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MOOCs, the Game of Higher Education Thrones

Towards a Crowd-sourced Open Education Strategy for Employment in Europe with Qualification-focused MOOCs

by Stylianos Mystakidis , University of Patras & University of Jyväskylä, Finland and Eleni Berki University of Tampere & University of Jyväskylä, Finland

Europe has the opportunity to utilize Open Education to train specialized workforce and boost employment by increasing MOOC quantity, speeding-up MOOC delivery and improving MOOC quality. Authors propose a crowd-sourced open mechanism called MOOCAgora for the innovative design and agile development of qMOOCs. MOOCAgora is the heart of an 8-stage business circle that impacts the job market. An identified local, national or European skills shortage is addressed in MOOCAgora through massive certified delivery of skills and competences in qMOOCs. qMOOCs are a newly proposed quality-centered format of MOOCs that focuses on skills and qualifications construction. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.

Presentation for a paper in the HOME MOOC Conference: Mapping the European MOOC territory, Porto Nov 27th 2014

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MOOCs, the Game of Higher Education Thrones

  1. 1. MOOCs Game of the Learning Thrones MooCS Higher Education
  2. 2. Towards a Crowd-sourced Open Education Strategy for Employment in Europe with Qualification- focused MOOCs Stylianos Mystakidis & Eleni Berki HOME conference, Mapping the European MOOC Territory, 27/11/14, Porto
  3. 3. Stylianos Mystakidis MSc, PMP, Phd cand. • Learning Manager & Innovator @ Center for Vocational Training, University of Patras (Greece) • Adjunct Faculty @ University of the West of England (UK) & Open University of Catalonia (Spain) • Teaching Mentor @ University of Washington (USA) • Research Interests: E-learning, Open Education, 3d Virtual Worlds, Gamification, Problem-Based Learning, Digital Storytelling
  4. 4. 4 Axes of Systemic Analysis 1. Strategy / Policy Aims (why?) 2. Organization (who?) 3. Business Model (€€€) 4. Pedagogy / Instructional Design (how?) Disclaimer: alpha version! (PhD study)
  5. 5. Fast-track version 1 Strategy/Policy Aim 3 Challenges 2 Organization/Business Recommendations 3 Pedagogy Recommendations
  6. 6. Fast-track version We can produce more, faster and better MOOCs to address skill gaps in Europe by multi-partner alliances in a (new) crowd-sourced virtual Marketplace for MOOCs (MOOCAgora) for the development of Quality- and Qualification- focused MOOCs (qMOOCs) that feature deep learning through Problem-Based Learning and 3d Virtual Immersive Environments
  7. 7. Inspiration • 1st (GR) informal Big Open Online Course (BOOC) • Blended (sync & async) • 3d VIEs (Second Life) • 2011-2013 • 220 participants
  8. 8. Seal of Good Teaching Practice #mathisi20
  9. 9. University of Washington Maya Island, Best Educational Practice in Virtual Worlds Award, VWBPE 2012
  10. 10. I. The Challenges
  11. 11. Winter is coming #got
  12. 12. MOOCs are coming In Higher Education…
  13. 13. Europe & MOOCs (?)
  14. 14. Policy Recommendation “Address the e-skills shortage challenge amidst of record-high European youth unemployment through open education for flexible mass scale upskilling” Digital Agenda Assembly 2012 (Jobs & Skills)
  15. 15. Three Challenges for Mass Open Education for Employment 1. Design and offer more MOOCs in more EU countries [more2 MOOCs] 2. Create new models to accelerate MOOC production to address e-skills needs, and finally [faster MOOCs] 3. Facilitate the design of different and/or better MOOCs especially focused for webskills [better MOOCs]
  16. 16. Change?
  17. 17. more2 MOOCs
  18. 18. Faster MOOCs
  19. 19. II. MOOCAgora
  20. 20. MOOCAgora 1/2 • Virtual platform where governments, industries, professional associations, educational institutions and certification providers meet to address skill gaps through open education • Mechanism for offer and demand of MOOCs for employment (a.k.a. ‘MOOC Store’) • Based on Open Innovation and online Communities of Practice (CoPs)
  21. 21. MOOCAgora 2/2 • Open Education Ideagora • Crowd-founded ecosystem • Multiple partners • Open biding • Demand- and Offer-driven • Qualification-focused • Accountability
  22. 22. 8-stage MOOC for Employment Business Circle
  23. 23. 8 Stages 1. Job Market Monitoring 2. Skills Shortage Identification 3. Set Qualification Aims (linked with stage 7) 4. Action Decision 5. qMOOC Design 6. qMOOC Provision 7. Qualifications Certification 8. Job Market Impact
  24. 24. Partner Roles 1. Coordinator 2. Instructional Designer 3. Technology Provider 4. Content Provider 5. Problems Provider 6. Certification Provider
  25. 25. qMOOCs • New form of MOOCs • q stands for Qualification and Quality • Empirical construction of specific qualifications and skills, achieving visible and verifiable learning outcomes • Flexible multi-partner MOOC development • Graduates: employable qualified, manifold thinkers
  26. 26. better MOOCs
  27. 27. III. MOOC Pedagogy Recommendations
  28. 28. 1. Deep Learning • Development of conditionalized knowledge and metacognition through Communities of Practice • Manifold Thinking Skills (creative, critical, caring and reflective)
  29. 29. 2. Problem-Based Learning (PBL/PFE) i. Begins with a problem ii. Presents the problem as a real-life situation iii. Supports students ́manifold thinking and working in a group iv. Encourages students to identify their own learning needs and take responsibility of their own learning processes v. Encourages assessment and evaluation of the learning process and its learning outcomes
  30. 30. Mozilla Webliteracy framework
  31. 31. 3. 3d VIEs & MOOCs • Formal and informal learning experiences • Identity and avatar psychology • Enhanced, immediate synchronous e-learning interactions • Experiential and social learning • Virtual teamwork • Formation of virtual learning communities • Effective behavior-changing learning experiences
  32. 32. Synopsis We can produce more, faster and better MOOCs to address skill gaps in Europe by multi-partner alliances in a (new) crowd-sourced virtual Marketplace for MOOCs (MOOCAgora) for the development of Quality- and Qualification- focused MOOCs (qMOOCs) that feature deep learning through Problem-Based Learning and 3d Virtual Immersive Environments
  33. 33. Education in the Digital Era • High Level Conference Brussels, Dec. 11th 2014 • 3 Themes – Increasing the Quality of Learning – Increasing the Impact of Educators (!) – Addressing Inequalities through Access • Opportunity to accelerate Innovation! • Join the preconference online dialog #EdDigEra in Social Media!
  34. 34. Stylianos Mystakidis Learning Innovator linkedin.com/in/stylianosm @stylianosm2 mystakidis@upatras.gr

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