Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education
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Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education

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Intended Workshop Outcomes: ...

Intended Workshop Outcomes:
- Brief knowledge of available high quality free or inexpensive online courses and open educational materials offerings by reputable institutions (e.g. MIT, Stanford, Harvard, etc.)
- Brief Knowledge of relevant platforms of MOOCs and Open Educational Resources
- Brief Knowledge of creating own CENG MOOCs
- An Overview of some Innovative student-centered pedagogies and ways of utilization of MOOCs and OER in CENG courses
- Brief overview of Open Education Movement
- Brief Knowledge of Licensing issues in MOOCs and OERs
- A look backward and forward: A revolution undertaking place in HE, teaching, and learning
- Some Actions or Plans for pilot experiments on MOOCs and OER for Engineering Education with interested Faculty

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  • Basis of educationTenant of scholarshipInformation is not a scarce resourceSharing allows collaboration, innovation, advancementCost of not sharing – opportunity cost, etc – too high
  • Open license is key.Free as in free beer and free as in freedom
  • Free = no costOpen = no cost and openly licensed, at least including the right to modify
  • Not the tools of revolution, but ways to support, extend, create,
  • Another interesting activity being undertaken in Indonesia is the use of OER in formal educational program. The University of Bandun wanted to develop programs in water management. As you know, developing new courses and programs requires a significant financial and time commitment. Rather than investing in faculty developing theoretical lectures, they decided to use these lectures freely and openly offered by Delft University of Technology in the Netherlands, and focus their development efforts on contextualizing theoretical and practical approaches in Indonesian environments and society.
  • Students benefit from this approach by having more hands on opportunities to explore the application of theory and approach in their local situations. Faculty become engaged in producing locally relevant activities and content, which is then put back as OER so that the rest of the world can benefit from their experience and begin to understand how theoretical concepts can be interpreted and operationalized in different contexts around the world.

Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education Presentation Transcript

  • Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education Mahmoud Abdulwahed 31st of March 2014, Qatar University CC BY Mahmoud Abdulwahed http://www.linkedin.com/pub/mahmoud-abdulwahed/61/175/652
  • Intended Outcomes of Today’s Seminar • Brief knowledge of available high quality free or inexpensive online courses and open educational materials offerings by reputable institutions (e.g. MIT, Stanford, Harvard, etc.) • Brief Knowledge of relevant platforms of MOOCs and Open Educational Resources • Brief Knowledge of creating own CENG MOOCs • An Overview of some Innovative student-centered pedagogies and ways of utilization of MOOCs and OER in CENG courses • Brief overview of Open Education Movement • Brief Knowledge of Licensing issues in MOOCs and OERs • A look backward and forward: A revolution undertaking place in HE, teaching, and learning • Some Actions or Plans for pilot experiments on MOOCs and OER for Engineering Education with interested Faculty
  • From OCW towards MOOCs MIT Administration posed two Questions to the Faculty Committee in 2000: How is the internet going to change education? What is MIT going to do about it? Former MIT President Charles Vest CC BY Andy Lane Where it was Rooted?
