Abstract: MOOCs and other open education delivery methods have expanded enormously during the past decade. MOOCs have become an increasingly popular vehicle for delivering learning opportunities. There are endless reports, announcements, courses, and programs involving MOOCs. Consequently, there is a dire need for additional research related to MOOCs and open education. Today, design-based research (DBR) methods are playing an increasingly greater role in e-learning research. Hence, this workshop is designed to provide an overview of both areas; namely, MOOCs and DBR. It will also lead to practical outcomes in the form of a research design for DBR related to MOOCs and open education. The intended audience of this highly interactive and informative workshop includes academics, educators, researchers, consultants, managers, instructional designers, learning center directors, etc.
1. Learn the basics of MOOCs and open education.
2. Learn the basics of design based research (DBR).
3. Design a study that applies DBR to MOOCs or OER.
4. Share research ideas with peers and facilitators and obtain timely and candid feedback.
5. Create a plan of action or next steps for DBR related to MOOCs and open education.
6. Utilize that knowledge to develop or refine MOOCs, OER, or other types of open education courses, programs, or special learning content.
Participants should walk away with a fresh set of ideas and much information related to DBR and MOOCs, whether they are instructors, K-12 educators, corporate executives, administrators and IT managers, educational researchers, trainers, instructional designers, or graduate students. As such, this workshop session can be a starting point for some to design more sophisticated MOOC research studies as well as more engaging and effective MOOCs and/or OER.
1:00 PM – 2:00 PM: A brief discussion of the presenters’ MOOCs and Open Education Around the World book as well as the special IJEL issue on MOOCs and Open Education published in 2015. A demonstration of the free resources at the MOOCsbook.com website will be highlighted. Workshop leaders will then provide an overview of MOOCs, including:
1. The challenges and concerns for instructional designers related to MOOCs,
2. Quality issues and concerns,
3. Relevant MOOC course design principles and advice, and
4. MOOC relevant research and research gaps.
2:00 PM – 3:00 PM: An overview of design-based research guidelines with real world examples will be presented. Much of this presentation will be framed from the standpoint of MOOCs and open education.
3:00 PM – 3:15 PM: Afternoon Break
3:15 PM – 4:45 PM: During this time, workshop participants will work in small groups to design a DBR study related to some aspects of MOOCs and open education. A DBR template will be provided. Each group will present their research design to the workshop participants and receive feedback. Prizes will be given out for the best designs.
4:45 PM – 5:00 PM: Wrap-Up and Questions
There is no prior knowledge required. However, some basic familiarity with massive open online courses (MOOCs) and open education is helpful. A laptop or mobile device would prove beneficial but is not required.
Thomas (Tom) C. Reeves is Professor Emeritus of Learning, Design, and Technology at The University of Georgia in Athens. Since earning his Ph.D. at Syracuse University, he has designed and evaluated numerous interactive learning programs for education, training, and performance support. His research interests include: evaluation of instructional technology, educational design research, mental models and interactive multimedia, authentic learning environments, and instructional technology in developing countries. In addition to numerous presentations and workshops in the USA, he has been an invited speaker in over 30 countries including Australia, Belgium, Brazil, Bulgaria, Canada, China, England, Finland, Italy, Malaysia, The Netherlands, New Zealand, Peru, Portugal, Russia, Singapore, South Africa, South Korea, Spain, Sweden, Switzerland, Taiwan, and Tunisia. He is a former Fulbright Lecturer, and a former editor of the Journal of Interactive Learning Research. Professor Reeves is the co-founder of the Learning and Performance Support Lab. Tom Reeves received the Fellowship Award from the Association for the Advancement of Computing in Education (AACE) in 2003 and was made an Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Fellow in 2010. In 2013, he was awarded the David H. Jonassen Excellence in Research Award by the Association for Educational Communications and Technology (AECT). His books include Interactive Learning Systems Evaluation (with John Hedberg), A Guide to Authentic E-Learning (with Jan Herrington and Ron Oliver), and Conducting Educational Design Research (with Susan McKenney). Most recently, Professor Reeves was co-editor of ”MOOCs and Open Education Around the World“ published by Routledge in 2015 as well as special journal issue of the International Journal on E-Learning (IJEL) on MOOCs and Open Education also in 2015. He may be contacted at email@example.com.
