MobiMOOC Unesco mlearning week 2013


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MOOCs are a great way to engage international learners. But in order to do so, the learning environment must be mobile accessible. This presentation gives some pointers on what to take into account in MOOCs and links to MOOC mobile learner interaction research. This deck of slides was presented during UNESCO's mobile learning week in February 2013.

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  • Ala fecha, el TABLERO LÚDICO YUPANA KIPU-AYUDA es utilizado por muchos particulares e Instituciones como WORLD VISION INTERNATIONAL con sede en la ciudad de TRUJILLO-PERÚ, también por el COLEGIO HUASCARÁN con sede en la ciudad de HUARAZ-ANCASH-PERÚ. En dichas instituciones tuve el honor de capacitar a un centenar de docentes en el manejo de la YUPANA, KIPU y TABLERO LÚDICO YUPANA KIPU-AYUDA. Estoy a vuestra órdenes.
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  • Les invito cordialmente visitar a la yupana y el kipu, el secreto de su manejo y operación aritmética. También a análisis de cada uno de los elementos de la yupana desde la óptica de la matemática contemporánea. Disponemos de TABLEROS LÚDICOS YUPANA KIPU-AYUDA dotados con cuentas especiales de seis formas geométricas diferentes, para enseñar matemática y conceptos elementales de Geometría Plana a personas con discapacidad visual en su lengua nativa. Se puede enseñar a contar desde unos hasta diez millones, así como a sumar, restar,multiplicar y dividir.
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  • Soy autor de una AYUDA DIDÁCTICA que permite enseñar matemática y elementos de geometría plana sin necesidad de la escritura, papel ni lápiz. Su utlización resolviendo problemas elementales de aritmética permite el desarrollo y potenciación de la memoria, concentración, ingenio y motricidad fina del usuario, independientemente de la edad que tenga, pero en especial en niños de EDUCACIÓN INICIAL. Los niños educados con esta ayudad didáctica estarán mejor capacitados para ingresar a la etapa de la lecto-escritura y manteniendo en la mente que, estudiar matemática es cosa de juego.El TABLERO LÚDICO YUPANA KIPU-AYUDA es la herramienta por excelencia para el resacte de las lenguas nativas en peligro de desaparecer por cuanto permite enseñar matemática en cualquier lengua del planeta TIERRA, sin necesidad de papel y lápiz, es ÁGRAFA. La matemática es la herramienta por excelencia para modelar mentes de hombres generadores de pensamientos analíticos, racionales y críticos a la vez, mentes creadoras de conocimientos. Mi correo es
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  • How mLearning relates to MOOCsWhen looking at mLearning and MOOCs one cannot help but see similarities in its time and space autonomy, the community that is built, and the contextualization that takes place by the fact that everyone brings their experience to the center of the learning community. Connecting is now possible across time, space and contexts. mLearning, connectivism, and its practical format the MOOC, fit these new contemporary facts.
  • The fact that dialogue is a core aspect of both communication and learning results in the idea that the MOOC format could also benefit other communities due to its open and human nature of constructing new knowledge as well as its very human characteristic of connecting to peers. This idea is strengthened by the fact that 90% of the participants indicated that they believe a MOOC format is appropriate for their learning communities.It also resulted in 42.5% of the participants taking the final survey indicating that they connected to other participants in order to collaborate on projects after MobiMOOC.
  • MobiMOOC Unesco mlearning week 2013