  • The Birth of MIT Open CourseWare, 2001
  • MOOCs, the Initial Birth Early experiments took place around 2008, 2009, and 2010; by George Siemens, the father of notion of connectivism, Alec Couros and others
  • MOOCs, …. MOOCs gained a lot of public attention in 2012 with the deployment and birth of a number of courses and platforms, in particular developed by Elite Universities (MIT, Harvard, and Stanford)
  • MOOCs in the US • Movements in MOOCs transferred to the US with Experiments in Washington and Stanford in 2011 • Courses on Digital Story telling, Artificial Intelligence, and Machine Learning were offered • Artificial Intelligence course of Sebastian Thurn from Stanford attracted 160 000 student
  • The Birth of Platforms: 2010 till now • Udacity (by Sebastian Thurn, from Stanford) – For Profit • NovoEd (Stanford) • Coursera (by Andrew NG, and Daphne Coller, from Stanford) – for Profit • Edx (by MIT and Harvard) – Non for Profit • And many others
  • MOOCs Platforms
  • MOOCs Platforms
  • MOOCs Platforms
  • MOOCs Platforms
  • Activity 1 (5 Minutes) • Visit one of the following Platforms: • Edx: https://www.edx.org/ • Coursera: https://www.coursera.org/ • NovoEd: https://novoed.com/ • Udacity: https://www.udacity.com/ • Open2study: https://www.open2study.com/ • FutureLearn: https://www.futurelearn.com/ • Or any other platform • Browse different offerings in these platforms • Identify 1 or more courses you would be personally (or your think one of your colleagues would be personally) interested to follow for your (or his/her) own professional development • Discuss among the audience, why do you think this course(s) is useful for you as a faculty member to follow
  • MOOCs Demo
  • • As with other MOOC style offerings edX students will have a little interaction or won’t have interaction with faculty or earn credit toward an MIT degree. • For a small fee students can take an assessment which, if successfully completed, will provide them with a certificate from edX. • EdX offers honor code certificates, ID verified certificates, and XSeries certificates (successfully completing a series of courses) • edX platform used to conduct experiments on how students learn and how faculty can best teach. Assessing course data, from mouse clicks to time spent on tasks, to evaluating how students respond to various assessments. Pedagogy of Edx and Other MOOCs CC BY Paul Stacy
  • • Initial edX aim was to improve teaching and learning of tuition paying on-campus students. Have revised aim to developing best practices to enhance the student experience and improve teaching and learning both on campus and online • Pedagogy very similar to Udacity and other platforms • Regrettably the rich body of research about online learning is not being used • Focus of edX so far is not on pedagogy but on engineering an open source MOOC platform Pedagogy of EDx CC BY Paul Stacy
  • Pedagogy of Classical MOOCs
  • Innovative MOOCs Pedagogies DS106 Digital Storytelling (started since 2011 in its first offering) at the University of Mary Washington is a course that registered students at that university can take for credit, and is also open for free for non-credit learners. In Fall 2013, experiment was undertaken to offer the course without a teacher http://ds106.us/
  • Innovative MOOCs Pedagogies • Assignments created by students • No teacher in Fall 2013 experiment • Course has its own radio station!
  • Activity 2 (5 Minutes) • Discuss in Pairs or Triplets the following: • Can MOOCs be integrated into UG and PG courses? • How? • What are the advantages? • What are the risks? • Share with the Audience your Thoughts
  • Activity 3 (5 Minutes) • Visit one of the following Platforms: • Edx: https://www.edx.org/ • Coursera: https://www.coursera.org/ • NovoEd: https://novoed.com/ • Udacity: https://www.udacity.com/ • Open2study: https://www.open2study.com/ • FutureLearn: https://www.futurelearn.com/ • Or any other platform • Browse different offerings in these platforms • Identify 1 or more courses you think that students (UG or PG) in your field of expertise or teaching area can use it as an alternative/or addition to a similar course in their degree • Discuss among the audience, why do you think this course(s) is useful for these students • Discuss among audience potential innovative pedagogies that these courses could be utilized for
  • Initial MOOCs Integration Experiments in QU Integration with Graduate and Undergraduate QU Courses in Spring 2014
  • Initial MOOCs Experiments in QU • Development QU MOOCs • One course from College of Sharia; Expected deployment May 2014 • One course from College of Engineering; Expected deployment May 2014 • Foundation program course(s); Expected deployment Fall 2014 • Etc
  • Building your Own MOOC • Building your own MOOC is not difficult process • You need to plan ahead, and ask the following questions: • Why would you be interested in developing your MOOC • What course • For which audience • What are the course objectives and learning outcomes • What content • What pedagogy • What assessment • Which platform • Etc.
