The Advantages of MOOCs for anInternational Learning Audience         By Inge de Waard
Setting the stage: remember…
Challenges of contemporary learning• Knowledge turnover high => keeping expert  learners / managers knowledge pioneers in ...
Why do I bring this presentation?MobiMOOC experience:
About MobiMOOC•   Upcoming MobiMOOC 2012 (second roll out of the    course): open, online, free course on mLearning     Co...
MobiMOOC Statistics            Participants joined the Google group556             Discussion threads started1827         ...
Participants by Age             Participants by Gender   15% 10%             61-7022%        28%         51-60     25%    ...
MobiMOOC and Knowledge       Transfer          Learned from insights from participants in other fields of92.5%     experti...
MOOCs: Appropriateness and         Affinity 90%     Of active participants said the MOOC format was         appropriate fo...
Why Mobile?77.5%     Accessed MobiMOOC via mobile 61.3%     Location independence  56.8%     Temporal independence    55% ...
The MobiMOOC Research Team                               Apostolos     Rebecca Hogue             Koutropoulos     Ottawa, ...
Measuring impact - the multiplicator effect    with unexpected surplus’s (later reading)• MobiMOOC research team became a ...
MOOC history                MOOC                history                                   NaturalFreestyle             3  ...
History2007 – the Wiley wiki               2007: Alec Couros                                    Social Media and Open Educ...
Downes & Siemens, CCK08
Connectivism as core theory           Principles of connectivism:           • Learning and knowledge rests in diversity   ...
The time is now: MOOC examples                  100.000 learners!
The time is now, the audience is herehttp://www.youtube.com/watch?v=eW3gMGqcZQc
Natural learning environment                    MOOC                    history                                       Natu...
Creating a natural human learning           environment         How do we learn?
Dating back to …Around the campfire – dialogues and narratives
Socrates (and the Indian school)Discussion for reflection and mutual knowledgeenhancement
Network connections are key  One person is not enough, the team = network          makes the genius = strengthBy following...
Self-regulated learning & PLE:         create your knowledgeYou know yourself, you learn, at your pace andwith your criter...
Tips for coping with the abundance of resources in MOOCs Collaboratively written pointers provided by the MobiMOOC partici...
Bringing it together in the CloudTheir knowledge + your knowledge = our learning network
MOOC Design                MOOC                history                                   NaturalFreestyle             3   ...
MOOC Design             Syllabus   Corediscussion   Course             anchor Social media       Ubiquity tools
The core of the course            Course outline and expectations            Central discussion starting and              ...
Select relevant tools with the right educational benefits and extra’s.
Mobile enabled social media     Why use it                           Knowledge Age Challengetool                          ...
Ensure Ubiquity
The coordinator & facilitators keep      everyone extra motivated• Everyone knows her/his role and the  challenges of a MO...
Cost benefit: Return on Investment                       MOOC                       history                               ...
Cost benefit / Return on investment?   In a knowledge age, securing knowledge growth           is your investment for succ...
The free and open cloud• Setting up => no cost (if in the open, can be  limited to ‘members’ of learning spaces)
Training  working hoursWe are in a financial crisis, but not a mental one.The cost of the training hours that would other...
Return on investment            • Authentic learning:              build activities that              immediately relate  ...
Keeping the competitive edge          • Work force or employees            and learners on top of            their field =...
Digital literacy is essential                 Raising digital literacy                 with emerging tools                ...
Wrapping up               MOOC               historyMobiM                             Natural OOC                 3       ...
Call for action  Join a MOOC (e.g. the next MobiMOOC 10 – 30    September 2012, become a member of the      MobiMOOC googl...
Let’s make this work for all of us!Questions and reflections.Simple, cloud, elements, support social learnerdynamics.
ContactE-mail: ingedewaard@gmail.comBlog: ignatiawebs.blogspot.comTwitter: http://twitter.com/IgnatiaSlideshare (ppt): htt...
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MOOC benefits for international learners - an overview

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This presentation takes a short look at the benefits of MOOCs when working when designing courses for international learners.

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  • Setting the stage:look aroundyou, meet yourneighbours, we are all in thistogetherDim lights / close eyesA nicechildhoodplayground memoryWhathappens: lurkers, actors, leaders, fun…The playground intro
  • Data in short + outcomes: papers, awards, mobile R&D department in Argentina, Cambridge report
  • 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.
