2012 IEEE/WIC/ACM International Conferences on Web Intelligence and Intelligent Agent Technology

MOOCs: Is There An App For That?

Expanding Mobilegogy Through An Analysis Of MOOCs And iTunes University
Patricia A. Machun, Catherine Trau, Nadia Zaid, Minjuan Wang
Educational Technology, San Diego State University San Diego, California, USA email: pmachun@cox.net, catherinetrau@mac.com, nzaid11@yahoo.com, mwang@mail.sdsu.edu, AbstractAs part of the iCampus initiative launched at Etisalat BT Innovation Center (EBTIC), this study evaluates the instructional design elements and mobile learning (mLearning) experiences of iTunes University (iTU) and three emerging Massive Open Online Courses (MOOCs). Findings are used to generate a Mobilegogy model, which is based on Wangs Location, Culture, Technology and Satisfaction Model [1], and consists of theories and guidelines for designing engaging mobile learning material. The discussion and analysis of the findings focuses specifically on the instructional design elements of iTU as they compare to three MOOCs: MITx, Coursera and Udacity. We give suggestions for enhancing the iTU design tools for course designers and also discuss the implications for the evolution of mLearning design theory.
Keywords- Intelligent Campus initiative; mobile learning; mLearning; Massive Open Online Courses; ITunes University; MITx; Coursera; Udacity;

Minjuan Wang, Jason WP Ng

Etisalat BT Innovation Center (EBTIC), Abu Dhabi, UAE e-mail: mwang@mail.sdsu.edu, jason.ng@bt.com

differences in the platforms as they pertain to effective mobile learning; 3) identify effective learning tools offered by MOOCs that are not commonly found in iTU courses; and 4) discuss the evolution of the mobilegogy model. II. BACKGROUND

I.

INTRODUCTION

There has been rapid expansion in the online education arena in recent months. Innovative cloud-based ventures were announced, some launched, by prominent universities, educators and institutions. While online universities and educational platforms have existed for years, these Massive Open Online Courses (MOOCs) purport to democratize higher education by reshaping the landscape of globalized online and mobile learning (mLearning). They are the next evolution of online and mLearning, capitalizing on the emergence of cloud computing to use the technical and cost efficiencies of cloud-based platforms to enhance the online and mLearning experience. MOOCs make education available to the masses but not all educators have access to MOOC resources. The iTunes University (iTU) platform is available to most educators and is the largest repository of online higher education courses to date. Its archives include courses and content designed by educators from leading institutions around the world. Will the emergence of MOOCs into the online education arena render the iTU model obsolete? This paper aims to answer this question by drawing on findings from the Mobilegogy research project our team completed in Spring 2012 [2]. Here we: 1) identify the mLearning elements utilized in the iTU and MOOC platforms; 2) describe similarities and

A. Location, Technology, Culture, and Satisfaction (LTCS) Wangs LTCS model applies to the design of mLearning for corporate training and higher education [1]. We chose it as the framework for this study and consolidated theoretical concepts to develop the analysis rubrics (see Tables 1-2). Building on motivational theories and an existing framework [3], the LTCS model supports various learning theories and existing models in the social sciences and can be used to construct mobile learning platforms or to design and adapt materials/resources to mLearning. In summary, the design and implementation of mLearning needs to consider four critical variables: Location (local or global), Technology (devices & teaching methods), Culture (crosscultural dimensions), and Satisfaction (of learners) [3]. B. Overview of Platforms: iTU and MOOCs In addition to iTU, three MOOCs were selected for the study: MITx, Udacity, and Coursera. A primary difference between these MOOC platforms and the iTU model is evident in the design of courses within the platforms. Other than basic formatting guidelines, iTU does not impose any educational design standards on materials submitted. It serves as an archive and distributor of educational content. In contrast, all courses within each MOOC have uniform design elements, developed by the instructional designers within each venture. In addition, MOOCs are designed to be an all-inclusive mLearning experience. iTU content may have been designed to be an instructional element for a class, not an all-inclusive course. 1) iTU: iTU is the division of Apples iTunes Store that manages, distributes, and controls access to over 500,000 lectures, videos, and books. Content is submitted by K-12 school districts and more than 1000 universities and colleges in 26 countries, as well as respected museums, libraries, and public broadcasting stations. In early 2012, iTU announced a new initiative accessible via their iOS

