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Innovative Pedagogy at massive scale: 
Teaching and learning in MOOCS 
Rebecca Ferguson & Mike Sharples 
Institute of Educational Technology 
The Open University, UK 
ECTEL 2014, Graz, Austria
INNOVATIVE PEDAGOGY 
• Networked learning 
• Seamless learning 
• Personal Inquiry learning 
• Crowd learning 
• Geo-learning 
• Maker learning 
• Learning from gaming 
• Citizen inquiry 
• Rhizomatic learning
250 million views per year 
9 million active learners 
7 million course 
learners 
5 million OU 
registered learners 
MASSIVE SCALE 
• Open University OpenLearn: 
− 5 million registered users, 
− 23 million visits, 
− 11,000 hours of learning 
materials 
• iTunes U: 
− 66 million downloads 
• YouTube EDU: 
− 21 million views
INNOVATIVE PEDAGOGY AT MASSIVE SCALE 
• FutureLearn 
• Company formed by 
The Open University 
• Launched in October 2013 
• 40 partners, 37 universities 
• Over 550,000 registered 
learners 
• Over 1 million course 
registrations 
• New platform, 
new pedagogy 
http://about.futurelearn.com/blog/
INNOVATIVE PEDAGOGY AT MASSIVE SCALE
INNOVATIVE PEDAGOGY AT MASSIVE SCALE 
• 100,000 learners 
• Half the learners who start 
the course contribute to 
discussions 
• 178 countries 
− Spain, Myanmar (Burma), 
Brazil, UK, China, Russia, Chile, 
Italy, Algeria, Ukraine …
How to design teaching, learning and 
assessment that improve with scale?
SCALING LEARNING 
Some educational methods 
degrade with scale 
e.g. personal tutoring, 
sports coaching 
Some educational methods 
are impervious to scale 
e.g. lecturing 
Which educational methods 
improve with scale?
METCALFE’S LAW 
Metcalfe, R.M.: It’s all in your head. Forbes, 20th April, 2007. 
http://www.forbes.com/forbes/2007/0507/052.html 
• For some networked systems the value of a 
product or service increases with the number of 
people using it 
• The telephone system becomes more valuable to 
users as more people are connected 
• In two-sided networks (e.g. educators, learners) 
each side needs to benefit from scale 
• Learners find their opportunities to connect 
increase with scale 
• However, teachers find it increasingly difficult to 
maintain control and support learners 
• Need ways to manage and support learners
PERSONAL NETWORKS 
Downes, S.: The Personal Network Effect. Blog posting, 4th November 2007. 
http://halfanhour.blogspot.co.uk/2007/11/personal-network-effect.html. 
• People are not just nodes in networks 
• Network information is relevant if it is 
– new 
– salient 
– timely 
– usable 
– understandable 
– appropriate 
– trusted 
– contiguous 
• Need to help people to develop effective 
personal networks
LEARNING AT MASSIVE SCALE 
Direct 
instruction 
through video 
and slides 
Can be made 
more active by 
e.g. embedding 
quizzes 
No intrinsic 
benefit of scale 
Can be made 
more social by 
e.g. viewer polls 
Needs 
orchestration 
Networked 
learning 
Sharing of 
expertise 
Intrinsic benefits 
of scale – the 
more learners 
the more 
expertise to 
share 
Can be made 
more valuable 
through 
reputation 
management 
and badging 
Needs 
mentoring 
Supported open 
learning 
Direct 
instruction, 
networked 
learning, and 
local tutoring 
Costly, though 
costs do not 
increase with 
scale 
Can be made 
more valuable 
through local 
expertise 
Needs funding
FUTURELEARN LEARNING AT MASSIVE SCALE 
Learning as conversation 
Pask, Laurillard 
Visible Learning 
Hattie 
Narrative learning 
Social-networked learning
CONVERSATIONAL FRAMEWORK 
(adapted from Laurillard, D. (2002). Rethinking University Teaching. 
