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MOOC-Eds:
The Potential of MOOCs
for Educators Professional Development
Glenn Kleiman, Executive Director
Mary Ann Wolf, Director of Digital Learning Initiatives,
Friday Institute for Educational Innovation
NC State University
CoSN Conference
Washington, C.D. March 20, 2014
Why MOOCs for Educators?
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So many changes
• Curriculum standards, student assessments, digital literacies,
data system, teacher evaluation systems, technologies, fiscal
constraints…
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Large education workforce
• 3.8+ million teachers, 250,000+ administrators, teaching almost
50 million students.
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Changing workforce
• 16% teacher turnover per year (about half changing schools,
half leaving teaching)
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Drives a need for large-scale, widely accessible, costeffective PD
Principles of Effective PD
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Deepens subject matter knowledge, understanding of
learning, and appreciation of students’ needs.
Centers around critical professional activities
Builds on problems of practice that lead to reflection
and professional discourse
Provides educators with opportunities to learn in the
ways they will be expected to teach
Is personalized to meet individual needs
Cultivates a culture of collegiality
Is ongoing, intensive and woven into professional work.
The Big Question
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Can MOOC-like approaches be adapted to:
• Address educators’ PD needs?
• Follow the principles of effective PD?
• Provide scalable, accessible and effective PD?
Four MOOC-Ed Design Principles
Self Directed Learning
Peer Supported Learning
Case studies and Authentic Projects
Enable Integration into Blended Learning Programs
An Overview of the Digital Learning Transition
MOOC-Ed
Offered through a collaboration of:
Goals for Participants
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3.
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5.
6.
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Understand the impact of technology and the global information
age on both what students need to learn and how learning can
take place.
Learn about best practices and lessons learned from schools and
districts that have digital learning transitions well underway.
Develop a set of goals for digital learning for your own school or
district.
Learn the elements of a successful digital learning transition and
effective strategies for addressing each element.
Learn about processes and tools that help support planning,
implementing and evaluating a digital learning transition.
Develop an action plan to meet your school or district digital
learning transition goals.
Contribute to the learning of others who participate in the course.
Two Parts of the DLT MOOC-Ed
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Part I: Where Are We Heading? Goals for the Digital
Learning Transition:
• Envisioning the future of schools
• Changing the culture of teaching and learning
• Digital learning transitions in some exemplary schools &
districts.
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Part II: How Do We Get There? Planning for a Digital
Learning Transition
• Addressing the planning cycle and elements of successful
initiatives (see next slide)
DLT MOOC-Ed Units
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Envisioning Schools in the Year 2020
Changing the Culture of Teaching and Learning
Digital Learning Transitions: Goals & Challenges
Wrap up of Part I
Teaching and Professional Learning
Planning for Selected DLT Elements
Leading a Successful Digital Learning Initiative
Wrap Up and Next Steps
MOOC-Ed Design Elements
Other MOOC-Eds
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Current
• Coaching Digital Learning: Cultivating a Culture of Change
• World Class Teaching (with Institute of Emerging Issues)
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In development
• Supporting Common Core State Standards in Mathematics
Series
• Supporting Students’ Development of Disciplinary Literacy
More information at www.mooc-ed.org
Additional Design Elements for Other MOOC-Eds
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Clinical interviews with students
Classroom-based projects
Analyses of students’ work
Developing a personal plan
Connecting with other educators
Professional practice tips
Twitter chats
The MOOC-Ed Platform
A cloud-based platform of course management,
asynchronous discussion, survey, multimedia, and
collaborative tools
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Google Course Builder
Google App Engine
Vanilla Forums
Vimeo
Survey Gizmo
Google Hangouts
Google Documents & Spreadsheets
Google, Course Builder, Vimeo and other analytics
MOOC-Ed Data Sources
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Pre-registration survey: demographics, roles, goals.
Overall web analytics: visitors, visits, visit duration, pages viewed.
Detailed “click logs” of each user’s access to each unit
Discussion forum views, discussions started and comments
Discussion content for various forms of discourse analyses
Projects submitted and peer reviews
Vimeo site analytics: total views and average times by video
Crowdsourcing of resources
Course surveys
Open-ended responses from participants
Some Things We’ve Learned So Far
Educators are Interested in MOOC-Eds
4,456 registered in two DLT MOOC-Eds, from all 50 states
and more than 80 other countries
Educators in a Variety of Roles
Instructional technology
Classroom teaching
School or district administration
Other education profession
Curriculum and Instruction
Professional development
Technology infrastructure,
operations, finance
Student
1249
729
709
566
564
336
28%
16%
16%
13%
13%
8%
275
6%
28
1%
From a Variety of Types of Schools
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Public non-charter schools or districts (66%)
Private schools (15%)
Public charter schools (5%)
Not employed by a school or district (14%)
DLT Participants
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61% female, 39% male
Average of 15.9 years of experience, with a range of 0 to
48 years
66% listed a master’s degree as their highest degree
earned
11% reported having doctoral degrees.
