emma summer school - antónio teixeira - mooc pedagogies xmoocs, cmoocs and imoocs

MOOC PEDAGOGIES xMOOCs, cMOOCs and iMOOCs

António Moreira Teixeira EUROPEAN DISTANCE AND E-LEARNING NETWORK (UK) INTERNATIONAL BOARD OF STANDARDS FOR TRAINING,

PERFORMANCE AND INSTRUCTION (USA) UNIVERSIDADE ABERTA (PT)

11th JOINT TEL SUMMER SCHOOL

MOOC Pedagogies: xMOOCs, cMOOCs and iMOOCs by António Moreira Teixeira is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

06/07/2015


2 António Moreira Teixeira

(EDEN, IBSTPI, UAb)

Agenda

• Unit 1

From Open Educational Practices to MOOCs

1.1. Brief History of Digital Openness in Education 1.2. Evolution of the OER movement 1.3. What is a MOOC?

• Assignment 1: Defining MOOCs

– [10:00-10:30] – Group work

Topics

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(EDEN, IBSTPI, UAb)

Agenda

• Unit 2

Towards an Alternative European MOOC Model?

2.1. Typology of MOOC Provision Models 2.2. An European Model for Scalable Education? 2.3. The iMOOC Experience

• Assignment 2: Comparing different MOOC pedagogical models

– [10:00-10:30] – Group work

Topics

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(EDEN, IBSTPI, UAb)

Unit 1

From Open Educational Practices to MOOCs

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(EDEN, IBSTPI, UAb)

http://openeducationeuropa.eu/en/european_scoreboard_moocs

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(EDEN, IBSTPI, UAb)

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(EDEN, IBSTPI, UAb)

Name Learners Courses Partners Interface Language Courses languages Country

Coursera 10,63 Millions

886 116

Arab, Chinese, German, English, French, Spanish, German, Russian, Turkish

English, Chinese, Spanish, Portuguese, French, Russian, Turkish, Italian, Ukranian, German, Vietnamese, Hebrew, Japanese, Arabic, Greek, Persian, Macedonian, Czech, Dutch

USA

edX unknown 381 61 English English, Chinese, Spanish USA

Future Learn

1 Million 46 45 English English UK

iversity unknown 43 7 English, German English, German, Russian, Italian Germany

Miríada X 1,42 Million

10 73 Spanish, Portuguese Spanish, Portuguese Spain

Udacity unknown 54 14 English English USA

OpenupEd unknown 292 13 English English, Italian, Russian, Spanish, French, Arab, Portuguese, Dutch, Irish

Europe

FUN unknown 82 31 English, French French, English France

(Darco Jansen, 2015)

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(EDEN, IBSTPI, UAb)

Allen, I.E. and Seaman. J. (2015). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group.

http://www.onlinelearningsurvey.com/reports/gradelevel.pdf

Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European Higher Education Institutions: Results of a mapping survey conducted in October-

December 2013.

http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx

Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based on a mapping survey conducted in October - December 2014. EADTU – HOME project

http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf

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(EDEN, IBSTPI, UAb)

Some results of HOME MOOC survey • European institutions are more involved in MOOCs than the US

• The number of European institutions involved with MOOCs is increasing

• MOOCs are perceived in Europe as a sustainable format of course provision.

• In Europe the institutions are increasingly developing a positive attitude to MOOCs and have positive experiences of their added values .

• Most dominant objective in all studies is to increase institutional visibility and using MOOCs for reputation reasons.

• In the US MOOCs are perceived by institutions as basically useful for student recruitment, while in Europe the aim is to reach new students and create flexible learning opportunities.

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(EDEN, IBSTPI, UAb)

The concept of open education is not recent. In fact, the concept of openness in education won a new term with the development of

information and communication technologies, in the late twentieth century and in particular with the Internet.

There isn´t a consensual definition but the concept of open education became popular after 1970 with the beginning (and creation) of the Open Universities movement. It is described and used in various contexts, which

involve a series of practices, some more traditional and others more recent (Santos, 2012).

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(EDEN, IBSTPI, UAb)

The Role of Openness in Education: An historical reconstruction (Peter & Deimann, 2013)

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(EDEN, IBSTPI, UAb)

TYPES OF OPEN CONTENT RESOURCES AVAILABLE (Teixeira, 2012)

• 1st Generation – Open Course Ware

Free access to materials produced by high-profile education institutions in order to support face-to-face teaching;

• 2nd Generation – Open Content Resources

Free access to materials produced by single or network education institutions or editors in order to support autonomous independent learning in the context of open learning, distance learning or e-learning;

• 3rd Generation – User Generated Content

Free access by expert individuals or organizations to materials produced for independent learning for use and redesign.