A conversational framework for the effective use of learning technologies. London: Routledge) 
Medium for mediating agreements 
Why questions and responses 
How questions and responses 
Medium for collecting data, model building 
and problem solving 
Level of Descriptions 
Learner acts to build 
models and solve 
problems 
Partner acts to build 
models and assist in 
solving problems 
Sets goals 
Adjusts model 
Acts 
Modifies actions 
Learner demonstrates 
understanding and 
problem solutions 
Partner demonstrates 
understanding and 
elaborates problem 
solutions 
Offers theories and ideas 
Re-describes theories 
Offers conceptions and explanations 
Re-describes conceptions 
Level of Actions
Medium for collecting data, model building 
and problem solving 
Learner acts to build 
models and solve 
problems 
FutureLearn videos, text, computer 
code, HTML 5 simulations
FutureLearn videos, text, and quizzes 
Learner demonstrates 
understanding and 
problem solutions 
Educator demonstrates 
understanding and 
elaborates problem 
solutions 
Offers theories and ideas 
Re-describes theories 
Why questions and responses 
Offers conceptions and explanations 
Re-describes conceptions
Learner demonstrates 
understanding and 
problem solutions 
Learner demonstrates 
understanding and 
elaborates problem 
solutions 
FutureLearn comments and replies 
Offers theories and ideas 
Re-describes theories 
Why questions and responses 
Offers conceptions and explanations 
Re-describes conceptions
FutureLearn comments and replies, 
linked to media 
Why questions and responses 
How questions and responses 
Medium for collecting data, model building 
and problem solving 
Learner acts to build 
models and solve 
problems 
Learner acts to build 
models and assist in 
solving problems 
Sets goals 
Adjusts model 
Acts 
Modifies actions 
Learner demonstrates 
understanding and 
problem solutions 
Learner demonstrates 
understanding and 
elaborates problem 
solutions 
Offers theories and ideas 
Re-describes theories 
Offers conceptions and explanations 
Re-describes conceptions
FutureLearn small-group discussions: 
Learner demonstrates 
understanding and 
problem solutions 
Partner demonstrates 
understanding and 
elaborates problem 
solutions 
ArgueGraph, Jigsaw learning etc. 
Medium for mediating agreements 
Offers theories and ideas 
Re-describes theories 
Why questions and responses 
Offers conceptions and explanations 
Re-describes conceptions
FutureLearn learning 
Medium for mediating agreements 
Why questions and responses 
How questions and responses 
Medium for collecting data, model building 
and problem solving 
Learner acts to build 
models and solve 
problems 
Learner / Partner 
/Educator acts to build 
models and assist in 
solving problems 
Sets goals 
Adjusts model 
Acts 
Modifies actions 
Learner demonstrates 
understanding and 
problem solutions 
Learner / Partner / 
Educator demonstrates 
understanding and 
elaborates problem 
solutions 
Offers theories and ideas 
Re-describes theories 
Offers conceptions and explanations 
Re-describes conceptions 
Mentoring 
Orchestrating 
Orchestrating
WHAT ARE THE IMPLICATIONS FOR PEDAGOGY 
OF TEACHING AND LEARNING AT MASSIVE SCALE? 
Data collection and analysis 
• 18 courses from 14 universities 
• Courses from October 2013 to February 2014 
• Course materials, emails and discussions 
• Grounded approach to analysis 
• Emergent themes in the data
ADVANTAGES OF MASSIVE FOR LEARNERS 
Massive participation offers learners 
• Support from a wide range of other learners 
• Resources provided by those learners in the form 
of discussion and links 
• Range of diverse cultural perspectives 
Advantages of massive
SUPPORT, RESOURCES AND A VARIETY OF PERSPECTIVES 
Improving Your Image: 
Dental Photography 
University of Birmingham 
Elias Adan Gimenez Feliu 
I'm one of the very few photographers in an area trice 
as big as Scotland (the Paraguayan Chaco), where 8 
different cultures live together. There's no record-keeping 
or proper research done with regards of dental 
treatment, specially among the most remote areas on 
the country. I believe there's huge opportunities to 
enhance the dental service through the powerful 
medium that photography provides, by providing 
material for research and education. Mainly to inform 
central and local government and other decision 
makers, about the realities the region faces, but 
specially to educate patients (elderly and children) 
dental workers and other professionals, that 
sometimes have to travel hundreds of kilometres on 
very bad roads, in order to reach a small town with no 
proper facilities but where people in need of proper 
treatment live. 
