All six videos from the FLAN Tenth Anniversary event held at the University of Leeds can be viewed in the YouTube playlist, or follow the links next to the abstracts in the psts below.
The changing pedagogy of FutureLearn, from “massive open social learning” to “professional progression with tailored learning”
Keynote talk given by Emeritus Professor Mike Sharples of The Open University at the tenth anniversary meeting of the FutureLearn Academic Network (FLAN) held at the University of Leeds / online on 23 October 2023.
The Decade of the MOOC (Massive Open Online Courses)
Talk given by Katy Jordan, University of Lancaster (UK) and Fereshte Goshtasbpour, The Open University (UK) at the tenth anniversary meeting of the FutureLearn Academic Network (FLAN) held at the University of Leeds / online on 23 October 2023.
In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this presentation, we report the findings from a paper that brought together articles published about MOOCs in the Journal of Interactive Media in Education (JIME) over the past ten years. First, the presentation provides an overview of major events and trends in relation to MOOCs over the past ten years. Then it takes a closer look at the 25 papers published in JIME arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.
Jordan, K. and Goshtasbpour, F., 2022. JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC. Journal of Interactive Media in Education, 2022(1), p.1.DOI: https://doi.org/10.5334/jime.757
Penguin illustration produced by Visual Thinkery for the Go-GN (Global OER Graduate Network) and licensed CC BY 4.0.
A Framework for Considering the Matthew Effect in MOOCs: Hegemonic Design Bias
FLAN – Leeds – Meaney – Matthew Effect – 2023-10-23
Talk given by Michael Meaney, Head of Learning at Scale at Multiverse.io, at the tenth anniversary meeting of the FutureLearn Academic Network (FLAN) held at the University of Leeds / online on 23 October 2023.
Abstract
Hegemonic design bias describes a series of processes, constraints, and biases that optimise MOOC production toward the already well educated. At the macro level, the relative importance of knowledge production compared to knowledge dissemination among elite institutions of higher education, the tendency for this focus to produce exclusionary admissions standards, and elitist mimicry resulting in institutional isomorphism all influence the design of MOOCs. At the meso-level, “early-adopter iteration bias” – whereby already educated users make up most MOOC participants and produce the data that researchers and practitioners analyse to iterate and improve MOOCs – skews this design further. A separate but related process, “research-praxis bias,” further prevents MOOC development from meeting the needs of underserved learners. At the micro level, a series of pedagogical, curricular, and technological design processes compound these issues (Meaney 2021; 2023), further entrenching advantage for the well-educated.
Bridging the Gaps in Language Learning through LMOOCs
Talk given by Barbara Conde & Napat Jitpaisarnwattana at the tenth anniversary meeting of the FutureLearn Academic Network (FLAN) held at the University of Leeds / online on 23 October 2023.
Abstract
Whenever students are introduced to MOOCs for online language learning purposes, they are anticipated to prepare and implement a study toolkit to support their own learning, without the presence of a teacher. This alternative opportunity to classroom learning requires an active role from the part of the students in which they take responsibility for their language learning process. Integrating MOOCs into classroom language courses not only can help with the development of learner autonomy, but also can be a useful pedagogical practice to address some of the challenges that language teachers face in the global south. We will provide an overview of these language challenges and how these can be addressed through different “LMOOC implementation models” in the language classroom.
Doing MOOCs in Dili: Southern agency and open online learning in Timor-Leste
FLAN – Leeds – King – Doing MOOCs in Dili – 2023-10-23
Talk given by Monty King of Unthinkable Digital at the tenth anniversary meeting of the FutureLearn Academic Network (FLAN) held at the University of Leeds / online on 23 October 2023.
Abstract
This presentation draws on ethnographic research investigating the potential for MOOCs to provide quality education opportunities in Dili, Timor-Leste. I spent time in and around university campuses and Wi-Fi hotspots in Dili between 2015 and 2017, interviewing students, lecturers, and other education stakeholders, to explore the problems and potential of online learning. I also conducted participatory action research, blending MOOCs with weekly face- to-face meetings. The research revealed that many participants accessed MOOCs to improve their applications for international scholarships. Another key finding was that MOOCs can provide quality professional development opportunities at scale in countries of the global South such as Timor-Leste, providing due consideration is given to local context, languages and knowledge.
Where we have progressed or stopped on the way to a personalised MOOC experience
Talk given by Ayşe Sunar of the University of Warwick at the tenth anniversary meeting of the FutureLearn Academic Network (FLAN) held at the University of Leeds / online on 23 October 2023.
