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MOOCS and Beyond
 

MOOCS and Beyond

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MOOCS and Beyond MOOCS and Beyond Presentation Transcript

  • Massive Open Online Courses (MOOCs) as a disruptive innovation in United States and European higher education and Beyond: Case Study:“The experience of unX: a community for entrepreneurship and Lifelong Learning in Latinamerica” Marta Cáceres-Piñuel GO-GN Meeting Cape Town (10-12-2013)
  • CONTEXT: Center for Higher Virtual Education (CSEV) Private Foundation Public goals. Private funding. Common effort. Open innovation in eLearning. Latin-American scope Avant-garde methodologies, technologies and contents for virtual education. Agile approach to innovative eLearning projects in collaboration with universities, public institutions and enterprises. ICTs in education and innovation to fight social exclusion. Since 2012: Focus on MOOCs and Mobile Learning projects
  • CSEV PROJECTS: some indicators MOOCs certificates More than 300,000 students enrolled in more than 25 courses. (Technical and methodological support) More than 3,700 official certificates in MOOCs.(UNED Pilot) unx Almost 30,000 members in the Latinmerican Entrepreneurshi p community and lifelong learning(7Moocs ) Red Emprendia Mobile Learning New dynamics for advanced mobile learning. Educational apps and learning activities100% mobile.
  • CSEV tools for life-long learning: 2 examples of Communities of Knowledge (MOOCs + Community) Fostering LatinAmerican (and global) entrepreneurship in the Digital Economy Fostering Young, Innovative and Mobile Entrepreneurship
  • Questions in my day-to-day work: How to explain MOOC revolution to our stakeholders?: International Framework Lack of empirical evidences of the results of the MOOCs (Main changes for teachers/students)? How to improve innovative e-learning experiences using MOOCs? Are MOOCs and communities of knowledge a powerful tool for Lifelong Learning? Ensuring equality and access to education for acquire flexibly key competences needed in the interconnected world especially for disadvantaged groups needing particular support to fullfil their educational potential.
  • PhD: GOAL Main Goal: • To Analize Massive Open On-Line Courses (MOOCs) as disruptive innovation in higher education and as a powerfull tool for Life Long Learning.Overview about present and future of fenomenum in Europe and United States Case analysis: • UNX project , from open education about entrepreneurship for Latinamerica to Open community of knowledge and Life Long Learning 6
  • PhD: Research Questions Main Research Question: • Are Massive Open On-Line Courses (MOOCs) as disruptive innovation in higher education and could they be used as a powerfull tool for Lifelong Learning? Sub-questions • • • • • What is the international framework of MOOCs? Are there sustantive differences between United States MOOC experiences and European MOOC experiences? Are there any empirical evidence about the impact of MOOCs in new ways of Teaching and Learning? How to improve innovative e-learning experiences using MOOCs and how to use them for Lifelong Learning? Case study: Unx as an Open Community of entrepreneurship knowledge in Latinamerca 7
  • PhD: Reseach Design and Methodologycal Framework Qualitative Methods: • Open Interviews to Open Education Strategies Responsibles in Europe and United States (Overwiew of OE strategie/ Strenghts and Weakness of MOOCs/evolution of MOOCs in the near future) • Focus Group /Semistructured Interviews to teachers envolved in MOOCs (Sample: professor participants in CSEV MOOCs . Questions about new pedagogical frameworks and new rol of professor/curator in MOOCs) Quantitative Methods • MOOCs Students Survey in Unx (Sociodemogragrafic profile, motivations, expectations, achivements) • Learning Analytics in Unx (Big Data analysis: MOOCs learning Dinamics) 8
  • PhD: Literature Revision • Innovative disruption. New paradigms in science. (Thomas Khun) • Collaborative Learning. Theories of Cognition in Collaborative Learning. Seminal theoretical works influential within collaborative-learning research suggest a post-cognitive approach to group cognition as a complement to analyzing cognition of individuals or of communities of practice, For collaborative learning research, theory must take into account interaction in online environments, knowledge building in small groups and cognition at multiple units of analysis. (Stahl, Koschmann & Suthers 2006) • Computer-supported Collaborative Learning: it combines concerns with computer technology, collaborative socialinteraction and learning or education— with very diferent disciplines combined (Stahl 2009) • Communities of knowledge. Networking Analysis Theories (Requena 1989, Radcliffe Brown 1940, J.A, Barnes 1954) 9
  • PhD: Research Calendar 2013 Definición PHD y marco definition Teórico & Literature revision 2014 Diseño Research Metodológico Entrevista y Phase 1: encuesta Interviews OE Respo Reseach Phase 2 Survey MOOC students 2015 Research Phase 3 Focus Groups teachers Conclusion s PhD (PHASE 1: Main Results and Preliminary Findings) 10
  • PHASE I : Interviews to Open Education Strategies Responsibles INTERVIEWEES LIST: OPEN EDUCATION STRATEGIES AND THE FUTURE OF MOOCS. UNITED STATES – – – – – MIT-Media Lab • Hal Abelson: Director MIT • Eric Klopfer. Professor and Director Education Arcade, MIT- Media Lab • Mitchell Resnick. Director of Lego Project Edx-MITx • Sanjay Sarma, Professor of Mechanical Engineering, Director of Digital Learning MIT (MITx – Edx) • Piotr Mirtros. Edx developper Edx-Harvardx • Justin Reich (Researcher Harvardx). -MIT.- OCW • Steve Carson, MIT OCW Director of Communications and External Relations. NEW MEDIA CORSORTIUM • Larry Jonhson. Director Horizon Report EUROPE – - OUNL and OpenEdup.• Fred Mudler. Former Rector OUNL and Chair of UNESCO OERs OUUK. Open Learn/Future Learn • Michael Swann. Former Rector OUUK president of EADTU European Comission. Opening up Education Strtategy • Yves Punie. Main ICT and Education Researcher at IPTS. P2PU • Philipp Schmidt. Co-founder.P2PUniversity (Visiting Researcher at Media Lab) UNED.UNED Abierta 11
