How MOOC Reality Informs Distance Education, Online Learning, and Connectivism

In this paper, we draw from our experience as designers, instructors, and researchers in the second edition of a Massive Open Online Course (MOOCs) called Creativity, Innovation, and Change (CIC) 2.0 to discuss MOOC interactions. Since the CIC 2.0 MOOC was inspired by the tenets of connectivism, we employed connectivism and its four main conceptual components (autonomy, diversity, openness, and connectedness) to discuss these empirical findings from a theoretical perspective. We build our argument on the four levels of interactions (interactions with instructors, learners, course materials, and the interface) traditionally used in the field of distance education and online learning and look at the clashes between the original concepts of connectivism and cMOOCs on one hand and traditional educational concepts, particularly interactions and group work, on the other. This study discusses how MOOC interactions reveal that the four components of connectivism are more complex than originally conceptualized. This complexity can be summarized as follows: a) learner autonomy is more complex in MOOC reality; students are relatively more autonomous but not as originally conceptualized since the role of teachers remains unchanged when student interactions with course content and assessment are considered; b) diversity and openness are also more complex since peer interaction and open networks do not exhibit dynamics and importance as predicted, especially in certain participation behaviors and in MOOC pathways; and c) also, the four connectivism components are not mutually inclusive, and their interaction is not as predicted

Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course

This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple binomial logistic regression models were used to identify factors related to MOOC completion. Although students were grouped according to their preferences, working in groups did not affect students’ likelihood for MOOC completion. Also, other variables such as age, the institution hosting the MOOC, academic program alignment with students’ needs, and students’ intention to complete the course all affected their probability of MOOC completion. This study contributes to the literature by indicating the factors that influence the probability of MOOC completion. Results show that older participants (age > 50 years old) have higher probability of completing the MOOC. Students’ MOOC completion also increases when the MOOC provides experiences that add to students’ current academic backgrounds and when they are hosted by institutions with a strong academic reputation. Based on these factors, this study contributes to research methods in MOOCs by proposing a model that is aligned with the most important factors predicting completion as recommended by the current MOOC literature. For the next phase of assigning learners to work in groups, findings from this study also suggest that MOOC instructors should provide assistance for group work and monitor students’ collaborative processes

Incremental to radical ideas: paradigm-relatedness metrics for investigating ideation creativity and diversity

<p>Creativity and diversity are key components of success in idea generation, but each includes many dimensions. Paradigm-relatedness is an indicator of the style of creativity and diversity that has been overlooked often in assessing ideation. The goals for this study were to synthesize the literature on paradigm-relatedness, and develop and test alternative approaches for operationalizing paradigm-relatedness in ideation. The synthesis of the literature focused on reviewing both paradigm-relatedness theoretical frameworks and methodological approaches. Then, two alternative paradigm-relatedness metric approaches—<i>category</i>-<i>based</i> and <i>component</i>-<i>based</i>—were developed. Finally, ideation data was collected and coded to evaluate the reliability, ease of use, and potential applications of each approach. The <i>category</i>-<i>based</i> approach was a more reliable and faster way to code paradigm-relatedness, and so it may be more suited for research or evaluation at scale. In contrast, the <i>component</i>-<i>based</i> approach provided more explicit information on all aspects of paradigm-relatedness, but was more challenging to code reliably and more time-consuming. The <i>component</i>-<i>based</i> approach may be more suited to guiding smaller teams or individual designers in achieving paradigm-relatedness creativity and diversity. Neither approach was found to be universally ideal, and so consideration of the trade-offs is important in deciding which is most appropriate in a given situation.</p

Investigating the Gap Between Research and Practice in Additive Manufacturing

Additive manufacturing (AM) provides opportunities to design objects differently than traditional manufacturing methods allow, but only if designers understand the possibilities AM presents. In this study, we examined whether an AM workshop combined with an idea generation session could inspire engineering professionals to use AM solutions to solve current technical problems they face. All subjects were employees at an organization that will be referred to as Company X, a multinational commercial organization based in North America. During the study, we collected ideas for 24 projects generated before and after a training workshop focused on design for AM. In the workshop, we provided three hours of instruction about design for two metal-based AM processes. The participants’ ideas were assessed using four specific metrics: (1) cost, (2) time, (3) completeness of solution, and (4) quality, which was a function of feasibility, usefulness, and novelty. Using these data, we explored whether the workshop was effective in inspiring the participants to use AM methods and techniques from AM research in their concept generation and whether participants’ AM solutions showed improvement in cost, implementation time, and quality over non-AM designs generated before the workshop.Mechanical Engineerin