  • In the final survey it also became clear that although there was a wide diversity of backgrounds within the participators of the MobiMOOC (health professionals, K-12 teachers, corporate training managers, language teachers, etc.) 92.5% of them indicated that they learned from mLearning ideas and insights from participants in other fields of expertise.In MobiMOOC this sharing of new ideas was clearly not limited to the course participants. The new information and ideas were taken out of the course as well, and tested in other learning networks including with face-to-face colleagues (67.5%), with virtual (online) colleagues (77.5%), with friends (50%), with family (35%), and with classmates (25%).When asked in what way information was shared, a mix of face-to-face, mobile phones, and social media dialogues were mentioned, again pointing to dialogue as a core feature of learning in any face-to-face or digital world.
  • The survey comprised a series of 12 questions designed to determine general demographic information, familiarity and use of technology and social media, participant satisfaction with the course, preconceived notion of what type of learner participants would be in the course, and actual level of participation.65% of the active participants reported that they did indeed work on a personal project. 82.5% of active participants indicated that they did indeed make use of what they learned in MobiMOOC in their own local settings.Although the participants were not required to access materials via mobile devices, 77.5% of them chose to. Participants indicated the reasons they preferred to use their mobile devices to access the course materials. location independence afforded by mobile devices (61.3%). temporal independence (56.8%).When the MobiMOOC participants were asked whether they thought a MOOC could be followed entirely via a mobile device, 55% answered positively. The close results may indicate that following a MOOC via mobile devices is a matter of device preference.
  • In the final survey it also became clear that although there was a wide diversity of backgrounds within the participators of the MobiMOOC (health professionals, K-12 teachers, corporate training managers, language teachers, etc.) 92.5% of them indicated that they learned from mLearning ideas and insights from participants in other fields of expertise.In MobiMOOC this sharing of new ideas was clearly not limited to the course participants. The new information and ideas were taken out of the course as well, and tested in other learning networks including with face-to-face colleagues (67.5%), with virtual (online) colleagues (77.5%), with friends (50%), with family (35%), and with classmates (25%).When asked in what way information was shared, a mix of face-to-face, mobile phones, and social media dialogues were mentioned, again pointing to dialogue as a core feature of learning in any face-to-face or digital world.
  • 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.
  • Although the participants were not required to access materials via mobile devices, 77.5% of them chose to. Participants indicated the reasons they preferred to use their mobile devices to access the course materials. location independence afforded by mobile devices (61.3%). temporal independence (56.8%).When the MobiMOOC participants were asked whether they thought a MOOC could be followed entirely via a mobile device, 55% answered positively. The close results may indicate that following a MOOC via mobile devices is a matter of device preference.
  • History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  • http://www.opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabushttp://eci831.wikispaces.com/Session+List
  • AI course from Stanford: over 100000 pre-registeredJimGroom: ds106.us on digital story tellingCCK11 and Change2011
  • Round up slide for history
  • History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  • Learning analytics course:http://scope.bccampus.ca/course/view.php?id=365
  • Round up slide for naturallearning
  • History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  • Corediscussionspacesand course outlineSocial media implementationUbiquitous access: withadditional focus on mobile access and benefits of m-access (time andlocationindependence, context related)
  • Variety of people, different tools anddevicesusedbyallCentral discussionspace (list serve: accessible via mobile andall, requiresonly basic digital literacy)Course outline in a centralspace, the compass to move through the course components
  • Social media implementation: knowyour tool affordanceanduseDon’tjust do it for the sake of it: walk the talkAffordancesdefine the usability of the tool: sharing multimedia, setting up group activities, enhancing real life environments…Leave room for individualadditions (blogposts, other tools shared…)
  • As devices go wild (tablets, smartphones, netbooks, ebooks, laptops, desktops…), keep access simple: in the Cloud (companies increasinglydevelop for the cloud, not for specificdevices)Let the learnersbringtheirowndevices (BYOD) Social media’s increasingwide access Mobile devicesrule for the modern daylearners: flexibility to learn no matter which personal or professional demandsandsituations