Advantages of massive
ADVANTAGES OF MASSIVE FOR EDUCATORS 
Massive participation offers educators 
• Affective benefits 
• Potentially increased access to resources 
• Motivation to develop teaching practices 
Advantages of massive
Corpus Linguistics: Method, 
Analysis and Interpretation 
Lancaster University 
I am very passionate about the study of language 
based on naturally occurring speech and writing. So 
getting more people to know about it and be able to do 
it is my goal 
Practise what you preach, as they say. So I have decided 
to do some reflective learning and blog about my 
experience with our Climate Change MOOC. 
Web Science: How the Web 
is Changing the World 
University of Southampton 
ENJOYMENT, RESOURCES AND MOTIVATION 
Advantages of massive
ADVANTAGES OF MASSIVE FOR SOCIETY 
Massive participation offers society 
• Potential to develop tools and resources 
• Potential to develop professional practice 
• Increased access to higher education 
• Potential for global impact 
Advantages of massive
DEVELOPMENT, ACCESS & IMPACT 
Corpus Linguistics: Method, 
Analysis and Interpretation 
Lancaster University 
It has been great to test 
AntConc with so many new 
users! In response to the 
many helpful comments 
Laurence has received, he 
is making a new version of 
the software available in 
week two. 
I am particularly keen for the 
MOOC to reach audiences that 
don’t have access to the learning 
experience we provide here at 
Leeds – such as those in Nepal, 
which features prominently as one 
of our case studies 
Fairness and Nature: 
When Worlds Collide 
University of Leeds 
British Minister of 
State for Universities 
and Science 
MOOCs provide 
the opportunity 
to widen access 
to our world-class 
universities and 
to meet the 
global demand 
for higher 
education 
Advantages of massive
CHALLENGES OF MASSIVE 
Challenges of massive participation include 
• Need the skills to learn together online 
• Need to be able to search for and locate 
trustworthy support and resources 
• Widening access brings in inexperienced learners 
• Educators may be overwhelmed by workload 
Advantages of massive
SUPPORTING INEXPERIENCED LEARNERS TO LEARN TOGETHER ONLINE 
Fairness and Nature: 
When Worlds Collide 
University of Leeds 
We have provided a short video to highlight 
a few points to help make your learning 
experience effective and enjoyable. The 
video includes: 
Preparing to learn […] 
Listening and reflecting […] 
Making notes […] 
Communicating with others 
Challenges of massive
Introduction to 
Forensic Science 
University of Strathclyde 
You have been actively engaged in 
the discussions, which is excellent, 
thank you, but with more than 
23,000 participants it means that 
our responses and comments risk 
getting lost. One way to ensure we 
keep in touch with all of you is by 
sending out our weekly email – like 
this one 
LOCATING TRUSTWORTHY RESOURCES 
Challenges of massive
Introduction to 
Forensic Science 
ENGAGING LEARNERS AT DIFFERENT LEVELS 
University of Strathclyde 
This will be primary school material for 
some of you and exactly the opposite 
for others. It is just not possible to tailor 
the material to each of you […] If it 
appears too technical, forget the detail 
and concentrate on the higher level 
principles; if you think ‘yes I know all 
about that’ we’d encourage you to be 
an active participant in the learning 
community 
Challenges of massive
HIGH LEVELS OF ENGAGEMENT – MANAGING WORKLOAD 
Good Brain, 
Bad Brain: Basics 
University of Birmingham 
I have been amazed and impressed by the 
level of interest and input – 1800 of you 
have posted at least one comment. If you 
posted something hoping to get a reply but 
haven’t then I am sorry, but me and my 
four mentors have been doing our best to 
monitor what’s going on in between doing 
our usual activities. 
