2013-12-04 MOOCs und andere Mythen · 18 University of Pennsylvania The main users, especially in...

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0 Jörn Loviscach Massive Kurse und andere Mythen

Transcript of 2013-12-04 MOOCs und andere Mythen · 18 University of Pennsylvania The main users, especially in...

Page 1: 2013-12-04 MOOCs und andere Mythen · 18 University of Pennsylvania The main users, especially in BRICS and developing countries tend to be young, well-educated males who are trying

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Jörn Loviscach

Massive Kurseund andere Mythen

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• Die MOOCs-Industrie

• Fiktionen versus Fakten

• Taylorisierung und Entbündelung

• Illusionen des Lehrens und Lernens

• „Digitalisierung“ an der FH

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• Die MOOCs-Industrie

• Fiktionen versus Fakten

• Taylorisierung und Entbündelung

• Illusionen des Lehrens und Lernens

• „Digitalisierung“ an der FH

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MOOC

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Das erste cMOOC

• Connectivism and

Connected Knowledge, 2008Stephen Downes, George Siemens

University of Manitoba

• 2200 Teilnehmer

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Das erste xMOOC

• Intro to A.I., 2011Sebastian Thrun, Peter Norvig

Stanford University

• 160.000 Teilnehmer,

23.000 Zertifikate

https://www.ai-class.com

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Netzwerkef

fekt?

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http://cacm.acm.org/blogs/blog-cacm/153706-john-l-hennessy-on-the-coming

http://blog.coursera.org/post/55080731561/coursera-secures-43m

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http

://ww

w.cla

ss-cen

tral.co

m/

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• Die MOOCs-Industrie

• Fiktionen versus Fakten

• Taylorisierung und Entbündelung

• Illusionen des Lehrens und Lernens

• „Digitalisierung“ an der FH

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„Bildungsrevolution“?

• NBC „Continental Classroom“,

CBS „Sunrise Semester“, 1958

• Keller-Plan (PSI), 1968

• Fathom (Columbia u.a.), 2000–2003

AllLearn (Oxford, Yale, Stanford),

2001–2006

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„Demokratisierung“?

http://blog.coursera.org/post/54132976778/8th-grade-twins-take-astrobiology

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„Demokratisierung“?

http://forums.udacity.com/questions/15000024/where-is-everybody-from#cs222

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Duke University: Biolelectricity

0% 10% 20% 30% 40%

Promotion

Master

Bachelor

College

High School

keine High School

Daten: http://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/6216/

Duke_Bioelectricity_MOOC_Fall2012.pdf

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University of Pennsylvania

The main users, especially in BRICS

and developing countries tend to be

young, well-educated males who are

trying to advance in their jobs. […T]he

individuals the MOOC revolution is

supposed to help the most […] are

conspicuously underrepresented […].http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2350964

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Sebastian Thrun, Udacity

We were on the front pages

of newspapers and magazines,

and at the same time, I was realizing,

we don’t educate people

as others wished, or as I wished.

We have a lousy product.

http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb

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Wer kennt MOOCs?

Umfrage unter lokalen Bachelor- und Master-Studierenden, N = 77

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MIT Circuits & Electronics

0

50 000

100 000

150 000

200 000

Regist

riert

PS1 a

ngese

hen

min

d. 1 P

unkt P

S1

Mid

term

angese

hen

min

d. 1 P

unkt M

idte

rm

Mid

term

best

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Final

angese

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Final

best

anden

5800

Daten aus http://tech.mit.edu/V132/PDF/N34.pdf

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Bestehensquoten

http

://ww

w.ka

tyjord

an

.com

/MO

OC

pro

ject.h

tml

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MOOCs zum Abschöpfen

der High Potentials?

http://blog.coursera.org/post/65596539008/

introducing-coursera-learning-hubs-global

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„Offen“?

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„Offen“?

You may not take any Online Course

offered by Coursera […] as part of any

tuition-based or for-credit

certification or program for any

college […] without the express

written permission from Coursera.

https://www.coursera.org/about/terms

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„Gratis“?

http

://http

s://mo

ocfello

wsh

ip.o

rg/

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Kosten Udacity-Master

• 20.000 US-$ an Kursersteller,

für jede Wiederholung 2.500 US-$

• 10.000 US-$ an Kursleiter

• 111.000 US-$ Produktion pro Kurs

• 33.000 US-$ Betreuung pro

Durchgang (200 Teilnehmer)http://www.documentcloud.org/documents/703593

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Anrechenbarkeit

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htt

p: /

/ww

w.s

jsu

.ed

u/p

lus/

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http

://ww

w.in

form

atik.un

i-freib

urg.d

e/

~b

urgard

/ai_e

xams/

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ECTS-Credits für MOOCs?

• Anerkennung von US-Credits?

• ECTS-Credits nur für

eingeschriebene Studierende

– als Weiterbildung deklarieren?

– NRW: „großer Zweithörer“:

anderswo immatrikuliert

• Beweislastumkehr

für Anerkennung!