  • History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  • History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  • MOOC benefits for international learners - an overview

    1. 1. The Advantages of MOOCs for anInternational Learning Audience By Inge de Waard
    2. 2. Setting the stage: remember…
    3. 3. Challenges of contemporary learning• Knowledge turnover high => keeping expert learners / managers knowledge pioneers in their field of expertise• Lifting subject matter experts to a higher level• Cross discipline• Trust and respect• Creating an expert community• Building a training iteration in-house• …
    4. 4. Why do I bring this presentation?MobiMOOC experience:
    5. 5. About MobiMOOC• Upcoming MobiMOOC 2012 (second roll out of the course): open, online, free course on mLearning Course wiki (http://mobimooc.wikispaces.com/) Course discussion group https://groups.google.com/group/mobimooc2012• MobiMOOC 2011, first run: April-May 2011• 3 week course covering 10 mLearning topics chosen by the future participants• If you want to join, select your favorite topic via this online poll:• http://fs10.formsite.com/formulierenITG/form216 /index.html
    6. 6. MobiMOOC Statistics Participants joined the Google group556 Discussion threads started1827 Tweets were sent with #mobimooc hashtag 1123 mLearning links shared on Delicious 335
    7. 7. Participants by Age Participants by Gender 15% 10% 61-7022% 28% 51-60 25% 41-50 43% Female 31-40 57% Male 21-30
    8. 8. MobiMOOC and Knowledge Transfer Learned from insights from participants in other fields of92.5% expertise Knowledge transfer: ideas tested with 77.5% virtual communities Tested with face to face colleagues 67.5% Tested with friends 50% Tested with classmates 25%
    9. 9. MOOCs: Appropriateness and 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 MobiMOOC
    10. 10. Why Mobile?77.5% Accessed MobiMOOC via mobile 61.3% Location independence 56.8% Temporal independence 55% Thought MOOCs could be followed entirely via mobile
    11. 11. The MobiMOOC Research Team Apostolos Rebecca Hogue Koutropoulos Ottawa, Ontario Boston, Massachusetts Canada USA Michael Sean Gallagher Seoul, Korea Inge de WaardSean C. Abajian Belgium Nilgün Özdamar KeskinNorthridge, Eskişehir-TurkeyCalifornia, USA C. Osvaldo Rodriguez Buenos Aires, Argentina
    12. 12. Measuring impact - the multiplicator effect with unexpected surplus’s (later reading)• MobiMOOC research team became a reality: due to a call to action to collaborate on a paper, seven MobiMOOC participants grouped together to become a research team (open science). The run up to this and the current results (two published papers, one paper in pre-published state, two presentations) will be shared.• Participants adding to the course: crowdmap, analyzing tweets, adding lists to mobile resources that were relevant to the weekly topic at hand…• People using MobiMOOC knowledge for their professional purposes (e.g. a participant used it to get a project for UK museum, mobile health research and development center in Argentina was set up, a health education MOOC is being organized by former participants of MobiMOOC 2011).• Institutions picking up the MOOC concept: US (San Francisco) start with language MOOC, Geoff Stead from mobile cell at Cambridge, UK distilled all the resources for dissemination at Cambridge and beyond, South Africa is now building an International Online Mobile Curriculum with MOOC idea, UK higher education invited the MobiMOOC organizer and UK facilitators to prepare a MOOC workshop to see how MOOC’s can benefit higher education in UK.
    13. 13. MOOC history MOOC history NaturalFreestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
    14. 14. History2007 – the Wiley wiki 2007: Alec Couros Social Media and Open EducationAn Open Course based in a wiki An Open Course based in a wikiParticipants from around theworld contributed to the creation Participants from around theof the course world contributed to the creation of the course
    15. 15. Downes & Siemens, CCK08
    16. 16. Connectivism as core theory Principles of connectivism: • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting information sources. • Learning may reside in non-human appliances. • Capacity to know more is more critical than what is currently known • Nurturing and maintaining connections is needed to facilitate continual learning. • Ability to see connections between fields, ideas, and concepts is a core skill. • Decision-making is itself a learning process. George Siemens (2005 – Connectivism - a learning theory for the digital age)
    17. 17. The time is now: MOOC examples 100.000 learners!
    18. 18. The time is now, the audience is herehttp://www.youtube.com/watch?v=eW3gMGqcZQc
    19. 19. Natural learning environment MOOC history Natural Freestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
    20. 20. Creating a natural human learning environment How do we learn?
