4. Research University UoAS
Research University University of Applied Sciences
Focus on research Focus on teaching
Global orientation Local / regional orientation
Teaching in Dutch and (often) English Teaching mainly in Dutch
Research profile in curriculum Practice based profile in curriculum
Cooperation between institutions
(research)
Hardly cooperation between institutions
Consequences
MOOC: focus on publishing and reuse MOOC: focus on reuse
OER: both publishing and reuse OER: more reuse than publishing
Duisterwinkel, H., Gorissen, P. & Schuwer, R. (2014). Open en online onderwijs in HBO en WO: never the twain shall meet?
In: Jelgerhuis, H., Riksen, D. & Schuwer, R. (eds). Thema uitgave open en online onderwijs, editie didactiek. SURF, Utrecht.
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5. Exceptions
• Sustained cooperation
• International orientation for some programs
• Experimenting with online learning & showing expertise
No access to large platforms
Exception: EdX via OEC
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6. Some opinions
• Fear of reputation when sharing
• Fear of losing regional identity (specific for UoAS)
• Change in mindset needed when going from
closed to open (both teachers and management)
• Uncertainty about giving credits for MOOC
certificate
• Financial consequences unsolved
Source for research!
Janssen, B., Jelgerhuis, H. & Schuwer, R. (2014). Supporting Open Education Policymaking by Higher Education Institutions in the Netherlands: Lessons Learned.
Proceedings OCWC Global Conference, 23-25 april 2014 Ljubljana, Slovenia. 6
7. Some observations (UoAS)
• A lot is happening under the radar
• Mainly reuse of resources
• Hardly sharing
• Experiences are not shared
– No learning
Source for research!
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9. Characteristics FHICT
• 11 programs Bachelor
• ~ 2600 students
– 1000 started in 2014
– ~ 350 in English stream
– ~ 280 part time
• Innovation stream
• ~ 200 employees (150 lecturers)
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10. Why open education for FHICT?
• Efficiency
– Many students and many job openings
• Innovation
– Fast response on developments in ICT
• Quality
– More personalized education
• Opportunity for cooperation
– Partners in education
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11. FHICT and MOOCs: reuse
• Minor Big Data
• Minor ERP & BI
– Udacity MOOC Introduction to Mapreduce and Hadoop
• And more plans to reuse MOOCs
How about the student?
11Steve Snodgrass @ Flickr
12. Survey
• Students FHICT
• Goal:
– Awareness of MOOCs
– Perceived opportunities and threats
• Results are input for further planning
12Véronique Debord-Lazaro @Flickr CC BY-SA
13. Responses
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Category #
Students 4th year who participated in minor ERP&BI 21
Studenten 4th year who did not participate in minor ERP&BI 10
Other students (year 1 – 3) 156
Total 187
14. Awareness & experience
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Question Yes No N.A.
MOOC is known concept? 33 (17,6%) 154 (82,4%) -
Looking for a MOOC? 35 (18,8%) 151 (81,2%)
Take a MOOC? 22 (11,8%) 164 (88,2%)
If yes: finished MOOC? 7 (31,8%) 14 (63,6%) 1 (4,5%)
If yes: earned a certificate? 3 (42,9%) 3 (42,9%) 1 (14,3%)
• Awareness in line with other research (e.g. Aboshady et al, 2014)
Aboshady, O. A., Radwan, A. E., Eltaweel, A. R., Azzam, A., Aboelnaga, A. A., Hashem, H. A., ... & Hassouna, A. (2015).
Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study. BMJ open, 5(1), e006804
15. Opportunities
15
MOOC = Learning of the future
MOOC offers a simple way to
extend my personal program
With a MOOC I can shape my
educational program
With a MOOC I can deepen my
education
With a MOOC I can cooperate with
students all over the world
With a MOOC I can learn about
programs of other institutions
With a MOOC I can take subjects
that are not offered regularly
A MOOC can be used by students
for extra subjects in their program
A MOOC raises the quality of the
program
N=169
16. Threads
No threat Little threat Big threat Very big threat
Program is too full; no time
for extra activities
MOOC is hard to combine with a
“prof task”
Most MOOCs require rigid planning
MOOCs should be taken independent.
Little support is available
MOOCs are often from renowned
universities. Probably too difficult for me
Most MOOCs are in English
N=166
18. Future plans
• Extend student survey
• Opening up the program
– Focus on reuse
– Teacher as the focal point for interventions
– Supporting tools
• Open Education and Open innovation
– What can we learn from Open Innovation processes?
– How can Open Education contribute in realizing a vision on Open
Innovation?
• Cooperation with lectorate Big Data
– Learning Analytics
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21. Quote
“I replaced the word ‘OER’ with ‘MOOC’ in my rejected
proposals and they got accepted”
Prof. Martin Weller, Institute of Educational Technology,
Open University UK
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22. OER research agenda
• Policy
• Adoption
• Effectivity
• Postinitial education
• Sustainability
• Creating, adapting and (re)using OER
• Implementation
• Infrastructure
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Smith, M.S. (2013). Ruminations on Research on Open Educational Resources. William and Flora Hewlett Foundation, Menlo Park, USA.
24. 24
Use MOOCs to better understand education
Better understand the MOOC phenomenon
25. MOOC research from the openness viewpoint
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Publish Reuse
Vehicle
Subject
4
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eMOOCs2015 research track
26. Just some thoughts
(for discussion during lunch)
• How valuable is it to have stratified MOOC-as-a-subject
research?
• How can UoAS benefit from MOOC-as-a-subject
research?
• How important are open licensed MOOCs for taking
advantage of research results on MOOCs?
• Would an OER-as-a-subject research provide more
advantages for UoAS in the near future?
26Tourism Victoria @Flickr