Challenges of massive
LEARNING DESIGN AND PLATFORM DESIGN 
We can design to increase the benefits and reduce 
these challenges by 
• Creating learning designs that take the benefits 
into account 
• Making it straightforward to ask questions and 
receive answers 
• Providing ways of filtering and navigating 
resources 
• Designing for accessibility
DESIGNING FOR MASSIVE FROM THE START 
Learning design and platform design 
Learning design tools 
help educators to plan 
for massive as they 
consider different types 
of learning activity, 
including: 
• delivered 
• reflection 
• collaboration 
• conversation 
• networking 
• browsing 
• assesssment
ASKING QUESTIONS, GETTING ANSWERS 
Learning design and platform design
FILTERING RESOURCES 
Learning design and platform design
ACCESSIBILITY 
Learning design and platform design
TEACHING AND LEARNING AT MASSIVE SCALE 
• Exploit the knowledge of peers 
• Use recommender tools to promote expertise and 
enable trustworthy support 
• Employ expert educators, equipped with live 
analytics, as a valued scarce resource 
• Use social network tools, such as filtering and 
following, to enable ‘education 2.0’ 
• Build on the benefits of many cultural and 
cognitive perspectives 
• Help learners to develop enduring social learning 
networks
www.futurelearn.com 
Mike.Sharples@open.ac.uk Rebecca.Ferguson@open.ac.uk

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Innovative pedagogy at scale

  • 1. Innovative Pedagogy at massive scale: Teaching and learning in MOOCS Rebecca Ferguson & Mike Sharples Institute of Educational Technology The Open University, UK ECTEL 2014, Graz, Austria
  • 2. INNOVATIVE PEDAGOGY • Networked learning • Seamless learning • Personal Inquiry learning • Crowd learning • Geo-learning • Maker learning • Learning from gaming • Citizen inquiry • Rhizomatic learning
  • 3. 250 million views per year 9 million active learners 7 million course learners 5 million OU registered learners MASSIVE SCALE • Open University OpenLearn: − 5 million registered users, − 23 million visits, − 11,000 hours of learning materials • iTunes U: − 66 million downloads • YouTube EDU: − 21 million views
  • 4. INNOVATIVE PEDAGOGY AT MASSIVE SCALE • FutureLearn • Company formed by The Open University • Launched in October 2013 • 40 partners, 37 universities • Over 550,000 registered learners • Over 1 million course registrations • New platform, new pedagogy http://about.futurelearn.com/blog/
  • 5. INNOVATIVE PEDAGOGY AT MASSIVE SCALE
  • 6. INNOVATIVE PEDAGOGY AT MASSIVE SCALE • 100,000 learners • Half the learners who start the course contribute to discussions • 178 countries − Spain, Myanmar (Burma), Brazil, UK, China, Russia, Chile, Italy, Algeria, Ukraine …
  • 7. How to design teaching, learning and assessment that improve with scale?
  • 8. SCALING LEARNING Some educational methods degrade with scale e.g. personal tutoring, sports coaching Some educational methods are impervious to scale e.g. lecturing Which educational methods improve with scale?
  • 9. METCALFE’S LAW Metcalfe, R.M.: It’s all in your head. Forbes, 20th April, 2007. http://www.forbes.com/forbes/2007/0507/052.html • For some networked systems the value of a product or service increases with the number of people using it • The telephone system becomes more valuable to users as more people are connected • In two-sided networks (e.g. educators, learners) each side needs to benefit from scale • Learners find their opportunities to connect increase with scale • However, teachers find it increasingly difficult to maintain control and support learners • Need ways to manage and support learners
  • 10. PERSONAL NETWORKS Downes, S.: The Personal Network Effect. Blog posting, 4th November 2007. http://halfanhour.blogspot.co.uk/2007/11/personal-network-effect.html. • People are not just nodes in networks • Network information is relevant if it is – new – salient – timely – usable – understandable – appropriate – trusted – contiguous • Need to help people to develop effective personal networks
  • 11. LEARNING AT MASSIVE SCALE Direct instruction through video and slides Can be made more active by e.g. embedding quizzes No intrinsic benefit of scale Can be made more social by e.g. viewer polls Needs orchestration Networked learning Sharing of expertise Intrinsic benefits of scale – the more learners the more expertise to share Can be made more valuable through reputation management and badging Needs mentoring Supported open learning Direct instruction, networked learning, and local tutoring Costly, though costs do not increase with scale Can be made more valuable through local expertise Needs funding
  • 12. FUTURELEARN LEARNING AT MASSIVE SCALE Learning as conversation Pask, Laurillard Visible Learning Hattie Narrative learning Social-networked learning
