2014 04 03 (educon2014) emadrid uc3m about moo cs spocs and other online courses
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2014 04 03 (educon2014) emadrid uc3m About MOOCs, SPOCs, and other online coursesTRANSCRIPT
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About MOOCs, SPOCs,and other Online
CoursesCarlos Delgado Kloos
Universidad Carlos III de Madrid
eMadrid Excellence Network
www.emadridnet.org
Session 4E (9:00-10:30 at Kocatepe)
Istanbul, Turkey EDUCON, 2014-04-04
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eMadrid Network
UC3M (coordinator)
UAM
UCM
UNED
UPM
URJC
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Istanbul, Turkey
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Presentations
1. C. Delgado Kloos, … (UC3M): Experiences of Running MOOCs and SPOCs at UC3M
2. B. Fernández-Manjón, … (UCM): Serious Games as edX MOOC Activities
3. G. Robles, … (URJC): FLOSS Projects as early MOOCs.A comparison of two ways of acquiring knowledge and skills over the Internet
4. R. Cobos, … (UAM): Towards a Collaborative Pedagogical Model in MOOCs
5. M. Tafwik, … (UNED): A Practice-based MOOC for Learning Electronics
6. E. Tovar, … (UPM): Supporting openness of MOOCs contentsthrough of an OER and OCW framework based on Linked Data technologies
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Presentations
1. C. Delgado Kloos, … (UC3M): Experiences of Running MOOCs and SPOCs at UC3M
2. B. Fernández-Manjón, … (UCM): Serious Games as edX MOOC Activities
3. G. Robles, … (URJC): FLOSS Projects as early MOOCs.A comparison of two ways of acquiring knowledge and skills over the Internet
4. R. Cobos, … (UAM): Towards a Collaborative Pedagogical Model in MOOCs
5. M. Tafwik, … (UNED): A Practice-based MOOC for Learning Electronics
6. E. Tovar, … (UPM): Supporting openness of MOOCs contentsthrough of an OER and OCW framework based on Linked Data technologies
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Presentations
1. C. Delgado Kloos, … (UC3M): Experiences of Running MOOCs and SPOCs at UC3M
2. B. Fernández-Manjón, … (UCM): Serious Games as edX MOOC Activities
3. G. Robles, … (URJC): FLOSS Projects as early MOOCs.A comparison of two ways of acquiring knowledge and skills over the Internet
4. R. Cobos, … (UAM): Towards a Collaborative Pedagogical Model in MOOCs
5. M. Tafwik, … (UNED): A Practice-based MOOC for Learning Electronics
6. E. Tovar, … (UPM): Supporting openness of MOOCs contentsthrough of an OER and OCW framework based on Linked Data technologies
Istanbul, Turkey EDUCON, 2014-04-04
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Experiences of Running MOOCs and
SPOCs at UC3M C. Delgado Kloos, P.J. Muñoz-Merino, M. Muñoz-Organero,C. Alario-Hoyos, M. Pérez-Sanagustín, H. Parada, J.A.
Ruipérez, J.L.Sanz
Universidad Carlos III de Madrid
www.it.uc3m.es/cdk, educate.gast.it.uc3m.es, www.emadridnet.org
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MOOCs
Massive Open Online CoursesAccelerator ofeducational technology research and practice
Awareness of many stakeholders(general public, politicians, university presidents, etc.)