Abstract
I will present key findings on the personalisation of MOOCs, drawing on two PhD theses conducted between 2013 and 2019. The projection of the past few years will be discussed in terms of the promising results of the PhD theses that helped us better understand students’ social behaviour, and the potentially promising results that we had hoped would have more impact but did not. We will discuss why these ‘successes’ and ‘failures’ are important and can be used for future research in MOOCs.
Call for papers
Open learning and learning at scale: the legacy of MOOCs
Editors:
Prof. Rebecca Ferguson, Prof. Eileen Scanlon, Dr Fereshte Goshtasbpour (The Open
University), Prof. Lisa Harris (University of Exeter), Dr Bronwen Swinnerton and Matt Cornock (University of Leeds)
Deadline for full submissions: 31st January 2024
Provisional publication date: July 2024
To celebrate 10 years of FLAN research and scholarship and to refocus the activities of this network to the Future of Learning, we launch a call for submissions to a special collection of the Journal of Interactive Media in Education (JIME) on the topic of MOOCs’ legacy, open learning and learning at scale. The call is open to everyone and is inspired by two main themes: Firstly, looking back at MOOC research and the evolution of open and scaled
courses. Secondly, looking ahead to the future of learning. The scope of the call is broad and considers the topic of MOOCs, open learning and learning and teaching at scale from all perspectives. Possible topics of interest include, but are not limited to, the following:
Aspects of open learning / learning at scale / MOOCs including:
• The next generation of courses
• The next generation of learners and educators
• AI for designing, developing and teaching
• New and innovative pedagogies
• Learning design
• Accessibility
• Recognition of learning
• Quality enhancement
• Learning analytics
• Professional learning
• Capacity development
• Decolonisation of knowledge and power
• Reaching Sustainable Development Goals
• Impact on global challenges such as climate emergencies, and forced migration
• Equality and equity in higher education
• The future of higher education
• Sustainability
If you have an idea for a paper and would like informal feedback or to verify whether it would be in scope, please contact fereshte.goshtasbpour@open.ac.uk
Contributors should take account of JIME’s guidelines for submissions.
Programme for FLAN: 23 October 2023
Membership of FLAN is open to everyone based at a FutureLearn partner institution.
FLAN 23 Oct 2023
| Worsley Building, University of Leeds / Hybrid (MS Teams) Joining instructions will be provided to registered participants via email. | ||
| 10.00 | Tea and coffee for arrival | Chair |
| 10.10 | Talk 1: Ayşe Sunar: Where we have progressed or stopped on the way to a personalised MOOC experience | Matt |
| 10:35 | Formal welcome and housekeeping | Bronwen |
| 10.40 | Keynote – Mike Sharples: ‘The changing pedagogy of FutureLearn, from “massive open social learning” to “professional progression with tailored learning” | Rebecca |
| 11.40 | FutureLearn update from Duncan Kemp, FutureLearn Partnerships Director | Eileen |
| 12.00 | Latest work at Digital Education Service, University of Leeds | Eileen |
| 12.15 | Lunch | |
| 13.00 | Talk 2: Monty King: Doing MOOCs in Dili | Fereshte |
| 13.30 | Talk 3: Barbara Conde & Napat Jitpaisarnwattana: Bridging the gaps in language learning through LMOOCs. | Fereshte |
| 14.00 | Talk 4: Michael Meaney: A Framework for Considering the Matthew Effect in MOOCs | Bronwen |
| 14.30 | Talk 5: Fereshte Goshtasbpour & Katy Jordan: The Decade of the MOOC | Bronwen |
| 15.00 | Tea and coffee break | |
| 15.10 | Workshop on the Future of Learning | Matt |
| 15.50 | Close | |
Abstracts
Where we have progressed or stopped on the way to a personalised MOOC experience
Ayşe Sunar, University of Warwick
I will present key findings on the personalisation of MOOCs, drawing on two PhD theses conducted between 2013 and 2019. The projection of the past few years will be discussed in terms of the promising results of the PhD theses that helped us better understand students’ social behaviour, and the potentially promising results that we had hoped would have more impact but did not. We will discuss why these ‘successes’ and ‘failures’ are important and can be used for future research in MOOCs.