  • 13. CONVERSATIONAL FRAMEWORK (adapted from Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge) Medium for mediating agreements Why questions and responses How questions and responses Medium for collecting data, model building and problem solving Level of Descriptions Learner acts to build models and solve problems Partner acts to build models and assist in solving problems Sets goals Adjusts model Acts Modifies actions Learner demonstrates understanding and problem solutions Partner demonstrates understanding and elaborates problem solutions Offers theories and ideas Re-describes theories Offers conceptions and explanations Re-describes conceptions Level of Actions
  • 14. Medium for collecting data, model building and problem solving Learner acts to build models and solve problems FutureLearn videos, text, computer code, HTML 5 simulations
  • 15. FutureLearn videos, text, and quizzes Learner demonstrates understanding and problem solutions Educator demonstrates understanding and elaborates problem solutions Offers theories and ideas Re-describes theories Why questions and responses Offers conceptions and explanations Re-describes conceptions
  • 16. Learner demonstrates understanding and problem solutions Learner demonstrates understanding and elaborates problem solutions FutureLearn comments and replies Offers theories and ideas Re-describes theories Why questions and responses Offers conceptions and explanations Re-describes conceptions
  • 17. FutureLearn comments and replies, linked to media Why questions and responses How questions and responses Medium for collecting data, model building and problem solving Learner acts to build models and solve problems Learner acts to build models and assist in solving problems Sets goals Adjusts model Acts Modifies actions Learner demonstrates understanding and problem solutions Learner demonstrates understanding and elaborates problem solutions Offers theories and ideas Re-describes theories Offers conceptions and explanations Re-describes conceptions
  • 18. FutureLearn small-group discussions: Learner demonstrates understanding and problem solutions Partner demonstrates understanding and elaborates problem solutions ArgueGraph, Jigsaw learning etc. Medium for mediating agreements Offers theories and ideas Re-describes theories Why questions and responses Offers conceptions and explanations Re-describes conceptions
  • 19. FutureLearn learning Medium for mediating agreements Why questions and responses How questions and responses Medium for collecting data, model building and problem solving Learner acts to build models and solve problems Learner / Partner /Educator acts to build models and assist in solving problems Sets goals Adjusts model Acts Modifies actions Learner demonstrates understanding and problem solutions Learner / Partner / Educator demonstrates understanding and elaborates problem solutions Offers theories and ideas Re-describes theories Offers conceptions and explanations Re-describes conceptions Mentoring Orchestrating Orchestrating
  • 20. WHAT ARE THE IMPLICATIONS FOR PEDAGOGY OF TEACHING AND LEARNING AT MASSIVE SCALE? Data collection and analysis • 18 courses from 14 universities • Courses from October 2013 to February 2014 • Course materials, emails and discussions • Grounded approach to analysis • Emergent themes in the data
  • 21. ADVANTAGES OF MASSIVE FOR LEARNERS Massive participation offers learners • Support from a wide range of other learners • Resources provided by those learners in the form of discussion and links • Range of diverse cultural perspectives Advantages of massive
  • 22. SUPPORT, RESOURCES AND A VARIETY OF PERSPECTIVES Improving Your Image: Dental Photography University of Birmingham Elias Adan Gimenez Feliu I'm one of the very few photographers in an area trice as big as Scotland (the Paraguayan Chaco), where 8 different cultures live together. There's no record-keeping or proper research done with regards of dental treatment, specially among the most remote areas on the country. I believe there's huge opportunities to enhance the dental service through the powerful medium that photography provides, by providing material for research and education. Mainly to inform central and local government and other decision makers, about the realities the region faces, but specially to educate patients (elderly and children) dental workers and other professionals, that sometimes have to travel hundreds of kilometres on very bad roads, in order to reach a small town with no proper facilities but where people in need of proper treatment live. Advantages of massive
  • 23. ADVANTAGES OF MASSIVE FOR EDUCATORS Massive participation offers educators • Affective benefits • Potentially increased access to resources • Motivation to develop teaching practices Advantages of massive