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From MOOCs to SPOCs
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What does SPOC stand for? Single Point of Contact
Sex Professionals of Canada
Sydney Paralympic Organising Committee
Space Program Operations Contract (NASA)
Saturn Performance Owners Club
Southampton Portable Occam Compiler
State Police Officers Council (Iowa)
Self-Propelled Outdoor Club
Shuttle Payload of Opportunity Carrier (NASA)
Spontaneous Oscillatory Contraction (biophysics)
Science Planning and Operations Center
Single Point Orbit Calculator
Steaming Pile of Crap
Supplemental Purchase Order Condition
Simple Pieces of Cloth (baby carrier)
Sensorless Pump Off Controller (oilfield controller)
Systems Programmer On Call
Secondary Point of Contact
Saint Peters Old Collegians(Australian football club)
Stop Poisoning Our Community
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SPOC
Small Private Online CoursesHybrid or blended learning on steroidsUses MOOC technology, Big DataLearning Analytics, Smart Data
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MOOCs vs SPOCs:extend vs improve
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quantity
quality
MOOC
SPOC
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2 Case Studies
1) Genghis projectSPOC for remedial educationLocally hosted Khan Academy platformReview of STEM content
2) EDF courseMOOC for life-long learningMiríadaX platform hosted at service providerAdvanced content
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Common Aspects
Video productionVideos were specifically created for the course(not just recording of classroom lectures)
Digital assessmentImmediate feedbackEffective for helping students take control of their own learning and become self-regulated learners
ForumSocial interactionLearning with others
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Case Study 1: Genghis Project
0 Courses: Remedial courses for freshmento review STEM content
Face-to-face classes beforethe start of the semester
The problemDiverse background and needsLots of contentLittle time
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Genghis Project
Provide additional self-paced contentfor review during the summer
Khan Academy platform was open source(till summer 2012)
Project started beginning 2012
Still provide face-to-face classes
Kind of flipping the classroom
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Genghis Project
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Istanbul, Turkey EDUCON, 2014-04-04Aug 2012
Aug 2013
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Lectures
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Exercises
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Gamification
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Analytics
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Data
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Case Study 2: EDF Course
MiríadaX MOOC platform for Spanish and Portuguese speakers Launched Nov 2012 by Telefónica LS and Universia (B. Santander)
UC3M launched 3 MOOCsFeb-Apr 2013 Received support from MiríadaX miriadax.com/web/
universidad-carlos-iii-de-madrid
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Future Digital Education
1: Interaction and Education 1. What is Interaction? 2. From the Textbook to the Toolbox 3. Oral Communication and Interaction
2: Mobile Learning 4. Technological Support 5. Content, Formats, and Apps 6. Scenarios and Projects
3: New Education 7. Revolution in Education 8. Lessons and Evaluation 9. Motivation and Analytics
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xMOOC or cMOOC?
Essentially xMOOCMiríadaX platformVideos lectures, Multiple Choice Questions,Peer evaluation, Q&A, Forums
But also external social toolsTwitterFacebookMentormob
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Multiple Roles
Academic staff3 main professors (ARH, MMO, CDK)2 additional professors (CAH, MPS)PhD students
FacilitatorsCommunity managers
Production SupportVideo production staffUploading staffSubtitling staff
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Ideal Curriculum
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The Reality
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Roles and Rewards
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SPOC
recognitiontechnologypedagogy
do
MOOC
outreach
support
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Next Steps
More MOOCswww.edx.org/school/uc3mxJoined edX4 MOOCs for beginning 2015
More SPOCs spoc.uc3m.es
Review coursesReinforcement coursesDeepening content
digital.uc3m.es
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References (SPOC)
P.J. Muñoz-Merino, J.A. Ruipérez, C. Delgado Kloos: “Inferring Higher Level Learning Information from Low Level Data for the Khan Academy Platform”. In LAK2013: 3rd Internat. Conf. Learning Analytics and Knowledge, 2013 ACM, 112-116
J.A. Ruipérez, P.J. Muñoz-Merino, C. Delgado Kloos: “An architecture for extending the learning analytics support in the Khan Academy framework”. In TEEM 2013: Technological Ecosystems for Enhancing Multiculturality. Learning Analytics Track. Salamanca, ES, 14-16 Nov 2013
P.J. Muñoz-Merino, E. Méndez, C. Delgado Kloos:“SPOCs for Remedial Education: Experiences at the Universidad Carlos III de Madrid”. In eMOOCs2014: 2nd Europ. MOOC Stakeholder Symp., Lausanne, CH, 10-12 Feb 2014
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References (MOOC)
C. Alario-Hoyos, M. Pérez-Sanagustín, C. Delgado Kloos H. Parada, M. Muñoz-Organero, A. Rodríguez-de-las-Heras: “Analysing the impact of built-in and external Social Tools in a MOOC on Educational Technologies”.In EC-TEL 2013, Sep. 2013, Springer LNCS, 17-21
C. Alario-Hoyos, M. Pérez-Sanagustín, C. Delgado Kloos,I. Gutiérrez-Rojas, D. Leony, H.A. Parada G.: “Designing your first MOOC from Scratch: Recommendations after Teaching 'Digital Education of the Future'”.In eMOOCs2014: 2nd Europ. MOOC Stakeholder Symp., Lausanne, CH, 10-12 Feb 2014
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References (MOOC)
C. Alario Hoyos, M. Pérez-Sanagustín, D. Cormier, C. Delgado Kloos: “Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs”.In J. Universal Computer Science 2014, in print
C. Alario-Hoyos, M. Pérez-Sanagustín, C. Delgado Kloos H. Parada, M. Muñoz-Organero: “Delving into participants’ profiles and use of social tools in MOOCs”.In IEEE Trans. Learning Technologies 2014, in print
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Conclusion
Entering a new era of Digital EducationFrom Blackboard to Powerpointto Internet Multimedia content
Set up institutional support to help facultyInfrastructures, Tools, Personnel, Best practices
Learning by doing
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