    21. 21. Dating back to …Around the campfire – dialogues and narratives
    22. 22. Socrates (and the Indian school)Discussion for reflection and mutual knowledgeenhancement
    23. 23. Network connections are key One person is not enough, the team = network makes the genius = strengthBy following discussions, key thinkers become visible
    24. 24. Self-regulated learning & PLE: create your knowledgeYou know yourself, you learn, at your pace andwith your criteriaThis creates your space in the network
    25. 25. Tips for coping with the abundance of resources in MOOCs Collaboratively written pointers provided by the MobiMOOC participants • Use the course to your advantage! You know where you want to go, ask relevant help. • Select between the abundance of resources. • Plan which type of participant you want to be (lurker, intermediate, active) • Develop a mental filter: you do not need to reply to everyone, skim discussions and choose to reply on what is of interest to you. • Get to the point: be short (max 250 words) and respectful in your discussions/questions/answers. This will save time for everyone. • Use descriptive titles in your discussion threads: this allows people to immediately anticipate where you are going with your message. • Connect with participants working on the same topic. • Check your e-mail digest in the google group section edit my membership. • Pace yourself to keep motivated. • Dare to take time off. • The most important idea behind self-regulated learning is: Make the course Work for YOU!
    26. 26. Bringing it together in the CloudTheir knowledge + your knowledge = our learning network
    27. 27. MOOC Design MOOC history NaturalFreestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
    28. 28. MOOC Design Syllabus Corediscussion Course anchor Social media Ubiquity tools
    29. 29. The core of the course Course outline and expectations Central discussion starting and meeting point
    30. 30. Select relevant tools with the right educational benefits and extra’s.
    31. 31. Mobile enabled social media Why use it Knowledge Age Challengetool AddressedBlogs To reflect on what is learned, or Self-regulated learning. what the learner thinks is of Lifelong Learning.(Examples: wordpress, blogger, importance. Becoming active, critical contentposterous) Keeping a learning archive. producer. Reflecting on the learning itself. . Commenting on content.Discussion enabler: Listserv This type of online tool uses e- Enabling dialogue. mail to keep everyone informed. Collaboration.(Examples: google groups, With many of the listserve’s you Self-regulated learning.yahoo groups) can choose how you want your Informal learning. mails to be delivered (e-mail digest: e.g. immediate, once a day, once a week), which adds to self-regulated learning. Generating and maintaining discussions. Getting a group feeling going via dialogue.Social Networking Building a network of people that Enables networking. can add to the knowledge Collaboration.(examples: Facebook, Google+, creation of the learner. Enabling dialogue.LinkedIn) Informal learning. Becoming active, critical content producer. Link to Google document with more social media tools
    32. 32. Ensure Ubiquity
    33. 33. 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• Keeping people motivated by connecting and keeping informed and course oriented• Provide guidance for self-regulated learning.
    34. 34. Cost benefit: Return on Investment MOOC history Natural Freestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
    35. 35. Cost benefit / Return on investment? In a knowledge age, securing knowledge growth is your investment for success.
    36. 36. The free and open cloud• Setting up => no cost (if in the open, can be limited to ‘members’ of learning spaces)
    37. 37. Training  working hoursWe are in a financial crisis, but not a mental one.The cost of the training hours that would otherwise beworking hoursProvide time for reflection and implementation
    38. 38. Return on investment • Authentic learning: build activities that immediately relate to learner environment, this way the result can be embedded and cost is in some way reduced thanks to a usable result
    39. 39. Keeping the competitive edge • Work force or employees and learners on top of their field => competitive edge
    40. 40. Digital literacy is essential Raising digital literacy with emerging tools increases the learners capacity to function in todays connected worldMost people use it, but … how?! We can improve their use.
    41. 41. Wrapping up MOOC historyMobiM Natural OOC 3 learningreal ex 2 realm 1 Cost MOOC benefit design & ROI
    42. 42. Call for action Join a MOOC (e.g. the next MobiMOOC 10 – 30 September 2012, become a member of the MobiMOOC google group here) or morechallenging: let us know where to find your MOOC!
    43. 43. Let’s make this work for all of us!Questions and reflections.Simple, cloud, elements, support social learnerdynamics.
    44. 44. ContactE-mail: ingedewaard@gmail.comBlog: ignatiawebs.blogspot.comTwitter: http://twitter.com/IgnatiaSlideshare (ppt): http://www.slideshare.net/ignatialinkedIn: http://www.linkedin.com/in/ingedewaard
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