0
Faculty of Social and Behavioural Sciences
University of Amsterdam

The rise of the MOOC’s
From heaven on earth to both fe...
Arie den Boon






20 years UvA
 Psychology, Baschwitz Institute, Communication Science
20 years commercial world
 M...
Inspiration for the first Dutch MOOC


Online course Artificial Intelligence by
Sebastian Thrun and Peter Norvik (Stanfor...
5
Back to the first MOOC, 2011.
We can and should do that too!


Objectives:
 Learn what works, why and how by running a
M...
Group discussion 1: what would you do?


What are the most important reasons for you
personally to make a MOOC?



What ...
Introduction to Communication Science


Platform: http://mooc.uva.nl
 1e wave: Feb – April 2013


2e wave: 12 Sept – 31...
Didactical model



Follow the example of the first MOOC
Key elements
 Restructure the existing off line course


Faci...
Timeline
Lobbying

Equipment

Filming

1st week
ready

3 wks,
platform

Kick off

Feb
2012

May
2012

July
2012

Sep
2012
...
Planning and Budget



Faculty: 40k€
Communication Science: 20k€
UvA: 20k€



New MOOC’s cost between 40k€ and 50k€


...
15
Introduction to Communication Science,
examples






https://www.youtube.com/watch?v=QhGPbjxy2F8
https://www.youtube....
Learning 1: Was it worth doing?





Impact on debate on online learning
Lots of learning's
Impact on reputation of CS...
Learning 2: It is different…








Didactical model different
Drop out rate large: 80%-95%
Large number of student...
Learning 3: Social interaction important


Forum increased quality of the course




Rich communication environment nee...
Forum

21
 OK. This is just AMAZING ! Thanks guys !!!!
 …chronisch ziek, deels aan huis gebonden, beperkt
studie budget. Maar dan ...
Learning 4: Help of the audience





Design turned out to be very important
Many small bugs, but lots of recommendatio...
Learning 5: Learn from YouTube, not
from Disney


Important:
 Charisma, engagement, authenticity


Graphics, design

On...
Evaluation 1: Higher appreciation than
in offline course






The course fulfilled its promise:
I enjoyed this cours...
Welke didactische methode hanteren we?
Voorbeeld: 10 punten Huib Tabbers


Beter Onthouden

Niet passief maar actief ler...
Wat vinden we tegenwoordig van belang
in onderwijs?


Vaardigheden:


Kunnen samenwerken in teams



Problemen kunnen o...
Group Discussion 2: what are the
problems of MOOC’s?


What are the most important problems of
MOOC’s?



How can we sol...
Evaluation 2:
For whom?




Professionals: 63%
Female: 59%
Age group: 25+

n=943, MOOC survey

29

n=943, MOOC survey
Where do they come from?

30

n=943, MOOC survey
Reach and
activity








About 100.000 cumulative views
17.767 people watched first video
5.467 subscribers
3.424 ...
Free publicity: TV news at 8 PM, press,
radio, magazines, blogs, social media

32
33
Possitive reactions from students and
opinion leaders: Forum, Facebook, Twitter

34
Group Dicussion 3: Success and failure


What are the most important success and fail
factors of MOOC’s?


What are the ...
New MOOC plans within the
University of Amsterdam


Use more platforms









Coursera, UvA/VU Sakai, iTunes U, et...
Mooc’s are here to stay change

Thank you

37
MOOC Evaluation
MOOC Evaluation
MOOC Evaluation
MOOC Evaluation
MOOC Evaluation
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MOOC Evaluation

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Evaluation and learnings of the first Dutch MOOC: Introduction to Communication Science.

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Transcript of "MOOC Evaluation"

