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Hanging out with Dr. Chuck Severance for a MOOC Commencement Speech and Cage Match |
| Sunday, August 25, 2013 |
Hanging out in Ann Arbor in July:
Last
month I was in Ann Arbor to speak at the National Training Institute event which
is part of the National Joint Apprenticeship and Training Committee (NJATC). This is also connected to the International Brotherhood of Electrical Workers (IBEW). Since it was summertime, they were able to
rent out some amazing space there. The Michigan campus and all of Ann Arbor is quite lovely in the summer. I had a top floor room in the campus hotel and had a magnificent view. Great food in that town. I really did not want to leave.
I gave two relatively short (20-25 or so minute) keynotes in
some of the most spectacular auditoriums, Hill and Rackham) that I have ever spoke in. First, I spoke on blended learning to about 300-400 training directors in Rackham. Then I got a break before returning a few hours later and giving my main keynote in Hill Auditorium to over 1,500 people from all the electrician training institutes across the country. When the president of the National Training Institute whispered in my ear just prior to me speaking that they were ahead of schedule and my 15 minute keynote in Hill could be 20 or 25, I was elated. I had much fun with the audience during those extra minutes. Both talks were fun to do.
The following morning, I gave a breakout talk in their ultra-modern Ross School of Business (for more on Ross, see their videos or gallery of pics).
Color
PDFs of my slides are posted for all 3 talks. After my second keynote, they had dinner for everyone as well as live music (a southern rock band). Much fun.
When
I finished my breakout the following morning, I walked across campus with my former student, Dr. Erping Zhu. Erping is now the Assistant Director and Coordinator of Instructional Technology for the Center for Research on Learning and Technology at the University of Michigan (see bio, see his blog). She has a great chapter on asynchronous student interactions and roles in my 1998 book on electronic collaboration. Erping took me to the office of Dr. Charles (Chuck) Severance over in the North Quad of the UMich campus where he is located. Chuck is in the School of Information. I should also point out that he was the Executive Director of the Sakai Foundation and Chief Architect for it. I have known Chuck for some time since Sakai is what we use at IU (though we call it "Oncourse"). He now does some consulting work for Blackboard as the Sakai Chief Strategist in addition to his role at UMich.
Chuck (or Dr. Chuck as his students call him) is one of the most creative people I have met and that shows in his massive open online courses (MOOCs). When he flies or drives somewhere in the USA or around the world, he will try to hold office hours in his hotel lobby or nearby restaurant, bookstore, or local café for his online students. That includes his trips to Manila, Barcelona, Melbourne, London (longest one--13 minutes of Q&A), Paris, and Seoul, Korea. Amazing. Check out his channel out in YouTube if you want to see some of his MOOC videos or office hours.
A MOOC Commencement Ceremony in Ann Arbor:
I gave the commencement speech for Dr. Chuck Severance’s massive
open online course (MOOC) on Internet History, Technology, and Society. There
were about 26,800 people enrolled in the course, of which it is expected that about 2,500 will
complete it (or graduate and get certificates). While the course ended, about 3,000 people continue to watch the videos and work on their quizzes in hopes of completing it. It was the 3rd time
that Chuck taught this course (he has also taught a course on Python programming as a MOOC). It was the first time that he incorporated a commencement ceremony at the end. It may be
the first such type of MOOC commencement address (in this format anyway...watch!). Not sure.
The Course: Internet History, Technology, and Security, Dr. Charles Severance, University of Michigan and Coursera.
These
were the themes to my PC talk (no, not "Politically Correct" talk, but, instead, my "Possible Courses" or "Possible Life Courses" or Life Paths talk I should say):
4
P’s: Passion, Purpose, Persistence, Playfulness
4
C’s: Choice, Commitment, Connection, Completion (or in this case,
Certification)
Chuck and I had some fun with it. See what you think. I should point out that I came up with most of that talk that morning after finishing my keynote sessions at the NJATC event. The commencement themes came together fast. The video is 7:26 minutes (my speech
is under 5 minutes).
To date, about
700 of those enrolled have watched the ceremony. In fact, Chuck's students have
started discussion threads on the ceremony and they are highly positive. I guess that students in a MOOC long for some connection back to higher education traditions. It also seems that some traditional campus-based events can be approximated, simulated, and perhaps even replicated (in some instances) online.