978-0-7695-4880-7/12 $26.00 2012 IEEE DOI 10.1109/WI-IAT.2012.179

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devices: an iTU app, allowing organization and connectivity of course content and a free authorware program, iBooks Author, allowing educators to create downloadable textbooks for their courses. 2) MITx: MITs online learning initiative, MITx, is a venture targeting a virtual community of learners around the world which launched in Spring 2012 (more recently, MIT announced a new joint initiative with Harvard, EdX, of which MITx is a component). MITx grants free open access to anyone [4] and operates on an open-source scalable software infrastructure that will be available to other educational institutions. (http://mitx.mit.edu) 3) Udacity: Udacity is a new cloud education venture, also launched in 2012, spearheaded by Sebastian Thrun, formerly a Stanford professor and Google fellow. Thrun aspires to build a free virtual campus which could reach the whole world [5]. Udacity is not officially affiliated with existing universities. (http://www.udacity.com/us) 4) Coursera: Another 2012 launch, Coursera is a social entrepreneurship company partnering with universities such as Princeton, Stanford, University of California, Berkeley, Duke, Johns Hopkins and University of Pennsylvania to offer free courses online for anyone to take (https://www.coursera.org). III. A. METHODOLOGY

TABLE 2

PLATFORM ELEMENTS Platform Elements Rated Location neutral content availability Sensory access and integration, notification system, cross-device compatibility, content delivery options Language support, voice recognition, voiceover, closed-captioning Direct navigation, instant feedback, social networking, learner controlled pace, learner controlled content Landscape orientation option, one-step interactions, data entry, limited scrolling

Category Location Technical Culture Satisfaction

Design

IV.

FINDINGS

Instrumentation Using existing instruments as a base [6], our team created two coding instruments, one to assess iTU courses, another to assess four platforms: iTU and the three MOOC platforms. The tools contained the essential mLearning guidelines identified in the literature and were categorically organized according to the LTCS Model for Designing mLearning Material [1]. We added a fifth element: Design (Tables 1-2). For each course and platform, we rated the corresponding elements on a three-point coding scheme: Not Present (No) = 1; Included Somewhat = 2; and, Included Extensively (Yes) = 3. The maximum score was 30. To maximize inter-rater reliability, prior to actual data collection, each team member individually analyzed the same content using the coding rubric. In reviewing the results, we evaluated inconsistencies and edited the rubrics as needed. We used these rubrics to guide the course/platform coding and checked all compiled data for reliability at the end of the data collection period.

TABLE 1

COURSE ELEMENTS Course Elements Rated

Location neutral content availability, situational/location-based learning Cross-device compatibility, data capture utilized Multi-cultural elements included, globalized English, captioning, voiceover Adaptive learning, practice and assessment, realworld applications, learner attention, learner controlled pace, social interaction, feedback Effective video, effective color, effective audio, effective font, limited scrolling, content chunking

A. iTU Courses The following is a summary of iTUs strengths framed by the LTCS+D model. 1) Location: When evaluated for varied types of content to accommodate a learners changing environment, iTU received high ratings in Location. By using iBooks or the iTU app to provide course transcripts, classes such as Open Yales Astronomy: Frontiers & Controversies in Astrophysics allow the learner to review the class lecture in a noisy location. Open University's What is Religion? uses iBooks as a study guide to aid in discussion for situational learning, instructing students to identify and list signs of religion in their community. 2) Technical: Although iTU received a low number of points overall in the Technical category, it rated well on one element: Cross Device Compatibility. This element supports worldwide learner mobility. The data show most of the courses allow the learner to use multiple types of electronic devices. 3) Culture: The use of English that excludes contractions and colloquialisms assists the non-English speaking student and English language learners [6] . Most of the courses using iBooks and all of the high scoring courses used globalized English. iBooks and the iTU app can help overcome potential cultural language barriers by providing transcripts of the lectures, text books and course notes to help students who have difficulty understanding the audio. Globalized English received the highest rating in the Culture category. 4) Satisfaction: (Table 3) Two elements in the Satisfaction category which received strong ratings were Learner Attention and Real World Applications [7]. Shih ranked learner attention as a primary motivation element of instruction [3]. Real World Applications were recommended in Shihs model as important for mLearning.