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(EDEN, IBSTPI, UAb)

TYPES OF CURRENT OPEN EDUCATIONAL PRACTICES (Teixeira, 2012)

• 1st Level – Non formal use and reuse

Free access materials are used for learning by independent learners, whom can also edit it and change the material’s content sharing it with the community;

• 2nd Level – Formal certification of non-formal use

Independent learning done through the use of free materials can be subject to formal certification by an Educational Institution;

• 3rd Level – Formal use and reuse

Institutions and teachers can use and reuse free available materials in its own courses, being material pre-validated by another school or an HEI, or after its own formal validation process.

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(EDEN, IBSTPI, UAb)

QUALITY CRITERIA FOCUS IN OER (Teixeira, 2014)

• 1st Generation/Level – Content reputability and technological access

Focus in early days was on the scientific value of the materials and the their technological accessibility;

• 2nd Generation/Level – Learning design and student support

Focus shifts to the pedagogical value of the materials and how they are prepared to allow for significant learning experiences;

• 3rd Generation/Level – Assessment and collaboration

Focus is now on assuring validation of learning experiences and how they generate massive interaction.

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(EDEN, IBSTPI, UAb)

Educational resources developed in open environments

can be continuously improved and adapted for use by a wider community of educators.

Therefore, OER call for the notion of OEP which relates to any educational activity

involving the creation, use, or dissemination of an adaptive open learning resource. (Teixeira, 2012)

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(EDEN, IBSTPI, UAb)

Inclusive OEP can be best defined as practices which support

the (re) use and production of OER in the framework of educational policies

that promote innovative pedagogical models, and respect, empower and emancipate

learners as co-producers on their lifelong learning process. (Teixeira, 2012)

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(EDEN, IBSTPI, UAb)

Beyond access to open learning architectures, the focus of open education

is now on

learning as a process that can be built and shared in an inclusive way. (Teixeira, 2012)

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(EDEN, IBSTPI, UAb)

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(EDEN, IBSTPI, UAb)

Opening Up Education OER/OEP and MOOCs are driving the change

• Development and social impact of online education • Digital Openness (OER/OEP) • Open Learning Services and MOOCs • Rapidly changing landscape with many new players and new complex

challenges for the field of ODeL • Articulated efforts to assure continuity of the common legacy

(theoretical foundations and experience) • Globalisation of research and practice with consequent regional

interdependence • Scalability of practice and wide impact of new forms of delivery

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(EDEN, IBSTPI, UAb)

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(EDEN, IBSTPI, UAb)

MOOCs are courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free.

OpenupED definition of Massive Open Online Courses (MOOCs) Version 1.1 dated 12 March 2015

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(EDEN, IBSTPI, UAb)

[…] a MOOC includes educational content, facilitates interaction among peers (including some but limited interaction with academic staff), provides authentic activities and tests, including feedback (with well-designed rubrics for peer-assessment and AI engines for the integration of massive qualitative assessment), has some kind of (non-formal) recognition options and provides a study guide or syllabus.

ECO sMOOC definition (2014)

[A MOOC is] an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants.

Wikipedia (2014)

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(EDEN, IBSTPI, UAb)

ECO sMOOCs are “social”, since they provide a learning experience marked by social interactions and participation, and “seamless”, since ideally they should be accessible from different platforms and through mobile devices and integrate with participants' real life experiences through contextualization of content via mobile apps and gamifications.

ECO sMOOCs are do-able and stimulating by dedicated design. The pedagogical approach supports independent learning and is learner-centred. In fact, they will create collaborative learning opportunities through a networked learning strategy. The model also supports adaptive learning strategies and ubiquitous, pervasive and contextualized learning. As a result of this, ECO sMOOCs have the potential to adapt to the changing intentions of participants during the course.

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(EDEN, IBSTPI, UAb)

Assignment 1 – Defining MOOCs

Aim of the assignment

Having completed this assignment, you will be able to produce a definition of MOOCs.

Task [14:50-15:15] – Group work

1. Search on the internet information and resources on the concept of massive open online courses (MOOC).

2. Based on the examples provided and the ones found on the web, identify the typical features a MOOC should have.

3. Discuss with your colleagues the findings and produce a possible definition of MOOC that would be suitable to your institutional environment and culture.

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(EDEN, IBSTPI, UAb)

Unit 2

Towards an European MOOC Alternative Model?