Hanging Out in Austin last March:
For
those want even more fun, I should also note that five months ago, Chuck and I
did a “Cage Match: The Massive Open Online Course Debate" on
MOOCs at SXSWedu in Austin this past March. We wanted the session to be akin to the show "Pardon the Interruption" in ESPN which was made popular by Michael Wilbon and Tony Kornheiser of the Washington Post. To make our point, each wore boxing gloves and head
gear. Chuck got blue gloves for the University of Michigan and I wore red ones
for Indiana U. For each of the first two rounds, there were 10 possible topics or issues to debate related to MOOCs. The audience shouted out the item from the
list to debate. In the third round, we went with audience questions or issues
only. At the end of each round, the audience held up blue or red cards at the
end of each round to designate a winner. Chuck decisively won Round #1 of the
Cage Match and I got Round #2. We tied in Round #3. It was a draw.
The
fun starts at the 20 or 21 minute mark. Tattoos and muscle shirts. As many
people know, Chuck has an open source tattoo on his arm which he likes to
proudly display (for more on this, just listen to the podcast show with Jeffrey Young of the Chronicle of Higher Education about his tattoo, "Why the Man with the Open Source Tattoo Now Works for Blackboard"). Consequently, I arrived with some Indiana University tattoos
on my arms. See below for proof. The video from the Cage Match is now
posted thanks to Chuck as is the audio file thanks to SXSWedu people. Available (audio): Available
(video). I recommend you watch the video for the full effect. (Also in that picture below is Dr. Rachel Barrera, a former master's student in my program here at IU. In effect, Rachel is a Hoosier who is now in Austin working at the Knight Center for Journalism in the Americas (which, by the way, offers MOOCs).
Interestingly, my friend JeffreyYoung from the Chronicle of Higher Education was in the front row. He took notes and pictures and wrote kind things about the Cage Match that same day (March 7,
2013). Here is the article: At South by Southwest Education Event,Tensions Divide Entrepreneurs and Educators. In it, he also discusses the conference keynote from Bill Gates which was delivered immediately after the Cage Match in the main room of the Austin convention center. I inserted a picture from that article below. Perhaps this will intrigue you enough to watch the video.
That's a Wrap...I am Done Hanging Out for Now
I hope you enjoy the MOOC commencement address as well as the Cage Match debate on MOOCs. It was great to team up with Chuck Severance for both events. If you would like more such stories, please vote for Chuck Severance's proposal for SXSWedu 2014. The panel picker is now open or so I think (here is Chuck's proposal: "The Voice of Students in the MOOC"). Vote on it. If you do, perhaps I will see you in Austin next March. SXSWedu is one of the more interesting and amazing events.
Oops...How about Hanging Out in Las Vegas in October? Oh ya, I almost forgot, if you are interested in "MOOCs and Open Education," you might attend the Preconference Symposium that I am helping to arrange with several colleagues for the E-Learn Conference 2013 in Las Vegas on October 21st, 2013. We did a similar event five years ago during E-learn in Las Vegas and it was a lot of fun. Join us! Paul Kim from Stanford University and George Siemens of Athabasca University are the keynotes. Paul will address the issue of "MOOCs through the Lens of Sustainability" and George will speak on "MOOCs: Where Next?" Paul has recently taught a MOOC for the Stanford Venture Lab on Designing a New Learning Environment which more than 20,000 people signed up for. And George taught the first MOOC with his colleague Stephen Downes back in 2008. Special Side Note: You can attend the preconference symposium on Monday October 21st apart from the E-learn main conference which runs the following three days. Of course, we would love for people who sign up to attend both. Cost for the preconference symposium on Monday is $165. The day before (Sunday), there is an optional hike in the Red Rock Canyon area (more info; map) for MOOC preconference symposium participants. The Red Rock Canyon area is about 17 miles west of downtown Las Vegas.