Category Location Technical Culture Satisfaction Design

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TABLE 3

COURSE FINDINGS: SATISFACTION Satisfaction

Adaptive learning 0

Practice 19

Assessment 13

Real world applications 24

Learner attention 26

Social interactions 8

Learner controls pace 29

Formative feedback 16

5) Design: (Table 4) iTU scored high on all elements in the Design category. Within this category, the highest scoring element was Effective Use of Audio. Ninety percent of the courses used audio extensively. The element, Effective Use of Visuals, also scored high; many of the courses included both effective audio and effective visuals. Captioning was only available in three courses.
TABLE 4 COURSE FINDINGS: DESIGN Design
Effective use of visuals Effective use of colors Effective use of audio Effective use of font Limited scrolling Content chunking

27

23

27

28

25

23

6) Course Groups: Several courses included iBooks texts. A comparison was made between these courses and those that did not offer iBooks. Courses using iBooks scored higher in the Location, Satisfaction and Design categories (Table 5). The results indicate electronic texts can enhance online courses. Together, all of the design elements create a window learners use to access the course, emphasizing their importance [8]. That these elements were used effectively in some iTU courses, suggests the platform can support effective mLearning design (though, perhaps only on iOS devices).
TABLE 5 IBOOK VS NO IBOOK (PERCENT OF TOTAL POINTS POSSIBLE RECEIVED WITHIN CATEGORY)
Category Location Technical Culture Satisfaction Design

iBook used iBook not used

61% 45

54% 56

58% 60

69% 61

82% 74

The Platforms averaged 75% in the Technical category. All four platforms contained a notification system or a way for the professor to communicate with students. All platforms are compatible across devices, with an exception for iTU: core iTU course content is available across devices, but the enhanced features of the iTU app and iBooks, are only available on iOS devices. Overall, the platforms scored lowest in the Culture category at 56%; however, all of the platforms make cultural accommodations in one form or another. All the MOOC platforms provide transcripts of lectures. The MITx platform has text in paragraph form running alongside all lecture and tutorial videos. Udacity and Coursera provide video transcripts, however the platforms are capable of having subtitles in English and other languages, but may rely on volunteers to create them. The addition of voice-totext and voice-over-text could assist those visually impaired or unable to use a small keyboard. iTU was the only platform with these elements as they are built into the Apple devices. The platforms scored a 78% in Satisfaction, with the cloud platforms scoring 89% and iTU 47%. Feedback is a strong factor in the MOOC platforms; all scored threes for this element. Integrated feedback is a critical component of any educational design, but it is imperative in mLearning [2]. Instant feedback allows the learner to gauge their own level of understanding and assess remediation needs. Coursera and Udacity allow the instructor to imbed interactive questions into the lecture itself. Courseras quizzes provide immediate question-by-question feedback and MITx has a check answer button for labs and practice assignments. Sense of community is another factor that has a large impact on learner satisfaction [9][10]. The three MOOC platforms host active discussion boards and Udacity offers a
TABLE 6 PLATFORM FINDINGS (PERCENTAGE OF TOTAL POINTS POSSIBLE RECEIVED WITHIN CATEGORY)
Location Category Variable Total Category Max Category % of Max Total MOOC Platforms iTU Technical Culture Satisfactio n Design

B. Platform Findings and Analysis This section includes a discussion of the strengths and weaknesses of the platforms, focusing on the elements most significant to mLearning. The following table (Table 6) displays how many percentage points the platforms received for each category and percentage data for the MOOC platforms (Coursera, MITx and Udacity), as well as iTU. iTU and all the MOOC platforms scored threes (100%) for Location- the content adapting based on the size of the screen. This is more of a consideration at the course development level as some iTU courses have video content containing difficult to read text.

