Integra(ng MOOCs in Tradi(onal Higher Educa(on
Dr. Diana Andone Dr. Andrei Ternauciuc, Vlad Mihaescu, Prof.dr. Radu Vasiu
Politehnica University of Timisoara, Romania #eMOOCs2015
Digital Natives
March 2014, www.deloi8e.com/us/tm8rends
Communication & Technology Renaissance
Sharing & creating knowledge, education,
information, life experiences,
Using (open & free) technology
Worldwide Par@cipa@on in Higher Educa@on is Expected to Grow ~60% by 2025…
2011 2025
Worldwide Participants in Tertiary Education, 2011 and 2025 Projected In order to
accommodate these 98 million new
students, four major universities of
30,000+ students would need to open every week for the
next 15 years
Source: h*p://www./meshighereduca/on.co.uk/features/a-‐different-‐world/2001128.ar/cle; OECD indicators Educa/on at a Glance 2012 and Trends in Global Higher Educa/on: Tracking an Academic Revolu/on, UNESCO 2009
165M
263M
What about HE in countries with less widely used languages?
NMC Horizon 2015
h8p://www.nmc.org/pdf/2015-‐horizon-‐he-‐preview.pdf
Blending MOOCs in university courses -‐ EdX
„We are taking what we are learning and the technologies we are developing in the large and applying them in the small to create a blended model of educa@on to really reinvent and reimagine the classroom.” We need to go from lectures on the blackboard to online exercises, online videos. We have to go to interac(ve virtual laboratories and gamifica(on. To go to completely online grading and peer interac(on and discussion boards.
Everything really has to change.” Anant Agarwal, 2013. Why massive open online courses (s/ll) ma*er. A TED presenta@on, ted.com/talks/anant_agarwal_why_massively_open_online_courses_s@ll_ma8er.html
OPEN ….
Flipped classroom
• Use of OERs • Integra@ng MOOCs
• Interna@onal co-‐opera@on for in class ac@vi@es
• Opening educa@on • cMOOCs
cMOOCs cMOOCs provide great opportuni@es for non-‐tradi@onal forms of teaching approaches and learner-‐centered pedagogy where students learn from one another (Dron, 2014)
cMOOCs Connect Network Learner-‐centered Peer founded OERs, xMOOCs
xMOOCs Placorm Academic oriented Assessment Linear
Variants of blending MOOCs in university courses
Holotescu, C., Grosseck, G., Cretu, V., Naaji, A. (2014). Integra(ng MOOCs in Blended Courses
Web Programming, 2013-‐14/2014-‐15, III CTI
• HTML/HTML5, Javascript, CSS, XML, Perl, PHP, MySQL, Ajax; • Web2.0/Social Media (blogging, microblogging, social networks, collabora(ve
applica(ons, cura(on/collabora(ve bookmarking systems, RSS feeds, mash-‐ups), Open Educa(onal Resources and Crea(ve Commons licenses, Massive Open Online Courses.
Holotescu, C., Grosseck, G., Cretu, V., Naaji, A. (2014). Integra(ng MOOCs in Blended Courses
announcements
modules
collabora(ve exercises
learning from the stream
mul(media messages
opennes to (small) OERs
polls/quiz/ comments via SMS (f2f)
valida(ons -‐ interac(ons with users/experts/ groups
Web Programming Blended Course Cirip.ro: msLMS
Steps for MOOCs Integra(on
• 1.MOOCs discovery and selec(on -‐ #mooc: • openeduca(oneuropa.eu • mooc-‐list.com • futurelearn.com • class-‐central.com
• 2.Par(cipa(on in MOOCs –requirement: at least 10% of the ac(vi(es • 3.MOOCs par(cipa(on evalua(on: survey with 55 responders/70 students
MOOCs Par(cipa(on Evalua(on
• knew about MOOCs before the course (49%) • followed MOOCs before the course (29%) • will follow MOOCs aher the course (100%) • ac(vi(es completed in MOOCs (66%: > 50%, 24%: 100%)
Followed MOOCs: Coursera (44%), Udemy (23%), Udacity, edX, Khan Academy, Codecademy, FutureLearn, but also European MOOCs found on Open Educa(on Europa In the same (me MOOCs for other disciplines
Instruc(onal Technologies course
27 students – 2nd year Master in Mul@media Technologies To a8end ac@vely a MOOC, comment, produce a report and analyze – 25% final mark
Instruc(onal Technologies course
• MOOCs & OERs: Course external resources
• 16 courses (45% edX, 34% Coursera, FutureLearn, iVersity, Udacity )
• Open2Study, duolingo, open2study, nu, Saylor, khanacademy.org, gymnasium.aquent.com
Instruc(onal Technologies course
• 33% live MOOCs
• 93 % completed with cer@ficate
• 87 % previously a8ended another MOOC
• Online discussion in course blog, wiki and face-‐to-‐face
• Evalua@on as a MOOC course report (instruc@onal and technological)
• Survey
Instruc(onal Technologies course