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Online-Credits schon jetzt

• Virtuelle Hochschule Bayernhttp://www.vhb.org/fileadmin/download/vhb_statistikflyer_final.pdf

– Studienjahr 2011/2012:

100.000 Kursbelegungen

– WS 11/12: Grundwissen Zivilrecht

3200 Teilnehmer, 2000 Klausuren

• Virtuelle Akademie Nachhaltigkeithttp://www.va-bne.de/

– 3 Credits ECTS (Präsenzprüfung)

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Präsenzklausur für Mathe 1?

Prüfungsgebühr

Umfrage über Facebook und YouTube, 186 Teilnehmer

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• Die MOOCs-Industrie

• Fiktionen versus Fakten

• Taylorisierung und Entbündelung

• Illusionen des Lehrens und Lernens

• „Digitalisierung“ an der FH

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MOOCs als Quasi-Lehrbücher

http://www.businesswire.com/news/home/20130410006022/en/

https://www.edx.org/press/gates-foundation-announcement

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Lehrindustrie

• Planung/Produktion/Durchführung

als Dienstleistung/Joint Venture:

Embanet, Deltak, Synergis, 2U

• Unternehmen als Franchise-Partner

von Hochschulen

• Betreuung aus dem Callcenter per

E-Mail, Chat oder Videokonferenz

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Bezahlte Fernbetreuung?

• Udacity & SJSU:

25% statt 65% bestehen

73% mit MOOC-üblichem Publikumhttp://blog.udacity.com/2013/08/sebastian-thrun-update-on-our-

sjsu-plus.html

• Udacity: „Courses“

• Udacity & Georgia Tech: Master

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MOOCs von/mit Firmen

http://www.opencourseworld.de/pages/

coursedescription.jsf?courseId=487693

https://open.sap.com/courses

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(Aus-)bildung ohne Hochschulen

• Udacity Open Education Alliance

• Akademie „42“

in Paris für 1000

Informatik-Studierende

• Badges, Endorsements, …

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• Die MOOCs-Industrie

• Fiktionen versus Fakten

• Taylorisierung und Entbündelung

• Illusionen des Lehrens und Lernens

• „Digitalisierung“ an der FH

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„Gefühltes“ Lernen

• „Star-Professor“-EffektCarpenter et al. Appearances can be deceiving: Instructor fluency

increases perceptions of learning without increasing actual learning.

Psych. B&R 2013.

• Missverständnisse verfestigtMuller. Designing effective multimedia for physics education.

PhD Thesis University of Syndey, 2008.

• „Amount of Invested Mental Effort“Salomon. Television is “easy” and print is “tough”.

J. Ed. Psychology 76(4), 647-658 (1984).

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Leichtes Lernen?

• „Desirable Difficulties“Bjork, Dunlosky, Kornell. Self-Regulated Learning: Beliefs, Techniques,

and Illusions. Annu. Rev. Psychol 64, 417-444 (2013).

• Zeitlast-Studie

Daten: R. Schulmeister, C. Metzger, T. Martens: Heterogenität und

Studienerfolg. http://www.zhw.uni-hamburg.de/zhw/?page_id=419

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„Digital Natives“?

• Facebook, WhatsApp

• Software-„Magie“

• Verschriftlichung?

• Illusion des

MultitaskingSanbonmatsu et al.

Who multi-tasks and why?

PLOS ONE 2013.

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„Stoff vermitteln“?

• Force Concept Inventory, 1985

• Harvard „A Private Universe“, 1987

• ein Ingenieur: Squared or cubed

is the most complex thing you do.Kent/Noss. The mathematical components of engineering expertise.

Engineering Education 2002.

• Im 4. Semester Dreisatz vergessen?

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• Die MOOCs-Industrie

• Fiktionen versus Fakten

• Taylorisierung und Entbündelung

• Illusionen des Lehrens und Lernens

• „Digitalisierung“ an der FH

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Windows-Tablet-PC für 250 €

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an der Hochschule zu Hause

„Stoff“ üben

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an der Hochschule zu Hause

üben, denken, diskutieren „Stoff“

Inverted Classroom

Model

= Flipped Classroom

Baker. The Classroom Flip (2000).

Lage/Platt/Treglia. Inverting the Classroom (2000).

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Arbeitsteilung

• Dozent(in) live

– komplexere Aufgaben

– tiefere Diagnose

– persönliche Betreuung

• Computer

immer & überall

– Standarderklärungen

– Fingerübungen

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Integrierte Quizze

http://www.capira.de/

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Ist das noch Hochschule?

• Unselbständigkeit?

• Nichtlesen, verflachte Darstellung?

• „Desirable Difficulties“Bjork/Dunlosky/Kornell. Self-Regulated Learning: Beliefs, Techniques,

and Illusions. Annu. Rev. Psych. 64, 417-444 (2013).

• Wie die didaktische Engführung

überwinden?

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Was ist Bildung?

• Eher Stoff oder

eher Sozialisation?

• Mathematik

als nachgelagerte

Aufnahmeprüfung?

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Anregungen

• Lieber hemdsärmelig und kurz

statt „professioneller“ langer Kurse

• Open Educational Resources

nutzen und erzeugen

• Fokus auf Betreuung und Projekte

statt auf „Stoff“ und „Materialien“

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Werkstatt Lernen und Lehren

Tag der Lehre:

Mi, 14. Mai 2014


BRICS Staaten

BRICS Staaten

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