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(EDEN, IBSTPI, UAb)

Why do we need MOOCs? Internationalization of higher education provision (fully virtual) (institutional marketing institutional + low cost non formal courses)

Support to academic mobility (fully virtual) (unbundling of formal education)

Innovation dissemination (fully virtual) (high profile knowledge transfer + + innovative pedagogical practices dissemination and implementation)

Support to in campus university education (blended) (extension of traditional learning space / flipped classroom)

Public Policies of rapid qualification of challenged populations (fully virtual or blended) (strategic public investment)

Professional Retraining (fully virtual or blended) (corporate speed training )

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(EDEN, IBSTPI, UAb)

Name Offer Feedback Certification Pace Method

EdX (Consortium)

Courses Instructor/ Automatic

Results Programmed Instructional

Udacity (Company)

Courses Instructor/ Automatic

Results/ Participation

Programmed Instructional

Coursera (Company/ Consortium)

Courses Instructor/ Automatic/ /Peers

Results/ Participation

Programmed Instructional

Ted Ed Lectures - - Self-paced Instructional

Khan Academy Lectures - Badges Self-paced Instructional

cMOOC Courses Peers None/ Results/ Badges

Programmed Connectivist

MMOOC (MIT)

Courses Peers/ Instructor

Badges/ other

Programmed Connectivist

OERu Degrees - Diploma Self-paced Varies

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(EDEN, IBSTPI, UAb)

Widening Participation in Higher Education

• MOOCs offer a new range of exciting possibilities for widening access to quality education since they allow for the creation of very large communities of practice.

• However, most MOOC being offered just follow a very directive instructional approach, basically focusing on the quality of content and in the outreach of its distribution system.

• How can we enhance the eLearning non formal experience in order to facilitate the transition from Non Formal to Formal education?

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(EDEN, IBSTPI, UAb)

The shift from Content-centred to Context-centred processes in pedagogical design

Scheme by Cristobal Cobo (EDEN RW8, Oxford, October 2014)

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(EDEN, IBSTPI, UAb)

IS THERE AN EUROPEAN PEDAGOGICAL MODEL FOR MOOC S?

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(EDEN, IBSTPI, UAb)

Possible Common Features of European MOOCs 1. The course serves a large target group (potentially massive - scalable). 2. The course combines the classical distance education openness and

the new digital openness [open licensing (reuse – remix – rework – redistribute), free online availability, open accessibility), open programming, flexibility of pace, place and time].

3. The course size will be expressed in ECs (European Credits). 4. The course is learner-centred as opposed to teacher-centred. 5. The learning materials should be ‘all-inclusive’ and high-quality. 6. The learning materials should be multimedia. 7. The set of courses will offer a spectrum of diversity. 8. Courses offer a free learning network / community. 9. Courses offer badges or paid-for certification.

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(EDEN, IBSTPI, UAb)

A NEW MODEL FOR MOOCS

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(EDEN, IBSTPI, UAb)

Alterações Climáticas: o contexto das experiências de vida #imoocac13

iMOOC Pedagogical Model – Coherent Disruption (Teixeira & Mota, 2013)

MOOCs offered by UAb.pt are based on the four main pillars of its institutional virtual Pedagogical Model: learner-centeredness, flexibility, interaction and digital inclusion.

The iMOOC pedagogical model combines autonomous and self-directed learning with a strong social dimension and articulates the flexibility needed by distance online learners with the pacing necessary to help them achieve success. But, iMOOC is directed at non formal learning.

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(EDEN, IBSTPI, UAb)

Alterações Climáticas: o contexto das experiências de vida #imoocac13

iMOOC Pedagogical Model – Principles (Teixeira & Mota, 2013)

UAb.pt’s iMOOC model incorporates elements from existent MOOCs, but also adds also relevant new features that derive from its experience of online learning and its work with OER and OEP. iMOOCs focus on individual responsibility, interaction, interpersonal relationships, innovation and inclusion.

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(EDEN, IBSTPI, UAb)

iMOOC Pedagogical Model – Access and Participation (Teixeira & Mota, 2013)

• Courses are open to all. Registration is required to publish on the institutional spaces, but all course contents can be freely accessed.

• Learning is based on activities, and must be evidenced through the creation of freely accessible online artefacts, which should demonstrate the learner’s knowledge and competences.

• Participants are expected to take an active role and be responsible for their own learning, but to also actively engage in building a supporting learning community.

• Learning support rests in the learning community, through collaboration, dialogue, peer feedback and active engagement from participants in the learning process.

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(EDEN, IBSTPI, UAb)

iMOOC Pedagogical Model – Organization and Resources (Teixeira & Mota, 2013)

• Courses start with a «boot camp» module that can last one or two weeks, meant for participants to get acquainted with the online environment spaces, tools and services, as well as the processes of work and communication to be used in the course.

• Courses have a central location where all relevant information is provided. But, interaction is mostly done in a networked environment. Participants use their own PLEs or an institutionally supported one.

• Courses may have a small team of collaborators to support their implementation.