Mimi Miyoung Lee is Associate Professor in the Department of Curriculum and Instruction at the University of Houston. She received her Ph.D. in Instructional Systems Technology from Indiana University at Bloomington in 2004. She also completed all doctoral coursework in English Literature from Yonsei University in Korea. Her research interests include theories of identity formation, sociological examination of online communities, open education, issues of representation, and critical ethnography. During past few years, Mimi has published research on STEM related professional development programs, cross-cultural training research, interactive videoconferencing, self-directed learning from MOOCs and opencourseware (OCW), and emerging learning technologies such as wikis. Her other research and teaching interests include global and multicultural education, woman leaders in Asia, teacher training for diversity, and discourse analysis and CMC. She recently was a co-investigator on a 5 year $3 million grant project from the Greater Texas Foundation called iSMART (i.e., the Integrated Science and Math and Reflective Teaching); an award winning online master’s program for middle school math and science teachers in the state of Texas. In 2009, she co-edited a book and special issue on e-learning in Asia. Most recently, Professor Lee was co-editor of “MOOCs and Open Education Around the World” published by Routledge in 2015 as well as special journal issue of the International Journal on E-Learning (IJEL) on MOOCs and Open Education also in 2015. She may be contacted at firstname.lastname@example.org.
Thomas (Thom) H. Reynolds is currently a professor of Teacher Education at National University in La Jolla, California where he researches design of online learning environments, standards-based online assessment and innovations in e-learning. Before coming to National University, he served on faculty at Texas A&M University after earning his Ph.D. in Curriculum and Instruction at the University of Wisconsin-Madison. He has twice served as a Fulbright Scholar-2010 in Colombia where he researched open education resources and 1998 in Peru where he lectured on Web-based learning and technology-enhanced instruction. Present activities and responsibilities include projects in Colombia, coordination for an e-teaching and learning master’s degree specialization as well as leadership in online quality assurance, and online course review and development for National University. In 2009, he co-edited a book and special issue on e-learning in Asia. Most recently, Professor Reynolds was co-editor of “MOOCs and Open Education Around the World” published by Routledge in 2015 as well as special journal issue of the International Journal on E-Learning (IJEL) on MOOCs and Open Education also in 2015. He can be contacted at email@example.com.
Curtis J. Bonk: After five uninspiring years as a corporate controller and CPA, Curt Bonk received his master’s and PhD degrees in educational psychology from the University of Wisconsin. He is now Professor at Indiana University (IU) teaching psychology and technology courses and adjunct in the School of Informatics. Drawing on his background as a corporate controller, CPA, educational psychologist, and instructional technologist, Bonk offers unique insights into the intersection of business, education, psychology, and technology. Curt has received the CyberStar Award from the Indiana Information Technology Association, the Most Outstanding Achievement Award from the U.S. Distance Learning Association, and the Most Innovative Teaching in a Distance Education Program Award from the State of Indiana. From 2012 to 2015, Bonk has been annually listed by Education Next and Education Week among the top contributors to the public debate about education from more than 20,000 university-based academics. In August 2014, he was named the recipient of the Mildred B. and Charles A. Wedemeyer Award for Outstanding Practitioner in Distance Education, while a few months later, he received an award for Outstanding Contribution to Education from the Global Learn Tech Conference in Mumbai, India. A well-known authority on emerging technologies for learning, Curt has given nearly 1,500 talks around the globe and published over 300 publications. Curt Bonk is author of the Handbook of Blended Learning (2006) as well as Empowering Online Learning (2008), and The World Is Open: How Web Technology Is Revolutionizing Education (2009). His recent book, Adding Some TEC-VARIETY (2014), is freely available to download as an eBook at http://tec-variety.com in Chinese as well as English. And his latest book with Routledge, MOOCs and Open Education Around the World, as well as a special issue of the International Journal on E-Learning (IJEL) on the same topic both came out in July 2015. See homepage: http://mypage.iu.edu/~cjbonk/; and email: firstname.lastname@example.org.