• 57 % students considered ac@vi@es in MOOC as normal higher educa@on ac@vi@es
• Comparing with regular university materials: 45 % similar quality
• 73% accessed courses from mobile
• The best reasons to a8end: free, easy access, any@me learning: 5 (scale 1-‐5)
Instruc@onal Technologies course
1
6
4
1
2
0
1
2
3
4
5
6
7 diifcult communica@on
lack of communica@on with peers no communica@on with tutor
to many materials
to easy, not helping me
What students disliked during the MOOC
Instruc@onal Technologies course
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5 more tutor interac@vity
more peer interac@vity
more videos
more text resources
more general resources
more ac@vi@es
links with (facebook, twi8er, linkedin, etc) more up-‐to-‐date informa@on
to be8er know the peers
new courses
What students want more from a MOOC
Instruc(onal Technologies course
• More specific assessment • More interac@on • More prac@cal subjects • Need for qualita@ve feedback • as a personaliza@on of learning, possibility to choose which of the learning pedagogies
• New experience, will follow new courses, learned new things
Integra@ng MOOCs in HE course ac@vi@es and pedagogical benefits Ac(vi(es in the HE course (in CVUPT) Pedagogical benefits
Face-‐to-‐face ac@vi@es
Discussions for deeper understanding of the course topics/requirements
Learner-‐centric teaching
Feedback on assignments
Online ac@vi@es on CVUPT
Follow course materials Self-‐paced study for different learning styles, enhanced focus and a8en@on
Discussions of OER, MOOCs and CC licenses
Openne s s t o / c u l t u r e o f knowledge-‐sharing and re-‐use, e xp lo i t a@on o f the OER movement benefits, cri@cal thinking
Project work: online course/ training / ICT help development Collabora@on in local learning
community
Ac(vi(es in the HE course (in CVUPT)
Pedagogical benefits
Group work Online course project
Skills for collaborative work: challenge assumptions, delegate roles and r e s p o n s i b i l i t i e s , s h a r e d i v e r s e perspectives, find effective peers to emulate, collaborative tools usage
MOOC
Study MOOC materials (short videos, podcasts, presentations) and answer to corresponding quizzes
Self-paced/active learning
Solve assessments Retrieval learning, gamification
Evaluation of peer assignments Peer-assessment, assuming objectivity and responsibility
Discussions / feedback in MOOC forums
Participation in global learning communities, instant feedback
MOOC selection Skills for continuing and for learning autonomy, self-assessment of learning objectives
For students:
• autonomy in assessing their own learning needs for choosing the MOOCs in which to par@cipate
• New digital skills • Interac@on and collabora@on
• the curated use of informa@on – analyse & sythesis
Holotescu, C., Grosseck, G.,. (2014). Integra(ng MOOCs in Blended Courses.
Benefits/Challenges of MOOCs integra(on in flipped classrooms
Contradic@ons & Challenges • For teachers:
• to oppose uniformity and self-‐sufficiency New skills and tasks: • complex course design/management • OERs and MOOCs cura@ng • New evalua@on and assessments methods • New digital skills
Image: h8p://www.spafuturethinking.com/blog/
Advantages
• Fading tradi@onal educa@on barrier • developing/improving digital skills • always connected to real-‐life situa@ons • access to latest technology • experiencing a more fundamental form of self–educa@on and open-‐educa@on
• learning from the stream: there are thousands of colleagues/prac@@oners/experts from all over the world to interact with
Wicked
• elimina@ng the confusion with distance educa@on: universi@es that already have implemented this model, use informa@on technology as a support for educa@on, and not as an alterna@ve
• for MOOCs in HE facilitators, prior experience in designing and running online courses is needed
• a strategy for assessment • Credits transfer
Master the technology!
ENGAGE
make xMOOCs more close to cMOOCs
h8p://rubyforwomen.com/wp-‐content/uploads/2015/02/Weakness_Strength.jpg
Have you included MOOCs in your HE class? What are the biggest threats for HE with regards of MOOCs (non-‐widely spoken languages countries)?
CONTACT Dr. Diana Andone Director e-Learning Center Email: [email protected] Web Elearning.upt.ro/diana.andone
UPT – CeL Campus Virtual www.cv.upt.ro
@diando70
h8p://www.slideshare.net/diando70/
EDEN Fellow 2011