  • 24. Corpus Linguistics: Method, Analysis and Interpretation Lancaster University I am very passionate about the study of language based on naturally occurring speech and writing. So getting more people to know about it and be able to do it is my goal Practise what you preach, as they say. So I have decided to do some reflective learning and blog about my experience with our Climate Change MOOC. Web Science: How the Web is Changing the World University of Southampton ENJOYMENT, RESOURCES AND MOTIVATION Advantages of massive
  • 25. ADVANTAGES OF MASSIVE FOR SOCIETY Massive participation offers society • Potential to develop tools and resources • Potential to develop professional practice • Increased access to higher education • Potential for global impact Advantages of massive
  • 26. DEVELOPMENT, ACCESS & IMPACT Corpus Linguistics: Method, Analysis and Interpretation Lancaster University It has been great to test AntConc with so many new users! In response to the many helpful comments Laurence has received, he is making a new version of the software available in week two. I am particularly keen for the MOOC to reach audiences that don’t have access to the learning experience we provide here at Leeds – such as those in Nepal, which features prominently as one of our case studies Fairness and Nature: When Worlds Collide University of Leeds British Minister of State for Universities and Science MOOCs provide the opportunity to widen access to our world-class universities and to meet the global demand for higher education Advantages of massive
  • 27. CHALLENGES OF MASSIVE Challenges of massive participation include • Need the skills to learn together online • Need to be able to search for and locate trustworthy support and resources • Widening access brings in inexperienced learners • Educators may be overwhelmed by workload Advantages of massive
  • 28. SUPPORTING INEXPERIENCED LEARNERS TO LEARN TOGETHER ONLINE Fairness and Nature: When Worlds Collide University of Leeds We have provided a short video to highlight a few points to help make your learning experience effective and enjoyable. The video includes: Preparing to learn […] Listening and reflecting […] Making notes […] Communicating with others Challenges of massive
  • 29. Introduction to Forensic Science University of Strathclyde You have been actively engaged in the discussions, which is excellent, thank you, but with more than 23,000 participants it means that our responses and comments risk getting lost. One way to ensure we keep in touch with all of you is by sending out our weekly email – like this one LOCATING TRUSTWORTHY RESOURCES Challenges of massive
  • 30. Introduction to Forensic Science ENGAGING LEARNERS AT DIFFERENT LEVELS University of Strathclyde This will be primary school material for some of you and exactly the opposite for others. It is just not possible to tailor the material to each of you […] If it appears too technical, forget the detail and concentrate on the higher level principles; if you think ‘yes I know all about that’ we’d encourage you to be an active participant in the learning community Challenges of massive
  • 31. HIGH LEVELS OF ENGAGEMENT – MANAGING WORKLOAD Good Brain, Bad Brain: Basics University of Birmingham I have been amazed and impressed by the level of interest and input – 1800 of you have posted at least one comment. If you posted something hoping to get a reply but haven’t then I am sorry, but me and my four mentors have been doing our best to monitor what’s going on in between doing our usual activities. Challenges of massive
  • 32. LEARNING DESIGN AND PLATFORM DESIGN We can design to increase the benefits and reduce these challenges by • Creating learning designs that take the benefits into account • Making it straightforward to ask questions and receive answers • Providing ways of filtering and navigating resources • Designing for accessibility
  • 33. DESIGNING FOR MASSIVE FROM THE START Learning design and platform design Learning design tools help educators to plan for massive as they consider different types of learning activity, including: • delivered • reflection • collaboration • conversation • networking • browsing • assesssment
  • 34. ASKING QUESTIONS, GETTING ANSWERS Learning design and platform design
  • 35. FILTERING RESOURCES Learning design and platform design
  • 36. ACCESSIBILITY Learning design and platform design
  • 37. TEACHING AND LEARNING AT MASSIVE SCALE • Exploit the knowledge of peers • Use recommender tools to promote expertise and enable trustworthy support • Employ expert educators, equipped with live analytics, as a valued scarce resource • Use social network tools, such as filtering and following, to enable ‘education 2.0’ • Build on the benefits of many cultural and cognitive perspectives • Help learners to develop enduring social learning networks