Labels: and Security, Bill Gates, Blackboard, Cage Match, Chuck Severance, commencement speech, Coursera, IBEW, Internet History, Jeffrey Young, MOOCs, NJATC, SXSWedu, Technology, University of Michigan |
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Unabridged Interview on MOOC for Chronicle of Higher Education |
| Sunday, June 17, 2012 |
Fifth MOOC-Related Post in Five Days (I'm now done...):
The previous four days, I have made a series of blog postings on massive open online courses (MOOCs). I did for Blackboard with their CourseSites people. Let's recap:
Day One (June 13): Jarl Jonas Director of CourseSites by Blackboard reflects on first MOOC
Day Two (June 14): The EvoLLLution from Toronto to a Global MOOC
Day Three (June 15): Reusable MOOC: When massive sync is lasting async
Day Four (June 16): Twenty Thoughts on the Types, Targets, and Intents of MOOCs
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And now for today...
Day Five (June 17): Unabridged Interview on MOOC for Chronicle of Higher Education
In this final post, I insert the full responses sent to Jeffrey Young from the Chronicle of Higher Education for his post related to my MOOC on Instructional Ideas and Technology Tools for Online Success that was offered through Blackboard/CourseSites. This is the "unabridged" version or nearly 2,500 words, instead of the 500 or so that were in the Chronicle of HE this last week. I also include a few pictures and information from four of the international MOOC participants that I had not shared with Jeff as well as a few fun snapshots that Chuck Carney from the IU School of Education took of me during the second synchronous session. As you will see, I tried many ways to engage the MOOC audience.
Jeff Young's post on June 11, 2012 was titled, "Building Different MOOC's for Different Pedagogical Needs." He actually interviewed four professors doing such a MOOC. The full article was titles, "4 Professors Discuss Teaching Free Online Courses for Thousands of Students." It was interesting to read the stories of the other three professors. These interviews are among the most read and emailed Chronicle articles during the past week. Nice work Jeff! I always like reading your articles.
Jeff Q#1. Why did you sign up for this?
Curt responds: Simple--I was asked by Blackboard people. One of the key people from Blackboard just happens to be a student in our online master’s program in Instructional Systems Technology (IST) here at Indiana University. She had heard about my expertise in online teaching and learning and asked me to help. A MOOC is a major commitment so I had to reflect on it for a while. I agreed to it for several reasons. First, from what I could gather, Blackboard felt that educators are now extremely hungry for information that can enhance student online learning. I have developed a couple of models for teaching and learning online (i.e., R2D2 (see one MOOC participant use of it) and TEC-VARIETY (see sample participant reflection on it) and give between 80 and 100 talks each year on this topic; hence, it was a solid match. Through the Blackboard MOOC, I can perhaps influence thousands of instructors who potentially teach tens of thousands of students each year. And I can do this without having to leave Bloomington, Indiana. There are thousands of instructors using the free tools and course management system in CourseSites; many of whom have never received trained to teach online. In effect, it is a good cause.
Look at the math. There are nearly 4,000 people enrolled in the MOOC. If just 25 percent of them find one idea or activity that they can embed in their online courses, think of the global impact in terms of online pedagogy and enhanced teaching. From an instructional standpoint, it may be the most important five or six weeks of my life.
A couple of days ago, I was thinking to myself that there are more people in this one class than I have likely taught 23 years of teaching in higher education. Every time I reflect on the MOOC, a series of light switches keep going on and off in my head. If teaching is a calling, than a MOOC may be the ultimate such calling—at least today. In the past, books, conferences, journal publications, magazine articles, interviews, and radio and TV appearances were often viewed as the primary means for academics to get out new ideas. Today, not only must we add blogging and podcasting about one’s research findings or new teaching approaches to the mix of dissemination outlets, we must also consider the impact of teaching or designing a massive open online course.
(Note: I was explaining my Read-Reflect-Display-Do (R2D2) model during the Week 2 synchronous session on May 9, 2012 when the above picture was taken.)
Jeff Q#2. What’s it like so far? Please briefly describe what a typical “day” of online teaching is like...
Curt responds: Oh, my, where to begin? The MOOC we are doing is a professional development (PD) course. Consequently, it is more like a summer workshop experience for college instructors than an introductory course on computer science or engineering that you might hear about from Stanford or MITx. Hence, the course expectations as well as the forms of assessment, interaction, and communication may be different in our MOOC from the others you have heard about. Since I am conducting a synchronous Webinar session each Wednesday in May for a couple of hours, there is much to prepare. Building an interactive 2 hour session for hundreds of people located remotely around Planet Earth is not particularly easy (truth be told, it is now 6 am and I have yet to go to bed tonight as I have been preparing for the final synchronous session of our MOOC later today). And even if you are successful in creating the content, you are still dependent on access speed, file size, ease of technology use, and participant understanding of English.