Doing MOOCs in Dili: Southern agency and open online learning in Timor-Leste
Monty King
This presentation draws on ethnographic research investigating the potential for MOOCs to provide quality education opportunities in Dili, Timor-Leste. I spent time in and around university campuses and Wi-Fi hotspots in Dili between 2015 and 2017, interviewing students, lecturers, and other education stakeholders, to explore the problems and potential of online learning. I also conducted participatory action research, blending MOOCs with weekly face- to-face meetings. The research revealed that many participants accessed MOOCs to improve their applications for international scholarships. Another key finding was that MOOCs can provide quality professional development opportunities at scale in countries of the global South such as Timor-Leste, providing due consideration is given to local context, languages and knowledge.
Bridging the Gaps in Language Learning through LMOOCs
Barbara Conde & Napat Jitpaisarnwattana
Whenever students are introduced to MOOCs for online language learning purposes, they are anticipated to prepare and implement a study toolkit to support their own learning, without the presence of a teacher. This alternative opportunity to classroom learning requires an active role from the part of the students in which they take responsibility for their language learning process. Integrating MOOCs into classroom language courses not only can help with the development of learner autonomy, but also can be a useful pedagogical practice to address some of the challenges that language teachers face in the global south. We will provide an overview of these language challenges and how these can be addressed through different “LMOOC implementation models” in the language classroom.
A Framework for Considering the Matthew Effect in MOOCs: Hegemonic Design Bias
Michael Meaney
Hegemonic design bias describes a series of processes, constraints, and biases that optimise MOOC production toward the already well educated. At the macro level, the relative importance of knowledge production compared to knowledge dissemination among elite institutions of higher education, the tendency for this focus to produce exclusionary admissions standards, and elitist mimicry resulting in institutional isomorphism all influence the design of MOOCs. At the meso-level, “early-adopter iteration bias” – whereby already educated users make up most MOOC participants and produce the data that researchers and practitioners analyse to iterate and improve MOOCs – skews this design further. A separate but related process, “research-praxis bias,” further prevents MOOC development from meeting the needs of underserved learners. At the micro level, a series of pedagogical, curricular, and technological design processes compound these issues (Meaney 2021; 2023), further entrenching advantage for the well-educated.
The Decade of the MOOC (Massive Open Online Courses)
Katy Jordan, University of Lancaster (UK) and Fereshte Goshtasbpour, The Open University (UK)
In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this presentation, we report the findings from a paper that brought together articles published about MOOCs in the Journal of Interactive Media in Education (JIME) over the past ten years. First, the presentation provides an overview of major events and trends in relation to MOOCs over the past ten years. Then it takes a closer look at the 25 papers published in JIME arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.
Jordan, K. and Goshtasbpour, F., 2022. JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC. Journal of Interactive Media in Education, 2022(1), p.1.DOI: https://doi.org/10.5334/jime.757
October 23 meeting
The next meeting of the FutureLearn Academic Network (FLAN) will take place on 23 October 2023 at the University of Leeds in conjunction with the University Centre for Research in Digital Education and Digital Education Service, from 10am to 4pm.
This event will mark 10 years of FLAN research and scholarship with a view to looking back, taking stock and planning for the future.
We invite researchers, doctoral students, course developers, and educators to submit proposals for presentations. We suggest the following themes: looking back at MOOC research and the evolution of open and scaled courses, and looking ahead to the future of open and online learning. We particularly encourage those who have developed theses connected with FLAN, past and present, to join us. The themes will be interpreted flexibly, and presentations can be in any format, in person or remote. Each presentation normally lasts around 20 minutes but please do make creative suggestions and encourage your colleagues to offer a contribution. Please send a brief abstract (100 words) to Dr Bronwen Swinnerton b.j.swinnerton@leeds.ac.uk by 9 October 2023 so we can circulate an agenda for the day.
The event will also be an opportunity to discuss the future direction of FLAN.
If you have not been involved in FLAN before, the organisation was established in 2013 to connect staff and students based at FutureLearn partner institutions, share research and explore shared research opportunities. These include joint research bids and publications, comparative studies using shared FutureLearn data, course designs, and methods to analyse and evaluate courses.
FLAN is an opportunity to catch up with research into FutureLearn and MOOCs, and to talk informally with colleagues from other FutureLearn partner organisations. The event will be live streamed and a recording posted on the FLAN resources site together with any slides/papers etc. for those who cannot make it.
The event is free to attend online and in person. Please register online before 18 October 2023. The agenda will be posted to the FLAN resources site and emailed to attendees as soon as confirmed.
We look forward to welcoming you to the University of Leeds.