This document discusses integrating Massive Open Online Courses (MOOCs) into traditional higher education. It notes that worldwide participation in higher education is expected to grow significantly by 2025. MOOCs can help address this growth by supplementing traditional courses. The document outlines several ways MOOCs have been integrated into existing university classes, such as having students participate in MOOCs and complete assessments. Student surveys found positive reactions to supplementing courses with MOOCs. MOOCs exposure increased students' interest in online learning.
Integrating MOOCs in Traditional Higher Education- eMOOCs15
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
4. Communication & Technology Renaissance
Sharing & creating
knowledge,
education,
information,
life experiences,
Using (open & free) technology
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?
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
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. 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. Variants
of
blending
MOOCs
in
university
courses
Holotescu,
C.,
Grosseck,
G.,
Cretu,
V.,
Naaji,
A.
(2014).
Integra(ng
MOOCs
in
Blended
Courses
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.
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. 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. 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. 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
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
31. make
xMOOCs
more
close
to
cMOOCs
h8p://rubyforwomen.com/wp-‐content/uploads/2015/02/Weakness_Strength.jpg
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. 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