    1. 1. MobiMOOC: using a mobile MOOCto increase educational quality for a diversity of learners through dialogue and ubiquity Inge Ignatia de Waard
    2. 2. MOOC: hype and factLots of discussions on MOOC• MOOC will change (higher) education ... or not• Higher Ed business models are questioned• Sustainability?• Teacher implications....MOOC is a Massive Open Online Course, using innovativeeducational technologies and which can be followed all overthe world.
    3. 3. Contemporary MOOCs: 2 main typescMOOC xMOOCFirst MOOC format to be developed MOOC format on the rise at UniversitiesMore connectivist learning oriented: More behaviorist learning oriented:George Siemens Burrhus Frederic SkinnerBased on dialogue and networking Based on student/content transferMore informal (participant input & More formal (behaviorist approach: easiercontent production), open badges for assessment and accreditation)Network building, trust in collaboration Less networking, trust in content and institutionAd Hoc learner space: Learning Quilt Fixed LMS: Coursera, Udacity,,Social media rich Social media usedExpert learning, Community of Personal accreditation, lifelong learningPractitioners (CoP), lifelong learning for basics, personal knowledge increase,high knowledge workers starting from basic information.Room for emergence More stick to the plan High drop out, free in most cases What do you need? iMOOC?
    4. 4. Ubiquitous factor?Most MOOCs aren’t designed with mobiles inmind, which builds a digital gap for worldwidelearner access.
    5. 5. MobiMOOC worldwidecontent access
    6. 6. MobiMOOC = mobile MOOC lab• Using course spaces build for mobile (researching differences)• Different facilitator approaches (passive, active, participatory…)• Different course architecture (linear, branching…)• Different learning/teaching dynamics (behaviorist => social- constructivist/connectivist)• Different course durations
    7. 7. About MobiMOOCA Massive Open Online Course (MOOC) on mobilelearning (mLearning) => MobiMOOC1250 learners, 17 facilitators, 9 weeks, 14 mLearningtopics:2 core course spaces: Course wiki ( Course discussion group• MobiMOOC 2011, first run: April-May 2011• MobiMOOC 2012, September 2012
    8. 8. Some MobiMOOC resultsIn the limited timeframe of 3 weeks, participantsmanaged to build 17 mobile learning projects on a varietyof topics all connected to their field of interest based on amLearning project template. One project got theMobiMOOC award (500 USD): m-Shakti, a mLearningproject by Videhi Bhamidi to empower women in India onthe subject of violence and aggression (timely subject).The project plan can be viewed here.A set of videos usable as mLearning OERAn overview of how to plan mobile learning projectsA set of guidelines on setting up a scalable and durablemLearning project (stakeholders, challenges...)
    9. 9. Research: mobile learners enter into more interactions => more reflectionDuring a mixed methods research the impact of mobile access onlearner interactions was investigated to see if having a mobileaccessible course would indeed result in more learner interactions(more reflections, leading to knowledge creation).Results (very brief):• Mobile users engage more frequently in learner interactions than the non-mobile users. Additionally mobile users engage more in follow-up messages leading to increased understanding.• Mobile users engaged more in learner interaction, which they also find of more importance. Self-regulated learning was more present in mobile learners (easier to manage time and balance work/life/family), mobile users were less dependent on time and location to access the course.• Ubiquity results in the learners selecting the tool they feel most comfortable with to access the course (heightens ownership).
    10. 10. MOOCs: Appropriateness & Affinity 90% Of active participants said the MOOC format was appropriate for their learning communities 42.5% Of active participants connected with other participants to collaborate on projects after MobiMOOCMOOCs: ubiquity through mobile 77.5% Accessed MobiMOOC via mobile 61.3% Location independence 56.8% Temporal independence
    11. 11. Biggest shift => human teaching factorChallenges for• Overall coordinators• Helpdesk and architecture• Topic specific facilitators / guides-on-the-side• Learners => More interactions, more emergence!
    12. 12. Core factors for success1. Ensure basic digital literacy (what tools, how to use them…)2. Provide a userfriendly (= one button), mobile learning environment.3. Create mobile content next to big content (users can choose content depending on their time and context)4. Offer content relevant ice-breakers from the start to get course dialogue and a community feeling.5. Provide a clear course timeline (when what learner actions are required, where the course is heading, what content will be discussed when…). Build in reflection time!6. Provide clear (collaboratively written) communication guidelines (different cultures, different language proficency) .7. Pilot test the course and its tools prior to roll out.And … warn all participants for information overflow and the need for themto build self-regulated learning strategies that work for them.Do cover the basics and … avoid course failure!
    13. 13. The coordinator & facilitators keep everyone extra motivated • Everyone knows her/his role and the challenges of a MOOC (chaos, overload) • Facilitators are guides-on-the-side • Round up mails are provided per week • Keeping people motivated by connecting and keeping informed and course oriented (timeline) • Provide guidance for self-regulated learning • Get in touch with potential drop-outs => interactions are stimulated
    14. 14. Interested in MOOC designs? Talk to me in the UNESCO corridors or ask me here and now
    15. 15. Contact me: questions, networking… E-mail: ingedewaard (at) Blog: Twitter: Publications: Presentations: linkedIn: And feel free to talk to me right here, right now! 15