12% 12% 100% 100% 100%

27% 27% 75% 78% 67%

27% 27% 56% 53% 67%

47% 47% 78% 89% 47%

32% 32% 67% 67% 67%

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link to the social networking sites Google+, Twitter and Facebook, directly above the presentation window. While social interaction is not built into the iTU platform, some courses provide links to discussion boards. Discussion boards allow students to connect on a social level, seek assistance, share insights on assignments, and engage in in-depth dialogue. Udacity implemented an innovative way to create a sense of community within their courses in the form of a badge system. Badges are awarded to those who participate on the discussion boards in ways that benefit the community. The MOOC platforms and iTU scored 67% in the design category. Analysis of the ratings for the individual components in this category shows there was no significant difference between the Design ratings for iTU and the MOOC platforms. For all platforms, 50% of the elements scored three while 50% of the elements received one. All the platforms allow the display window to orient in landscape and portrait views. All are location neutral and do not require the learner to scroll to view content, however do require the learner to scroll when viewing documents and completing assignments. One element that none of the platforms demonstrated is the ability to input data from ones surroundings, compile the data entered by all students and display it using charts and graphs. None of the platforms are designed with floating, collapsible, overlapping or interactive panels to maximize information presentation. Other mLearning elements found in the MOOC platforms are chunking and interaction. Udacity breaks lectures down into approximately two-minute chunks, and every other chunk contains a brief quiz with immediate feedback. MITx provides short videos followed by activities and interactive labs. In contrast, while some iTU courses are chunked into shorter segments, iTU content frequently consists of a long video or podcast, sometimes an hour or more in length, with no interactive components. V. CONCLUSIONS

As noted earlier, the iTU model is designed to enable educators to archive and distribute course elements in addition to complete courses. This aspect of iTU will remain relevant as long as demand exists for this service. The significant question in this analysis is: Does iTU provide sufficient tools to develop, and a platform capable of supporting, an mLearning experience comparable to MOOCs? Findings reveal the instructional design of all three MOOCs consistently incorporated many elements necessary for effective mLearning. In contrast, the iTU course elements rarely rated as high. However, almost all of the instructional design elements rated did appear in at least one iTU course. This indicates that the iTU platform can support many of the elements necessary for an effective, allinclusive mLearning experience, but the platforms mLearning potential is not being exploited by most of the course designers. At this time, Apple is expanding its

educational initiative only via the iOS platform, the only way to access the iTU and iBook features. This constraint impacts accessibility to effective content, but iTU can still offer improvements to the mLearning experience within this limitation. For example, the highest ranked courses used the iTU app and iBooks; the biggest factor influencing the Satisfaction ratings was the utilization of iBooks. iBooks provides enhanced elements such as interactive quizzes and links to additional information. However, authoring an iBook may take more resources than are available to a course designer. Offering individual apps that break down components (e.g. an app that enables simple design of an interactive quiz or an app that organizes additional resources for the learner) may make including such elements in the course design easier. Social interaction was another element in the Satisfaction category lacking in many iTU courses. This is likely due to the fact that the content is frequently used synchronously when in the context of an external classroom. However, an app to enable discussion boards or a search for other learners taking the course at the same time could help raise the Satisfaction rating. A whiteboard app that enables learners and instructors to work together in real time could serve as a collaboration space for participants or be used to create interactive labs. MOOCs make education available to the masses but not all educators have access to MOOC resources. iTU has the potential to enable educators to create a MOOC-like experience within the iTU model, to which most educators have access. Some innovative instructional designers have already discovered means to do so; very few are aware the means exist. The Apple initiative, with the iTU app and iBooks, forms a strong base from which iTU can develop an instructional design toolkit: a resource market from which educators can select appropriate apps and tools to enhance their mLearning design. With this addition, iTU can not only avoid becoming obsolete when compared to MOOCs, but these enhancements, combined with iTUs accessibility, could lead to it becoming a more innovative and valuable player in the mLearning arena. VI. IMPLICATIONS FOR MLEARNING: MOBILEGOGY

One goal of this study was to form a larger theory of mLearning called Mobilegogy [11]. Guided by the LTCS model, the platform samples were analyzed to create a new mobilegogy model. This model is built upon the LTCS model but evolves to include more comprehensive design elements and guidelines. At its core, mobilegogy is based on the understanding that strategies exist for mLearning that do not apply to any other learning environment. This model (Fig. 1) is a guide for the designer to successfully tailor eLearning to the mobile realm, as well as expand the scope of eLearning by incorporating the capabilities of mobile devices into