  • Hints for Building an Effective MOOCs • Participate in a MOOC to get sense of it • Identify your audience, and build a course contextualized for them • Build or offer a MOOC with others (e.g. faculty, TA/GTA, excellent student, etc.) • Develop clear learning outcomes of your MOOC, and then design its materials accordingly • Develop assessment plan and strategies that fosters self-paced and peer learning • The shorter the MOOC, the better; try to aim for 6-8 week long MOOC • Utilize a modular structure based on weekly modules • Try to have everything students will need available in the MOOC (e.g. avoid building a MOOC around a hardcopy textbook that need to be bough)
  • Building your Own MOOC: How To? • Develop a Syllabus with clear learning outcomes • Develop content for your course: • Videos • Slides and handouts • Activities • Assessments and grading scheme • Develop an attractive promotion video of your MOOC, e.g. 1-2 minutes • Keep your videos short and divide them around concepts • Each concept is normally followed by an assessment (e.g. multiple choice questions, and/or an activity)
  • Videos Recording There are many options for developing your videos professional video recording: • Professional recording • Classroom video capture (Eco360 in QU) • Desktop capture (e.g. Camtasia)
  • Camtasia for Video Recording
  • Building your Own MOOC: Platform?
  • Building your Own MOOC: Platform?
  • Udemy Demo
  • Activity 4 (5 Minutes) • Go to Udemy.com • Register as a teacher • Familiarize yourself with the course publishing platform • Do you think you will utilize the platform for developing a MOOC in the future?
  • Activity 5 (5 Minutes) – MOOCing CENG Courses • Discuss in groups the following ideas: • What about MOOCing CENG courses of large enrollment and using MOOCed formats for our students; e.g. the General Engineering Courses? • GENG106 Computer Programming? • GENG107 Skills and Ethics? • GENG 200 Probability and Statistics? • GENG 360 Engineering Economy? • GENG 300 Numerical Analysis? • GENG 111 Engineering Graphics? • If MOOCed; what do you think the lecture time could be used for? • What disadvantages and advantages could be obtained by MOOCing these courses? • Other CENG courses for MOOCing? • Share your discussions outcomes with the audience
  • Open Education
  • • Education builds the future. • Education is sharing. • Open allows more rapid building and sharing at a larger scale. • Free quality resources is an enabler for democratizing Education Open Education starts with basic ideas: CC BY Open CourseWare Consortium
  • Open Education Terms Open Educational Resources OpenCourseWare Open Educational Practice Open Textbooks = Free and Open CC BY Open CourseWare Consortium
  • OER are teaching, learning, and research materials that permit their free use and re-purposing by others. Open Educational Resources (OER) CC BY Open CourseWare Consortium
  • OER involves lots of groups and organisations around the world • OER are explicitly funded by: • Foundations • Governments • NGOs • Institutions • Donations • OER can be found in: • funded institutional repositories • funded and non-funded community based initiatives • proprietary channels • websites of projects, groups and individuals • OER are being supported via • International and national consortia • Commercial activities and organizations • Infrastructure activities and organizations CC BY Andy Lane
  • Open Education • Open Educational Resources Repositories and Catalogues • OER Commons • MERLOT • JORUM • Etc. • Open Textbooks: • C-K12 • ConneXions • Open CourseWare Movement • MIT Open CourseWare • Open CourseWare Consortium • Etc. • xMOOCs is the new wave of Open CourseWare
  • Free no cost Open No cost + permission to change By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/ By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/ CC BY Open CourseWare Consortium
  • OER are building blocks for innovation in higher education bdesham http://www.flickr.com/photos/bdesham/2432400623 CC BY Open CourseWare Consortium
  • The OCW Movement—What is OCW? OCW is a type of Open Educational Resource (OER). OER are a type of Open Content. Open Educational Resources Open Content OCW CC BY Andy Lane
  • What is OpenCourseWare? • Materials organized as courses • Generally includes course planning documents, thematic content, learning activities and evaluation instruments lecture notes syllabi course calendar assignments, projects, tests videos or recordings of lectures demonstrations and illustrations of concepts CC BY Andy Lane
