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MOOC benefits for international learners - an overview
 

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.

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 MOOC benefits for international learners - an overview Presentation Transcript