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touch-screen device and interactive labs that allow the learner to create and test various types of circuits. mLearning is constantly evolving, therefore the Mobilegogy model is fluid; expanding as more innovations are introduced. A designer looking at this model is reminded that chunking is especially important for the mobilized eLearner and that offering various forms of content acquisition is vital. The model reminds the designer data capture can be incorporated into a lesson. Students can collect and input data, which can then be displayed using charts and graphs. This model guides the designer to successfully tailor eLearning to the mobile realm and inspires the designer to utilize mobile technology to take learning out into the world. VII. ACKNOWLEDGEMENT i
FIGURE 1 MOBILEGOGY MODEL

We would like to thank B.J. Haddad and Ann Wellhouse for their contributions to some of the findings in this report. REFERENCES
Xiao, J., Wang, M. J., & Li, X. (2011). A comprehensive model for designing mobile learning activities and resources, Modern Educational Technology, 21(123), 1521. [2] Haddad, B.J., Machun, P., Trau, C., Wellhouse, A., Zaid, N. (2012) Mobilegogy: is there an app for that? San Diego State University. Unpublished manuscript. [3] Shih, Y. E., & Mills, D. (2007). Setting the new standard with mobile computing in online learning, The International Review of Research in Open and Distance Learning, 8(2). [4] Parry, M. (2011, December 19). MIT will offer certificates to outside students who take its online courses, The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/MITWill-Offer-Certificates-to/130121/ [5] Salmon, F. (2012, January 23). Udacity and the future of online universities, Reuters Blogs - Felix Salmon. Retrieved from http://blogs.reuters.com/felix-salmon/2012/01/23/udacity-and-thefuture-of-online-universities/ [6] Brown, F., Hersey, S., Misoni, C., Teall, E., & Wang, M. (2011 ). An exploration of e- and m-learning design principles: An analysis of iTUniversity, San Diego State University. Unpublished manuscript [7] Churchill, D. (2011). Conceptual model learning objects and design recommendations for small screens, Educational Technology & Society, 14(1), 203216. [8] Wang, M., & Shen, R. (2011). Message design for mobile learning: Learning theories, human cognition and design principles, British Journal of Educational Technology, 1 15. doi:10.1111/j.14678535.2011.01214.x [9] Tan, L., & Wang, M. J. (2010). Best practices in teaching online or hybrid courses: A synthesis of principles. In P. Tsang et al. (Eds.), Lecture notes in computer science: Hybrid learning, 6248 (pp. 117126). Berlin: Springer Publishing. [10] Wang, M. J., Shen, R. M., Novak, D., & Pan , X. Y. (2009). The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. [11] Wang, M. (2009, November 30). Cybergogy. Retrieved from http://edutechwiki.unige.ch/en/Cybergogy [12] Sharples, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age, Medienbildung in neuen kulturrumen (pp. 87 99). VS Verlag fr Sozialwissenschaften. Retrieved from http://dx.doi.org/10.1007/978-3-531-92133-4_6 [1]

effective mLearning designs. It takes the learning experience to the next level by successfully using the capabilities of mobile technology. The core of the Mobilegogy model is Learner Outcomes. The next circle contains the five categories: Location, Technology, Culture, Satisfaction, and Design. The outer two circles represent two tiers. The first tier describes adaptations to instructional design necessary to compensate for the limitations of mobile devices: i.e. small screens, cross-device/platform restrictions and learner mobility. The second tier (outer circle) encompasses the expansion of the learning experience, elements only achievable with mobile devices and unique to mLearning. This model differentiates between mobilized eLearning and mLearning: Mobilized eLearning design adapts learning to the limitations of mobile devices; mLearning design adapts learning to the capabilities of mobile devices. mLearning looks at the mobilization of the device and the mobility of the learner [12]. This definition of mLearning takes the learner out of a static classroom and into the world. Mobilegogy provides an opportunity to apply the strengths of mobile technology to create a unique experience for the learner. The mobilized eLearning portion of the model contains elements that should be present in all well designed learning, such as practice, assessment and real world applications. Mobile platforms expand the designers ability to be creative when incorporating these elements. For example, well-designed learning makes connections to the real world; however, with a mobile device a learner can go to a battlefield to interact with the content in situ, or interact with native speakers when visiting a foreign location to bring a language lesson to life. Innovative ways to incorporate practice observed in the study include the use of specialized apps to aid a language learner in drawing Chinese characters by tracing the characters on a mobile

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