  • OUTLINE: From Open Educational Resources (OERs) to MOOCs and Beyod:The UnX case study • Brief History of Open Education (OE): from OERs to MOOCs • MOOCs: An Overview in Europe and EEUU • UNX project: Latin American Online Community for Entrepreneurship and Life Long Learning • MOOCs and beyond? The future – UNX next steps 12
  • Brief History of Open Education (OE) : From Open Educational Resources (OERs) to MOOCs 1994-95:Free/Libre open source software: FLOSS, (Wiley, 1994) 2001.-MIT Open Course Ware. (OCW ) 2002.UNESCO. I International OER Forum. Definition of ―Open Education (OE) and Open Educational Resources (OER)‖ 2005-2007.-OECD: International Forum about OE and OERs. Report ―Giving education for Free. The Emergence of OER(2007)‖. 2008.- Cape Town Open Education Declaration (OSI y Fundación Shuttleworth) 2008.- First MOOC Experience (Siemens and Downes .- Conectivist branch cMOOC.) 13
  • 2011.-The year of Massive Open On-line Courses: Disruptive Innovation in USA and Europe What are MOOCs? A massive open online course (MOOC) is a type of online course aimed at large-scale participation and open access via the web. MOOCs are a recent development in the area of distance education, and a progression of open education ideals suggested by open educational resources. Common features: • Open access. • Scalability • cModel/xModel Predominantely in US and then expanded massively… Some European Universities have joint US initiatives but there are other national inititives and international European MOOC Platform 10 countries OU Nederland Future Learn UK (20 Universities) Spain 14
  • Case Study: What is unX? An On-line Community for Entrepreneurship in the Digital Economy that promotes Open Education and Online Collaboration for entrepreneurs in Spain, Portugal and Ibero America. • unX is a learning and entrepreneurship platform for the Ibero-American community in Spanish and Portuguese languages. • Explicit focus on the needs of students, the under-employed and the unemployed from our countries. • unX is not just for already-existing entrepreneurs; it's rather a platform to help people become more active and entrepreneurial regarding their professional lives 15
  • unX Learning Pathway: Latin American Online Community for Entrepreneurship and Long Life Learning This experience will stimulate entrepreneurship activities, including formation of start-up companies, and part of the activity will focus on mentoring aspiring entrepreneurs and nurturing their efforts. Phase 1 Learning with on-line MOOCs Phase 2. Building up an open community of knowledge Phase 3Getting certifications and credentials Certification: Badges and official certification in the near future Phase 5. Building up a community of Phase 4. Creating enterpreneurs and new local partners Entrepriseses (face to face events) . Massive open online courses Towards employment and new Entreprises Every member of the community will feel motivated to stay in it, contribute and create new oportunities. (Employment, Experience, Feedback, Crowd-Learning) 16
  • unX Objetive & Pedagogical Pillars Objective Raise awareness and enhance entrepreneurship skills in the digital economy through an innovative education model. Online teeming-learning (distributed/decentralized/peer-to-peer learning) for a more human education with the support of technology. Pedagogical pillars • Education is a mean for the development of a more creative, entrepreneurial, participatory, fun and fair society for all. • Our mission is to identify and develop tools and methodologies to facilitate this process and taking into account the needs and opportunities of the people. • Reach students wherever they are in terms of aspirations and local realities in tune with the opportunities available to them. • unX has been created to foster the participatory development of an entrepreneurship community of practice. unX is an open e-learning enviroment to foster learning and entrepreneurship in the community, with a massive participation. 17
  • Methodology: MOOCs + an active and engaging social community of practice Challenges & Social Tools • The methodology is based on practical case studies, designed by a tutor, named curator, and • • • moderated and dynamised by a facilitator, promoting the generation of knowledge in the Community. The students have social tools in order to solve challenges (Fora, wikis, Peer to peer dynamics). Promotes collective learning. Participants share knowledge through forums and social networks. Learning is continuous and the knowledge community may remain after the course. The learning challenges are the key point in the process of acquiring new knowledge. Challenges provide a simple way to solve a complex problem through the videos and suggested activities. Assessment: Badge and Karma • A badge is a valid accreditation in the digital environment attesting the accomplishment of a task, participation in a • competition or attendance to an online or offline event. It is a visual standard to show on the network that someone has certain skills and competences. The badges respond to the challenge of accreditation within the open educational process and are used to recognise a person who has followed a reading, debate, working group, virtual event or has acquired certain skills in an online learning environment.  It is about overcoming challenges and achieving badges, visible symbols in the digital world that accredit acquired competences and skills and define the professional profile.  Students can reach reputation levels (karma), within the community of students based on their participation and relevance in the areas of interaction between students (forum)  Near Future: Official Certification and academic credits by universities. 18
  • unX is not only a MOOC platform but also a Community of Knowledge for Entrepreneurship in Latinamerica What can entrepreneurs find in UNX? More info: http://www.redunx.org 19
  • Thank you !!! mcaceres@csev.org