  • What is OpenCourseWare? Summary: An opencourseware (ocw) is a free and open educational resource for faculty, students, and self-learners throughout the world. • An ocw is not a distance-learning initiative: there are no degrees granted, no student/faculty interactions and no transcripts. • An ocw is a collection of high-quality learning materials presented in the form of courses. • OCW materials are there for using and re-purposing. Modifications welcome! CC BY Andy Lane
  • OCW Movement
  • Stanford & Berkeley
  • CC BY Open CourseWare Consortium OCW Movement
  • http://www.flickr.com/photos/usaid_images/6462458071/CC-BY-NC-SA by USAID images CC BY Open CourseWare Consortium
  • Licensing
  • Conditions CC licenses Attribution ShareAlike NonCommercial NoDerivatives CC BY Open CourseWare Consortium
  • CC BY Open CourseWare Consortium
  • most free Most restrictive CC BY Open CourseWare Consortium
  • CC BY Open CourseWare Consortium
  • Wikipedia: Over 77,000 contributors working on over 22 million articles in 285 languages CC BY Open CourseWare Consortium
  • http://open.umich.edu/education/lsa/physics140/fall2007 CC BY Open CourseWare Consortium
  • Attribution http://open.umich.edu/education/lsa/physics140/fall2007 This course is licensed CC-BY • You are free to use, modify and distribute all or any part of this course, including for commercial use • You must give attribution to the University of Michigan and cite the source CC BY Open CourseWare Consortium
  • MOOCs Licensing No, all rights reserved. No, non-OER license. No, all rights reserved. Note: some institutions using CC anyway. Yes, CC BY or CC BY-SA Partial, CC BY-NC on some Most MOOCs are open only in the sense of free enrollment. CC BY Paul Stacy
  • Example, Coursera terms of service You may access the course for personal use only, you may not modify or reuse without permission. Anything you contribute to the course can be used, modified, distributed by Coursera without notification or further permission from you. CC BY Open CourseWare Consortium
  • A Look Backwards and to the Future
  • Early Invention of Schooling: Ancient Middle East ca. 5500 to 6000 Years Ago Source: http://stravaganzastravaganza.blogspot.com/2011/12/sumerian-family-life.html Sumerian School, Ancient Iraq, ca. 3rd Millennium BX
  • Schooling and Universities Today! At least we got a projector as an update of the thousands years old model of schooling! CC BY Sean McEntee, Flickr CC BY Punainenkala, Flickr What's the I’m really doing in School! CC BY Rick Lomas, Flickr
  • Whats going in Education in the digital revolution Era!
  • Disruptive Models are Emerging Soon in Qatar University! http://ipodia.usc.edu/technology/
  • CC BY Mary Lou Forward Disruptive Models are Emerging
  • Disruptive Models are Emerging The OER university is a virtual collaboration of institutions committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognized education institutions. CC BY Mary Lou Forward
  • Disruptive Models are Emerging CC BY Mary Lou Forward
  • Disruptive Models are Emerging Competency-based education model. Knebel et al. Human Resources for Health 2008 6:17 doi:10.1186/1478-4491-6-17 Space 2: Workplace and/or Authentic Real-life Context Space 1: Educational and/or Training System Abdulwahed et al., 2013: Semantic Systemic Model of Mechanistic and Ontological Relationships between Content Knowledge, Skills, Attributes, and Competencies Preliminary Content Knowledge Intrinsic Attribute or Character Apply in a Context Skill Development Apply in a Context Competency Development Contextual Content Knowledge Higher order Intrinsic Attribute or Character Complex Conditions Shared Development Area (Context, Content Knowledge, Emerging Skill)
  • CC-BY-SA billsoPHOTO http://www.flickr.com/photos/billsophoto/4175299981 Disruptive Models are Emerging
  • What is the future look like?? • More openness in education • Traditional publishing textbook will loose good size of the market share for open textbooks • Disruptive models of degrees, certifications, and recognitions of competencies for the job market • Universities will have to re-invent themselves, or become OBSELETE! • Innovation on pedagogies, teaching, and learning will advance • Higher shift in the role of teacher from content delivery towards coordination and coaching; More focus on students
  • Activity 6 (5 Minutes) • What do you recommend for the following questions/thoughts? • How do you think CENG or QU should proceed forward in digital learning? • What kind of experiments do you think need to be conducted? • What organizational or policy structure do you recommend to have to support CENG or QU faculty to conduct innovation in digital learning? • What kind of research CENG or QU need to conduct in this area? • Please discuss your thoughts in groups • Share your thoughts with the Audience
  • Thanks; Q & A?