*Data from 2nd DLT MOOC-Ed
Participants Goals Vary (up to 3 goals each)
Prepare to lead change in my school or district
Understand the potential of digital learning
Learn about best practices for DLT transitions
Plan more effective professional development
Become a better coach or mentor for other teachers
Understand the benefits and risks of technology
Improve my own classroom teaching
Experience a MOOC
Engage my community in supporting digital learning
Connect with other educators who lead DLT initiatives
Learn about K-12 infrastructures and devices
Organize and inform the work of our local team
44.0%
40.5%
37.6%
30.1%
20.8%
17.7%
16.0%
15.1%
14.8%
14.6%
13.8%
12.7%
Most are experienced with online learning
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Almost all experienced in using productivity tools and
online networking
86% reported some experience with online learning
43% reported some experience teaching online
25% reported prior experience taking a MOOC
*Data from 2nd DLT MOOC-Ed
Participation is Active: In two DLT MOOC-Eds
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45,000+ page views
5,000+ hours on course site
11,000+ views of course videos
1,800 participants in the discussions
6,000+ messages posted
116,000+ views of postings
Enrollment ≠ Participation
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DLT2: 1,791 enrolled
Participation by unit
1. 907
2. 503
3. 340
4. 224
5. 215
6. 165
7. 129
8. 111
Available Time Spent Per Week is Limited
Hours per unit
% participants
1-2
30.7%
3-4
43.8%
5-6
21.9%
7 or more
3.6%
Schedule Flexibility is Essential
*Data from 2nd DLT MOOC-Ed
What Does it Mean to Complete a MOOC-Ed?
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907 actively participated in DLT2
139 completed final survey (in weeks 7 or 8)
111 participated in the final unit (12.2%)
CEU Certification, 69 participants (7.6%)
Ratio of enrollees to completers is increasing across
MOOC-Eds.
Survey results: Goals and Value of DLT2
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92% made progress on their personal goals
90% were engaged in the MOOC-Ed experience
93% developed new insights to further digital learning
95% feel more motivated for their digital learning
transition
92% would recommend future DLT courses to
colleagues
Based on DLT2 final survey, n=139
All the Design Elements are Beneficial
Beneficial
Didn’t Use
Introductory Video Presentations
85%
3%
Video Resources
91%
1%
Text Resources
95%
2%
Group Discussion
85%
4%
Expert Panel Videos
91%
2%
Goals & Challenges Project
86%
11%
Feedback from Other Participants
80%
13%
Crowd-sourced Resources
81%
15%
Twitter Chats
28%
62%
MOOC-Ed Component
Voices of Participants
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I found it engaging and "walking the talk" - one could
proceed at their own pace and with their own choices,
but were put on track with many resources to assist
learning.
I particularly benefited from the case study
presentations, which gave lots of insight into the
successes and challenges of districts that are ahead of
our implementation schedule.
Creating the plan after seeing how others had done it
was a great inspiration
Types of Discussion Postings
Knowledge Construction in Discussions
Voices of Participants
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I loved seeing others from all different locations talking
about the same thing - passion for the students, for the
schools and for digital learning. Everyone has such
great ideas and opinions and to pool them all together
like this was amazing.
Just received all the "tools” at our school to begin a 1:1
program. Although, I am as excited as a kid a
Christmas, I have stayed awake many nights stressing
about starting the program. However, the discussion
and the many insightful comments that I have read
have given me some confidence to dive in and start the
transformation at my school.
Participation with a local group was beneficial
“This course helped
members of our DLT
team see the
possibilities and
open their minds
beyond the
traditional 45-minute
class periods”
“[The most valuable
part was] meeting as
a team at my school
weekly to create our
self-assessment and
the discussions we
have had around our
goals and what we
are learning in the
MOOC-Ed.”
55% of participants
planned to participate
with colleagues:
35% with a school or
district planning team
20% with other
colleagues in their
school or organization
“The most beneficial
aspect of this course
was actually the F2F
conversations
informed and
occasioned by the
MOOC with the
other members of
my school team.”
“I am happy that we
took part as a school
team, which in turn
was part of a greater
District team. It is
these group
conversations that I
found to be most
helpful”
Blended Learning Explorations
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Distinguished Leadership Program in Digital Learning
• As the core of a year-long statewide Principal PD program
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Special Topics Graduate Course: Digital Learning
Transition in K-12 Schools
• A wrap-around to the DLT MOOC, allowing students to
engage in the MOOC as part of a graduate course
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World Class Teaching
• As follow up to large-scale workshop
Future Research Questions I
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How can participants best be placed in groups to foster
productive discussions? What is the optimal size for
discussion groups?
How can discussions be initiated, facilitated, and
connected to resources and activities in order to
encourage high levels of engagement and exchanges
that involve reflection and co-construction?
How can we best balance having participants move
through the units on a common schedule so they can
engage in peer-supported learning with providing
flexible scheduling to meet educators’ needs?
Future Research Questions II
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Can we identify characteristics of participants and
preferred self-directed paths through the MOOC-Ed?
What types of case studies and projects are most
engaging and beneficial for participants?
What guidance and structures lead to productive peer
feedback?
Can participation be further incentivized by the use of
badges or other forms of recognition?
What impact do MOOC-Eds have on professional
knowledge, skills and practices?
How can MOOC-Eds best be integrated with other
professional development activities?
Conclusions
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MOOC-Eds can provide personalized, accessible,
effective, scalable PD for motivated professionals
Our design principles provide a foundation for MOOCEds
The important question is not Do MOOC-Eds work?
but rather:
• How can we optimize the value of MOOC-Eds?
• What professional development needs do they best
serve?
• How are they effectively blended with other PD
approaches?
Thanks to our Funders
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Hewlett Foundation
National Science Foundation
Oak Foundation
Gates Foundation
Lenovo
Google
NC Department of Public Instruction
NC Principals and Assistant Principals Association
Institute for Emerging Issues, NC State University
For More Information
• www.mooc-ed.org
• To visit a MOOC-Ed
• Link from www.mooc-ed.org
• User: [email protected]
• Password: moocguest
• [email protected]
• [email protected]