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Integrating MOOCs in Traditional Higher Education- eMOOCs15

Presentation at the eMOOCs 2015 Conference in Mons, Belgium 18-20 May 2015
Integrating MOOCs in Traditional Higher Education, by Dr. Diana Andone
Dr. Andrei Ternauciuc, Vlad Mihaescu, Prof.dr. Radu Vasiu
Politehnica University of Timisoara, Romania
This paper presents concepts and experiences on integrating MOOCS into traditional higher education in Romania. Three study cases on integrating MOOCs in courses at undergraduate and Master level present and discuss the opportunities in different pedagogical concepts as flipped classroom. These activities require the acquisition of new skills by students and teachers. Advantages and limitations on using this educational model from concepts to management and technology indicate the challenges that lay ahead of educators who are willing to include MOOCs in their everyday teaching activities.

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Integrating MOOCs in Traditional Higher Education- eMOOCs15

  1. 1. 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  
  2. 2. Digital Natives
  3. 3. March  2014,  www.deloi8e.com/us/tm8rends  
  4. 4. Communication & Technology Renaissance Sharing & creating knowledge, education, information, life experiences, Using (open & free) technology
  5. 5. 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?  
  6. 6. NMC  Horizon  2015   h8p://www.nmc.org/pdf/2015-­‐horizon-­‐he-­‐ preview.pdf  
  7. 7. 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  
  8. 8. OPEN  ….  
  9. 9. Flipped  classroom     •  Use  of  OERs   •  Integra@ng  MOOCs   •  Interna@onal  co-­‐ opera@on  for  in   class  ac@vi@es   •  Opening  educa@on   •  cMOOCs  
  10. 10. 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      
  11. 11. Variants  of  blending  MOOCs  in  university  courses     Holotescu,  C.,  Grosseck,  G.,  Cretu,  V.,  Naaji,  A.  (2014).     Integra(ng  MOOCs  in  Blended  Courses  
  12. 12. 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  
  13. 13.   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  
  14. 14. 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  
  15. 15. 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  
  16. 16. 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  
  17. 17. 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  
  18. 18. 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  
  19. 19. 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)  
  20. 20. 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  
  21. 21. 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  
  22. 22. 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    
  23. 23. 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       Openness   to/culture   of   knowledge-­‐sharing   and   re-­‐use,     exploita@on   of   the   OER   movement   benefits,   cri@cal   thinking Project   work:   online   course/   training   /   ICT  help  development Collabora@on   in   local   learning   community
  24. 24. 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 responsibilities, share diverse 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
  25. 25.  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  
  26. 26. 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/  
  27. 27. 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  
  28. 28. 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  
  29. 29. Master the technology!
  30. 30. ENGAGE  
  31. 31. make  xMOOCs  more  close  to  cMOOCs   h8p://rubyforwomen.com/wp-­‐content/uploads/2015/02/Weakness_Strength.jpg  
  32. 32. Have  you  included  MOOCs  in  your  HE   class?     What  are  the  biggest  threats  for  HE  with   regards  of  MOOCs  (non-­‐widely  spoken   languages  countries)?      
  33. 33. CONTACT Dr. Diana Andone Director e-Learning Center Email: diana.andone@upt.ro Web Elearning.upt.ro/diana.andone UPT  –  CeL    Campus  Virtual        www.cv.upt.ro   @diando70 h8p://www.slideshare.net/diando70/     EDEN Fellow 2011

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