussion forums etc.) [PROBE: Who?] • Self-evaluation: Did you talk to anyone in your professional network to discuss the value of the MOOC?

  25. Semi-structured interviews • Basis for use case narratives of learning behaviours in a MOOC • Questions (aligned with SRL-sub-processes) explore: • interaction with others, within and beyond course (e.g. with professional network) • use of tools to support interaction with course content and to support learning (using 4c’s: consume, connect, create and contribute) • explore impact on professional practice. • First interviews scheduled for 6/12/13 • Continue throughout December • Analysis in January 2014

  26. RQ: How are Massive Open Online Courses currently designed to support self-regulated learning? • Review current research in SRL and develop a tool to allow mapping of MOOC designs and SRL behaviours. • Desk research of SRL to inform Design Mapping Tool . • Course Design document review. • edX/HarvardXDesign team interview.  • Data analysis and synthesis mapping design to SRL sub-processes. • (leading to) • Design mapping tool based on current SRL literature. • MOOC design strategy report.

  27. RQ: How are Massive Open Online Courses currently designed to support self-regulated learning? • Explore learner behaviour AND MOOC design through SRL lens • Complement the learner data with data about the design of the course (at strategic, platform and course level) • Environments can foster the development of SRL Skills • Learner’s ability to self-regulate impacts their performance • Survey research evidence and map to the SRL sub-processes. • Develop questions for MOOC providers, platform developers, course designers and teaching assistants to build picture of individual MOOCs

  28. Summary of research evidence

  29. Design Mapping Tool

  30. RQ: How can MOOCs be designed to encourage professionals to self-regulate their learning? • Synthesise results as recommendations and scientific outputs. • Data analysis of data collected in first two phases into a set of recommendations. • Recommendations review with additional professional learning MOOC. • (leading to) • RevisedMOOC design recommendationsfor MOOC community. • All instruments, datasets and findings from the study(eg IRRODL article)

  31. Current and Next steps • RQ2 Conduct interviews and analyse learner behaviour • RQ1 Collect MOOC design data using mapping tool • RQ3 Develop recommendations for MOOC design • Refine tools and recommendations in a different MOOC

  32. Current and Next steps • Provide new insight of use to the research & development communities: • Learning behaviours in MOOCs • MOOC environment design recommendations

  33. Professional Learning through Massive Open Online Courses Allison Littlejohn, Colin Milligan Caledonian Academy, Glasgow Caledonian University Glasgow, Scotland Obiageli Ukadike Harvard Medical School – Harvard Catalyst, Boston MA http://gcu.ac.uk/academy/pl-mooc/ @allisonl @cdmilligan

  34. Bibliography • Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviours as a mediator in the relationship between online course perceptions and achievements. International Review of Open and Distance Learning,9 (2), 1-11. • Castells, M. (1996). The information age: economy, society and culture: The rise of the networked society. Oxford, UK: Blackwell. • Bernacki, M.L., Aguilar, A.C., and Byrnes, J.P. (2011) Self-regulated learning and technology-enhanced learning environments: an opportunity-propensity analysis. In: G. Dettori & D. Persico (Eds.) Fostering Self-regulated learning through ICT. pp. 364-379. IGI Global: Hershey, PA, • Cho, M-H., & Kim, B.J. (2013). Students’ self-regulation for interaction with others in online learning environments. The Internet and higher Education, 17, 69-75. • Dettori, G.,& Persico, D. (2009) Supporting self-regulated learning with ICT, in A. Cartelli and M. Palma (eds.) Encyclopaedia of ICT, pp 735-741. IGI Global, Hershey, PA • Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media In Education, 3(0). Retrieved August 8, 2013, from http://www-jime.open.ac.uk/jime/article/view/2012-18 • Downes, S. (2009). Connectivist dynamics in communities. Retrieved 26 February 2013 from http://halfanhour.blogspot.co.uk/2009/02/connectivist-dynamics-in-communities.html • Engeström, R. (2009). Who Is Acting in an Activity System? In A. Sannino, H. Daniels, & K. D. Gutiérrez (Eds.), Learning and Expanding with Activity Theory, pp. 257-273. New York, NY: Cambridge University Press. • Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work.British Journal of Educational Psychology, 70, 113-136. • Fini, A. (2009). The technological dimension of a Massive Open Online Course: the case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10(5), 74-99. • Kop, R. (2011). The challenges to connectivist learning on open online networks: learning experiences during a Massive Open Online Course. The International Review of Research in Open and Distance Learning, 12 (3), 19-38. • Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International J. of Self-Directed Learning,7 (2), 1-18. • Lefrere, P. (2007). “Business success - the special contribution of self-regulated learning.” In J. Beishuizen, R. Carniero & K. Steffens (Eds.) Self-regulated Learning in Technology Enhanced Learning Environments: Individual Learning and Communities of Learners. pp. 49-53. Shaker Verlag: Aachen. • Littlejohn, A., Milligan, C., & Margaryan, A. (2011). Collective learning in the workplace: Important knowledge sharing behaviours. International Journal of Advanced Corporate Learning, 4 (4) 26-31.

  35. Bibliography • Littlejohn, A., Milligan, C., Margaryan, A (2012),"Charting collective knowledge: supporting • self-regulated learning in the workplace", Journal of Workplace Learning, 24(3).226-238. • Littlejohn, A., & Margaryan, A. (2013). Technology Enhanced Professional Learning: mapping out a new domain. Chapter 1 in Littlejohn, A., & Margaryan, A. (Eds.). Technology-enhanced professional learning: Processes, practices and tools. London, Routledge. • Liyanagunawardena, T. R., Adams, A. A., & Williams, S.A. (2013). MOOCs: A systematic study of the published literature 2008-2012, International Review of Research in Open and Distance Learning,14 (3) 202-227. • Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg. (Eds.). Proceedings of the 7th International Conference on Networked Learning 2010. pp. 266-275. University of Lancaster, Lancaster. • Milligan, C. Littlejohn, A., & Margaryan, A. (2013). Patterns of Engagement in Connectivist MOOCs. Journal of Online Learning & Teaching 9 (2) 149-159. http://jolt.merlot.org/vol9no2/milligan_0613.pdf • Milligan, C., Margaryan, A., & Littlejohn, A. (2013). Goal-setting behaviour in massive open online courses, EARLI 2013 Conference. Munich Germany, 27-31 August, 2013. https://t.co/KsO0uMR5Fv • Pintrich, P. R., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. Michigan. • Schunk, D. H. (2001). Self-regulation through goal-setting, ERIC Digest. Retrieved August 8, 2013, fromhttp://www.counseling.org/Resources/Library/ERIC%20Digests/2001-08.pdf • Siadaty, M., Jovanović, J., & Gašević, D. (2013). The social semantic web and workplace learning. Chapter 12 in Littlejohn, A., & Margaryan, A.  (Eds.).Technology-enhanced professional learning: Processes, practices and tools. (forthcoming) London, Routledge. • Siemens, G. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. • Tynjälä, P. (2008). Perspectives into learning in the workplace. Educational Research Review, 3, 130-154. • Veen, W., van Staalduinen, J-P. & Hennis, T. (2011). Informal self-regulated learning in corporate organizations. In: G. Dettori & D. Persico (Eds.) Fostering Self-regulated learning through ICT. pp. 364-379. IGI Global: Hershey, PA, • Zimmerman, B. J. (2000). Attaining Self-regulation: A Social Cognitive Perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, San Diego, Academic Press.

  36. Design mapping tool example questions: Help-seeking

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