• Resources provided as a starting point to support activities have an open licence or are freely available on the web.

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(EDEN, IBSTPI, UAb)

iMOOC Pedagogical Model – Assessment and Certification (Teixeira & Mota, 2013)

• Formative assessment can take the form of self-correction tests and also of peer feedback on the artefacts produced.

• Graded assessments are included for participants who want a certificate of completion of the course (non formal). For that purpose, two or more of the artefacts produced as learning evidence will be graded in a peer assessment process. E-portfolios can also be used.

• Participants may also request formal accreditation (for a fee). A professor or a tutor assesses two or more of the artefacts produced plus an e-portfolio with the most relevant elements of their work in the course. This assessment may be complemented by a final exam.

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16,9%

26,4%

44,6%

56,1%

26,7%

44,7%

70,3%

88,5%

0,0%

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100,0%

Access last week Access 2 last weeks Access 3 last weeks Access 4 last weeks

Weekly Access

Total registrations - 1016

In the course - 644

(Teixeira & Mota, 2013)

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13624 13575 11642

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Total Page Views - Moodle - 44954 / Elgg - 140164

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149 108

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Moodle Total Messages - 372 Elgg Total Actions - 3743

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Elgg Actions Wire posts – 1155 Blog posts – 717 Favorites – 431 Files – 410


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(EDEN, IBSTPI, UAb)

iMOOC Pedagogical Model – Satisfaction Survey Results

• 90% would recommend the course and 84% would take another iMOOC.

• 38% rated the overall quality of the course as excellent, while 45% as good.

• 54% totally agreed and 37% agreed that the “boot camp” week was essential.

• 35% totally agreed the course has contributed to change their personal attitudes regarding the topic, while 41% agreed.

• 43% totally agreed and 53% agreed the learning guide was very useful in scaffolding and supporting learning.

• 63% totally agreed and 30% agreed that the detailed instructions for the tasks were clear.

• 38% totally agreed and 60% agreed that the suggested activities were interesting.

• 48% totally agreed and 43% agreed that the learning support was adequate.

• 36% considered the learning environment to be very good and 42% good.

Total survey respondents: 102 (Teixeira & Mota, 2013)

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(EDEN, IBSTPI, UAb)

CONCLUSIONS

• The iMOOC model allows for a better integration of a massive outreach with collaborative online learning institutional practices.

• The model is platform independent, allowing for multiple simultaneous communities being established from various platforms and converging on a same networked environment.

• The «boot camp» module allows for a rapid and precocious establishment of a learning community.

• The model promotes high levels of interaction among participants throughout the learning process thus enhancing its quality.

• By allowing the possibility for participants to choose different certification options, including formal accreditation, the model facilitates the transition from non-formal education to formal education.

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(EDEN, IBSTPI, UAb)

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(EDEN, IBSTPI, UAb)

The sMOOCs are not designed for online learning in the context of formal education, nor for blended or technology enhanced learning in the same context.

It is specifically dedicated to open courses, delivered online, that can theoretically have an unlimited number of participants.

The context of reference is not the classroom, or the virtual class, but how people develop their learning by being part of online communities and networks.

ECO sMOOC Model (2014)

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(EDEN, IBSTPI, UAb)

A non-formal, free course cannot rely heavily on teacher time and presence.

Teacher participation in the course needs to be very well thought through.

Learning support cannot be assured through direct and ongoing teacher intervention, nor through direct and systematic intervention of the facilitators.

Teacher presence is created through the Learning Guide, the detailed instructions for the tasks, some resources (video and/or audio presentations) and a weekly feedback message, based on the information prepared by the facilitators’ team.


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(EDEN, IBSTPI, UAb)

In a networked/community learning setting, collaboration does not mean “to work in a group”. Collaborative learning results from people sharing artifacts, either created by them or by others, providing links to relevant resources, aggregating useful information and taking part in the dialogue and interactions that develop within the network/community.


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(EDEN, IBSTPI, UAb)

Assignment 2 – Comparing Different MOOC Models

Aim of the assignment

Having completed this assignment, you will be able to identify and compare different MOOC pedagogical design approaches.

Task [15:35-16:00] – Group work

1. Based on the information provided discuss with your colleagues the alternative features of the different MOOC pedagogical models, in particular the xMOOC, the cMOOC, the iMOOC and the sMOOC.

2. Select what is the most appropriate model to your own institutional environment.

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Molte Grazie! Thank You Very Much!

50 António Moreira Teixeira EDEN, IBSTPI, UAb

[email protected] www.eden-online.org/nap_elgg/pg/profile/teixeira

MOOC Pedagogies: xMOOCs, cMOOCs and iMOOCs by António Moreira Teixeira is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License