  1. 1. Faculty of Social and Behavioural Sciences University of Amsterdam The rise of the MOOC’s From heaven on earth to both feet on the ground Dr. Arie K. den Boon, University of Amsterdam
  2. 2. Arie den Boon    20 years UvA  Psychology, Baschwitz Institute, Communication Science 20 years commercial world  Media research, Founder/CEO Daphne CM (2001-2009) Since 2010: UvA  Coaching Master students CS  Program manager MOOC’s for FSBS UvA 2
  3. 3. Inspiration for the first Dutch MOOC  Online course Artificial Intelligence by Sebastian Thrun and Peter Norvik (Stanford University) in 2011  Very inspirational  Intense participation of students  New dimension to education  Enrolled: 160.000, Certificate: 23.000
  4. 4. 5
  5. 5. Back to the first MOOC, 2011. We can and should do that too!  Objectives:  Learn what works, why and how by running a MOOC ourselves  Feed an ongoing debate with facts  Manage reputation (Branding)  Decrease the number of wrong study choices 8
  6. 6. Group discussion 1: what would you do?  What are the most important reasons for you personally to make a MOOC?  What are the most important reasons for your institution to make a MOOC? 9
  7. 7. Introduction to Communication Science  Platform: http://mooc.uva.nl  1e wave: Feb – April 2013  2e wave: 12 Sept – 31 Oct  8 weeks  56 online videos  Exam and certificate 10
  8. 8. Didactical model   Follow the example of the first MOOC Key elements  Restructure the existing off line course  Facilitate learning by graphical elements that structure the content and provide hooks  Enrich the course by facilitating participation in discussions 11
  9. 9. Timeline Lobbying Equipment Filming 1st week ready 3 wks, platform Kick off Feb 2012 May 2012 July 2012 Sep 2012 Nov 2012 Feb 2013 Funding 12
  10. 10. Planning and Budget  Faculty: 40k€ Communication Science: 20k€ UvA: 20k€  New MOOC’s cost between 40k€ and 50k€   13
  11. 11. 15
  12. 12. Introduction to Communication Science, examples     https://www.youtube.com/watch?v=QhGPbjxy2F8 https://www.youtube.com/watch?v=S7CN9Trw43w https://www.youtube.com/watch?v=pRePffOpdjs https://www.youtube.com/watch?v=R2QcKwfljSc
  13. 13. Learning 1: Was it worth doing?     Impact on debate on online learning Lots of learning's Impact on reputation of CS and UvA Can be used for study choices of high school students preparing for higher education
  14. 14. Learning 2: It is different…       Didactical model different Drop out rate large: 80%-95% Large number of students have passed the exam Participation is a good predictor of success Students enrich course beyond level of in hall lectures No formal credits can be given 18
  15. 15. Learning 3: Social interaction important  Forum increased quality of the course   Rich communication environment needed Social interaction can work out in a positive or a negative way  No classical teacher student model  Moderation needed 20
  16. 16. Forum 21
  17. 17.  OK. This is just AMAZING ! Thanks guys !!!!  …chronisch ziek, deels aan huis gebonden, beperkt studie budget. Maar dan wil ik ook vermelden: enthousiast, zeer gemotiveerd, gepassioneerd over het onderwerp, mijn wereldje wordt weer wat groter…  Apologies for adding to your avalanche of emails, but I just wanted to say how much I enjoyed the MOOC. … I worked in radio journalism for nine years with the BBC …  Now, since I'm very interested in the content itself, I'd be happy to enroll in the follow up course! Is it going to happen any time soon (provided I pass the exam, of course)? Congrats again for work well done! 22
  18. 18. Learning 4: Help of the audience    Design turned out to be very important Many small bugs, but lots of recommendations to improve Nobody objected to the imperfections, as we were encouraging suggestions for improvements 23
  19. 19. Learning 5: Learn from YouTube, not from Disney  Important:  Charisma, engagement, authenticity  Graphics, design Online discussions Less important:  Perfection of video and audio    Talking head of lecturer (is not broadcasting, but stimulates discussion!) 24
  20. 20. Evaluation 1: Higher appreciation than in offline course      The course fulfilled its promise: I enjoyed this course: The course was challenging The course was interesting UvA should provide more MOOC’s 95% 92% 70% 95% 97% 25 n = 717
  21. 21. Welke didactische methode hanteren we? Voorbeeld: 10 punten Huib Tabbers  Beter Onthouden  Niet passief maar actief leren  Niet stampen maar spreiden Niet opnieuw bestuderen maar ophalen uit geheugen Beter Begrijpen  Laat uitleggen    Laat vragen stellen  Laat het tastbaar maken Laat lezen, laat bezinken, laat ophalen Beter Toepassen  Focus op aanpak i.p.v. op oplossing    Afnemende ondersteuning i.p.v. gelijkblijvende ondersteuning  Variatie i.p.v. eenvormigheid
  22. 22. Wat vinden we tegenwoordig van belang in onderwijs?  Vaardigheden:  Kunnen samenwerken in teams  Problemen kunnen oplossen  Goede interpersoonlijke relaties 27
  23. 23. Group Discussion 2: what are the problems of MOOC’s?  What are the most important problems of MOOC’s?  How can we solve these problems? 28
  24. 24. Evaluation 2: For whom?    Professionals: 63% Female: 59% Age group: 25+ n=943, MOOC survey 29 n=943, MOOC survey
  25. 25. Where do they come from? 30 n=943, MOOC survey
  26. 26. Reach and activity       About 100.000 cumulative views 17.767 people watched first video 5.467 subscribers 3.424 active participants 717 participated in exam 531 received certificate 31
  27. 27. Free publicity: TV news at 8 PM, press, radio, magazines, blogs, social media 32
  28. 28. 33
  29. 29. Possitive reactions from students and opinion leaders: Forum, Facebook, Twitter 34
  30. 30. Group Dicussion 3: Success and failure  What are the most important success and fail factors of MOOC’s?  What are the Do’s?  What are the Don’ts? 35
  31. 31. New MOOC plans within the University of Amsterdam  Use more platforms      Coursera, UvA/VU Sakai, iTunes U, etc. Use MOOC’s for introductory programmes, deficiencies, “schakel”-programmes Use other MOOC’s in a flipped classroom Use MOOC’s for efficiency reasons Use MOOC’s for branding purposes 36
  32. 32. Mooc’s are here to stay change Thank you 37
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