MOOCs och kvalitet - en omöjlig kombination?

Ebba Ossiannilsson, Alastair Creelman och Ulf-Daniel Ehlers

CC BY-SA Some rights reserved by AJC1

Låg genomströmning

Oftast högutbildade, digitalt kompetenta

Överföringspedagogik

Når inte nya studentgrupper

Fokus på innehåll

Fokus på lärprocesser

Copyright Öppen (OER)

MOOC-kompass

Image: Open Clipart, public domain

MOOC-kvalitet – i betraktarens öga?

CC BY-NC-SA Some rights reserved by Insight Imaging: John A Ryan Photography on Flickr

EFQUEL MOOC Quality project

2013

MOOC-kvalitet

• Tydligt syfte med kursen• Transparens• Hantera förväntningar• Stöd och återkoppling• Hoppa på i stället för hoppa av• Underbart är kort• Flexibilitet

CC BY-ND Some rights reserved by Mufidah Kassalias

12 MOOC-dimensioner

• Öppenhet• Skala• Multimedia• Kommunikation• Kollaboration• Learning

pathway

Ref: Conole, G. (2014) A new classification schema for MOOCs. International Journal for innovation and Quality in Learning, Issue 3.

• Kvalitets-säkring

• Reflektion• Certifiering• Formellt

lärande• Autonomi• Diversitet

CC BY-NC Some rights reserved by Fonk on Flickr

MOOCathon, Barcelona 2013

Publicering

Perspectives on MOOC quality - An account of the EFQUEL MOOC Quality Project (Creelman, Ehlers, Ossiannilsson)

International Journal for Innovation and Quality in Learning (INNOQUAL)Issue 3, Sept 2014.

http://cdn.efquel.org/wp-content/blogs.dir/6/files/2013/02/INNOQUAL-Issue-3-Publication-Sep-2014-FINAL-complete1.pdf

The MOOC hype cycle

A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/

We are here

In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)

Installation period

& technological revolutions

Bubble

Collapse

Deployment period

Gartner 2014

Main message Xavier Prats-Monne of the EC

What can MOOCs do?” is not relevant any longer; rather, we have to ask "What should MOOCs do?”

Will affect higher education and that the traditional educational map must be redrawn with other structures, colors, models, pedagogy, organization, management

Learning Analytics Diagram - George Siemens

Öppenhet gentemot den enskildeDigital öppenhetIndividcentreradSjälvständigt lärandeMedia stött lärandeKvalitet i fokusDiversitet

OpenupEd LABEL

http://www.moocresearch.com/

Learner initiated

Externallyset

Learning contextGuided

Learn

ing

goals

§

Self-guided

Networked knowledge Distributed knowledge

Fit for success My career path

Universities play a key role:→ As professional training

providers→ As educational content

providers

Universities play a key role:→ As educational content

providers→ For certification and

accreditation

A global open research arena enables anybody to engage in research

Universities play a key role: → as research hubs

Guided discovery Self-guided discovery

Guided journey Self-guided journey

Where are the MOOCs???

CC IPTS2014

Research

Content

Guidance

Assessment

Certification

Sele

ction

Today

Educ

ation

al In

stitu

tion

Research

Research

Research

MOOCs

MOOCs

2030

Research

Content

Guidance

Assessment

Certification

Selection

Selection

CC IPTS2014

Research

Content

Guidance

Assessment

Certification

Research

Research

Research

MOOCs

MOOCs

2030

Fler frågor än svar:

Nya modeller (business models)

Finansieringsmodeller

Certifiering, erkännande, tillgodoräknanden

Utbildning- forskning

Experimentation Innovation!

CC IPTS2014

Möjligheter…

Modell för kollaborativt

lärande

CC BY Some rights reserved by kevin dooley

Smakprov påhögre utbildning

Nationella öppnakurser

Livslångt lärande

Kommersiellamodeller

Hybridmodeller

Bite-sized learning

..biggest challenge in innovation is envisioning a new paradigm and abandoning the old constructs

….growing disruption of higher education’s traditional business models, there is a steady move towards ‘openness’ that is driving innovation and has the potential to create a new paradigm in HE

…quality procedures for improvement aim at enhancing futureperformance rather than judging past performance

…time that we accept this challenge and recreate our institutions for service in a networked, lifelong learning context

MobilitetSamarbeteÖppenhetIndividualiseringKvalitet