Integrating MOOCs in Traditional Higher Education- eMOOCs15

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


•  MOOCs & OERs: Course external resources

•  16 courses (45% edX, 34% Coursera, FutureLearn, iVersity, Udacity )

•  Open2Study, duolingo, open2study, nu, Saylor, khanacademy.org, gymnasium.aquent.com


•  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


•  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


•  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

Integrating MOOCs in Traditional Higher Education- eMOOCs15

Education

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