So “my typical MOOC day” always involves thinking about and fine-tuning ideas for the weekly session. As part of this, during the week, I must upload any relevant PDFs of my PowerPoint slides for those enrolled to review. There are also Web resource links for participants to browse, links to videos to perhaps watch, and articles that need to he uploaded to the system. In addition to resource sharing, I respond to participant introductions (new people arrive every day), blog and wiki posts, and article and video discussions. I also might brainstorm with my assistants and the CourseSites team a set of potentially engaging discussion prompts for the week as well as motivators we might use in the synchronous session. Such activities are all so new and constantly evolving that each day there is a significant new decision to be made.
I am also receiving personal emails from participants asking me to review their pedagogical ideas and evaluate their prior or current online courses (i.e., “look under the hood” as one participant asked me yesterday). I might also read through strategic plans for online learning if they are administrators or government officials. While all this is going on, I am trying to make this a truly global experience, so I am constantly collecting information about participant location, job, future plans, etc. I use a physical globe in the weekly synchronous sessions to indicate where many of the participants are from. In the future, I anticipate that such information will be automatically collected and displayed within the CourseSites system.
I am fortunate in that I have a few people from CourseSites helping me out as well as eight teaching assistants here at IU who have all been through one or more of my courses. In fact, several of the TAs have been my instructional assistants in the past. They have volunteered to help in the MOOC so that they can gain more teaching experience as well as understanding of how a MOOC operates. In addition to helping with participant feedback, members of the MOOC team record themes related to the discussions and blog posts. This is often a massive undertaking, At the same time, a couple of them help me summarize resources mentioned in the weekly Webinars. Still others collect specific participant information when we request it.
We do not have the luxury of the computer-based assessment systems that are mentioned in many other MOOC endeavors such as those at Stanford and MIT, but we have some pretty savvy and helpful instructional technology graduate students here at IU; perhaps the top such program in the world. But you do not need any of that internal assistance (be it human or machine) to create an effective MOOC. There are tens of thousands of people around the world who would be willing to help an instructor or course design team with a MOOC. Moral: do not be jealous of what others appear to have that you do not. The Web offers much in the way of feedback, interactivity, support, and expert guidance that anyone can take advantage of.
Our professional development course requires a different set of instructional skills and technology tools than an introductory college course might require. As with any PD activity, there is a ton of personal consulting, advice, guidelines, and resource sharing. There is no typical day. But I will admit that many more hours are spent planning the weekly synchronous session than anticipated (the clock continues to tick…now at 6:30 am). You really do not want to mess up in front of hundreds of your peers.
Jeff Q#3. What needs to happen for you to consider the course a success?
Curt responds: In terms of course success, we hope to see participant enthusiasm as well as interactivity, dialogue, and responsiveness. We want to see new groups form and make connections and share their respective innovative course plans. Each week, a number of people from our MOOC have shared exciting and insightful ways of using some of the frameworks and activities mentioned in the MOOC. These frameworks related to online learning motivation and retention, learner diversity and learning preferences, and the use of shared online video. Some of their descriptions extend well beyond anything I ever thought of when designing some of these models and frameworks initially. This is quite heartwarming and exhilarating.
In addition to the roughly 4,000 enrolled, to date there have been more than 5,000 discussion board posts, nearly 400 blog posts, and many more posts in the MOOC wiki. Regarding live participation, the first synchronous session had more than 500 participants and the rest have averaged well over 250.
There are extensive conversations and, at times, heated debates in the discussion forums and blogs. There is also much sharing and pooling of resources. The weekly summaries of discussion and Webinar themes are filled with resources. There is likely enough information in “Let’s Discuss” forums and blogs to create at least one book of best practices for online teaching and learning, if not two. There are also some 20 self-formed groups (e.g., Nursing Educators, E-learning Entrepreneurs, Christian Colleges and Seminaries, Mobile Learning, librarians, K-12 Educators, Change Management, All About Adjuncts, etc.). Each of these groups helps to personalize the massive online experience and provide a sense of learning community.
While not everything has run smoothly, and there are some participants who have their personal preferences of how a MOOC should be run, we have observed extensive positive feedback about the MOOC in Facebook, Twitter, participant blog posts, and other forms of social media as well as via email and even face-to-face contact with MOOC participants when we bump into them.
Those who complete the course will get a badge. In addition to badge completion, MOOC participants will complete a short survey related to the MOOC during the coming week. Results will be used in designing future courses like it.
Jeff Q#4. Has anything surprised you about the students who signed up for your course?
Curt responds: Well, I helped Ray Schroeder at the University of Illinois at Springfield with his course last summer. He had 2,700 people sign up from all corners of the earth. So the size of our MOOC is not that surprising. In our MOOC, participants are mainly coming from higher education settings but also from K-12 schools, military bases, government agencies, corporate training centers, and consulting firms.
What perhaps surprises me the most is how quickly the MOOC participants have grasped and adapted some of the ideas presented and embedded them in their own online and blended courses. For some, it was a mere day or two for them to flesh out a dozen or more activities and ideas. In fact, many of their ideas are much more detailed than the examples that I lay out in my own presentations and books. In a word, I find the immediate applications “phenomenal.” Typically, when I teach, there are some practitioners in the course, but many are fulltime graduate students. In the MOOC, I basically have approximately 4,000 practitioners who each have own personal goals and objectives. They have existing or upcoming courses in which to try out the ideas that are presented, discussed, and shared. It is like an evolving and living laboratory for online pedagogy.
The people in the MOOC appreciate the ideas shared and questions posed, whether they are coming from an elementary teacher in Korea (see below), a Captain or Major in the Swedish or Norwegian military (see below), a vice provost from a high ranking university in Texas, a high school teacher from rural southwestern Kentucky, an instructional designer from Sydney, Australia, a director of teaching and learning center in Dubai, or a college professor from Guadalajara, Mexico. They are all on equal footing here. There is no sense that anyone has greater credentials, more power, or better ideas. The MOOC flattens power, control, and responsibility. And that flatness combined with much openness is truly welcomed by all.
(Note: the pictures and text about them are additional supplements for my blog post which I did not send in for the Chronicle of HE interview. As shown below, South Korea is at the high end of the learning technology spectrum.)
(Note: Picture above of is Dr. Meeyong Kim, from Saeil Elementary School in Daejeon, South Korea. Meeyong was supposed to be a visiting scholar working with me this year. But could not get a visa. So the MOOC became a way for her to take one of my classes while still being in Korea. A map of her location is below).
(And when I visited Korea last September, Meeyong and her family took me to the DMZ. What an interesting place! See below.)
Curt (continues response to Jeff's question): I am also amazed that during the weekly synchronous sessions some people have stayed up past midnight in the UAE and Saudi Arabia or have woken up at 4 or 5 am in Korea, Singapore, or China to participate. It was relatively easy for people in North and South America to attend on Wednesday afternoons each week, but much of the rest of the world has had pretty rotten times. Nevertheless, many highly engaged individuals from outside of North America still came and contributed enormously to our synchronous activities and events. And many others sent us notes that they enjoyed watching the recorded programs days or weeks after the original aired.
(Note: Picture above is of MOOC participant, Mark Curcher of Dubai Men's College in the UAE. In this picture, Mark is looking over the Dubai skyline from the Burge Dubai. Mark tuned in at midnight each week. Below he is accessing some gold bullion from the world's highest ATM.)
(Note: I got to see Mark's offices at Dubai Men's College (DMC) a little over 3 years ago. Celow Mark points to his picture at the entrance of DMC.)
Curt continues: So I guess it is the willingness to flexibility get involved and learn from the course content that is the most surprising. Time, location, status, etc. are no longer barriers to learning that they once were.
(Note: Picture above is of MOOC participant (on right with hat), Major Thomas Lyck, Head Teacher of War Studies from the Swedish Armed Forces School of Logistics in Skoevde, Sweden. Major Tom participated in the MOOC late at night, though the sun did not set until midnight. He even participated while at a conference sponsored by the Advanced Distributed Learning (ADL) lab in Oslo, Norway. The conference took place in at Pers Resort in Gol, Norway (see point A below), where I met Tom the previous year. On the left is Commander Geir Isaksen, Head of R&D/XO at the Norwegian Defense ADL Office in Olso (see purple dot below). Geir brought me to the conference the previosu year. Both are wonderful people.)
(Above is Major Tom with two of my books which he apparently was using in the design of his courses. Below is a map of his location in Sweden.)
(Below is a picture of me with one of the MOOC participants, Leonardo Tosi, from Florence, Italy. This screenshot is from an interview that he conducted with me about my World is Open book outside of the MOOC using Adobe Connect (the same system we use here at IU). It was for his summer class of Italian teachers who were reading parts of my book. Leonardo had translated the beginning (prequel in Italian; English option) and ending (postscript in Italian; English option) of the book into Italian for them as well as the foreword in Italian (English option) for the new Chinese edition of the book.)
(Note: Leonardo is a project manager in the ICT and education area of the INDIRE Institute in Florence. INDIRE is a consortium of many different universities in Italy, including the University of Milan, the University of Florence, the University of Macerata, LUMSA University of Rome, the University of Palermo, the University of Catania, and University Leonardo da Vinci. Sounds like an interesting and rewarding place to work. It was great meeting people around the world each week in the MOOC. However, I should point out that most of the participants came from North America; I am just including the above 4 people from other countries in this particular blog post.)
Jeff Q#5. Do you have any concerns going into the course -- about format, implications for universities, or any other aspect of this unusual venture?
Curt responds: My chief concern is that there have been MOOCs in the past and some people seem to treat them as a type of religious experience both in terms of the content covered and the ways in which information is displayed, communicated, and reused. However, each MOOC is different. I think we need additional research on how to structure a MOOC, the types and forms of incentives to embed in such a course, the forms of learning assistance or scaffolding that are now possible, the range of resources that can bolster a MOOC-like experience, and so on. But a successful MOOC for an introductory or intermediate college course is much different in content and delivery format than what might prove effective in a PD MOOC (see previous blog post from yesterday).
I should point out that our MOOC will remain open at the CourseSites Website long after my commitment ends. People can still learn from the recorded content and earn a badge and perhaps some self-confidence (see blog post from two days ago). This openness will be a sign that they do not have to rush through the content. Future participants might come to realize that some of their pedagogical ideas might need a minor tweaking before finding rich success. They might also find innovative ways to troubleshoot through their weaknesses and begin experimenting with a technology tool that might not have even existed when the MOOC was first delivered. In addition, newcomers might have make new connections to peers who have completed the course and received their badge(s) days, weeks, or perhaps even months or years earlier. Not only might they contact their course peers from a different cohort, those who enroll later can directly contact the course designers or myself at any time. They might simply watch the archived weekly performances. I have been told that our synchronous sessions were at the high end of information, interactivity, and engagement, and yet were highly spontaneous and unpredictable. I tried to make them rich in content and yet fun. I hope that they find much reuse, replay, and remixing.
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That was the end of the interview. The above unabridged transcript is about 5 times the length of what ended up in the excellent Chronicle article, so I am sharing the complete transcript here in my TravelinEdMan blog. As noted, in this blog post I also include some additional information and pictures from 4 of the international participants. But that is only 4 of the 4,000 who enrolled in the course. I also shared with Jeff some of the unsolicited MOOC participant feedback; if interested in what the participants had to say, click and scroll down to May and June 2012 to read. I let him know that had obtained permission to share and wished him well.
So I have some to the end of my 5 blog posts in 5 days on my MOOC. That was not easy as I typically only post to TravelinEdMan once or twice a month. Now I have to get back to writing my online motivation and retention book using my TEC-VARIETY framework. I got half done last summer and have not touched it since last August. If interested in the topic, write to me for sample chapters. I am happy to get your feedback. I hope to give the book away as a free PDF document in a few months.
Those prefering to read more about the MOOC are in luck since I made some previous MOOC-related postings in April and May. See below.
April 19th: A Close Up Look at an Upcoming May MOOC
April 29th: Video Intro for Upcoming MOOC and IU Press on the Event
May 1st: Open-access articles on the "Digital Campus" about open access
May 7th: There's a whole lot of MOOC'en going on! (or: "The Multimedia MOOC")
May the force be with you if you read them!
Labels: Blackboard, Chronicle of Higher Education, CourseSites, Jeffrey Young, massive open online course, MOOC, R2D2, TEC-VARIETY |
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