Exploring new challenges in TELL: LangMOOC and Open Education Europa
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This is the presentation that I did as invited speaker at the Elearning panel at the 28th Foreign Language Education conference in Thessaloniki on 27th and 28th August 2015 organised by the Panhellenic Federation of Language School Owners.
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Exploring new challenges in TELL: LangMOOC and Open Education Europa
- 1. Dr MARIA A. PERIFANOU PAU Education, Barcelona, SPAIN
- 2. a) Introduction b) LangMOOC project: background research and following research steps c) Open Education Europa portal
- 4. “Open means that anyone can freely access, use, modify, and share for any purpose (subject, at most, to requirements that preserve provenance and openness).” Opendefinition.org
- 14. Language Massive Open Online Courses LangMOOCs www.langmooc.com
- 15. Consortium Action Citizens Partnership (ACP), GR Sør-Trøndelag University College, HiST, NO CESIE, IT Iberica education group (gGmbH), GE Community Action Dacorum, UK
- 16. How to design an efficient Language Learning Environment for MOOLCs? Are there many MOOLC initiatives that could provide a promising Massive Open Interactive Language Learning Environment (MOILLE)?
- 17. a) Exploration of current MOOLC initiatives b) Classification of the MOOLC initiatives according to concrete criteria c) Evaluation of most representative MOOLC initiatives using the MOILLE framework d) Analysis of the results & conclusions
- 18. 1st Stage
- 22. 2nd Stage University/Entity Number of Free / Paid language Courses Language Certification/ Badges/Official credits Fixed time session cMOOC / xMOOC
- 24. CONTENT: Authentic educational resources; Use of multimedia/tech; Variety of activities that promote all basic language skills & support cultural awareness. PEDAGOGY: Communication (peer-peer, student-teacher, open class community); Collaboration (CL) (group projects, forums etc.); Collective intelligence; Autonomy (Autonomous/Self-paced/SL Learning/Reflection); Engagement-Motivation; Playful/Game based learning; Number of instructors. ASSESSMENT: On going Assessment/ Scaffolding (peer-peer, student-teacher, open, automated) Final Assessment; Evidence-Based improvement (data mining, Analytics); Feedback (comments, reviews). COMMUNITY: Social Community building as Massive & Open (Social Media – third part tools integration & other tech tools). TECHNICAL INFRASTRUCTURE: Max number of participants, Platform’s performance, Security, Usability). FINANCIAL ISSUES: Profit. Charges for Course or Certification/ Accreditation.
- 25. 3nd Stage
- 26. 4th Stage
- 27. 6/16 MOOLC initiatives offer authentic educational resources in a high level 11/16 use multimedia tools 3/16 offer a variety of activities that promote the basic language skills & support cultural awareness
- 28. 5/16 MOOLC initiatives support the various types of communication (peer-peer, student-teacher, open class community) in a high level 1/16 promote collaboration, (group projects, forums etc.) or collective intelligence in a high degree 15/16 support very much the autonomous, self-paced & self-regulated learning, learner’s reflection 6/16 support learners’ engagement and motivation None of them offers game based activities of high degree 2/16 provide many instructors for a course
- 29. 5/16 MOOLC initiatives provide various types of assessment (peer-peer, student-teacher, open, automated) 7/16 provide an official final assessment, 4/16 show learners’ performance evolution (data mining, analytics) 6/16 give the possibility to participants to provide feedback of various types (comments, reviews)
- 30. 5/16 MOOLC initiatives offer a big variety of social media tools or other technologies in order to build a Social Language Learning Community
- 31. 12/16 MOOLC initiatives can accept a massive number of participants offer usability have good technical performance provide high security
- 32. none of the explored MOOLC initiatives require any high charges except for: certification or accreditation
- 33. 16 MOOC platforms that offer more than 50 free Language Learning courses. <1/2 English Language MOOCs Great interest for other languages like Arabic, Spanish, Japanese, Chinese etc. (Perifanou & Economides, 2014). Examples: German Language MOOC won the First Prize for the Best MOOC in the Miriada X platform (Castrillo, 2013) “I learn” platform (‘Aprendo’/UNED) 2 English courses 78.690 1 German 22.438 students (Read & Rodrigo, 2013). 33
- 34. “Are there many MOOLC initiatives that could provide a promising Massive Open Interactive Language Learning Environment (MOILLE)”? NO, just few good examples.
- 35. Positive aspects: Many MOOLCs are still free have generally good infrastructure offer certification
- 36. Pedagogical aspect of MOOLCs (no highly interactive, no FL community, no building language skills collectively) Time cost for educators Big dropout rate (Lack of teachers’ support ,different students’ intentions)
- 37. Create more connectivist MOOLCs Create highly interactive Language Learning Environments Keep high students’ degree of motivation & self-direction
- 44. o http://elearninginfographics.com/european-moocs- infographic/#sthash.wCL5G0XD.qjtu o http://pretoria.uoc.es/wpmu/ambitp/2013/05/22/moocs- state-of-the-art o http://media-cache-ec0.pinimg.com/ o http://www.edutopia.org o http://open-it-lab.com/open-content/ o http://edutechdebate.org/oer-and-digital-divide/do- open-educational-resources-actually-increase-the- digital-divide/
- 45. Perifanou M. & Economides A. (2014). MOOCs for Language Learning:An effort to explore and evaluate the first practices. In Proceedings of the INTED2014 conference held inValencia,Spain 8-12 March 2014. Full-text Perifanou M. (2014). How to design and evaluate a Massive Open Online Course (MOOC) for Language Learning.In Proceedings of the eLSE14 conference held in Buchurest, Romania, 24-25 April 2014. o http://elearninginfographics.com/european-moocs- infographic/#sthash.wCL5G0XD.qjtu o http://pretoria.uoc.es/wpmu/ambitp/2013/05/22/moocs-state-of-the-art o http://media-cache-ec0.pinimg.com/ o http://www.edutopia.org o http://open-it-lab.com/open-content/ o http://edutechdebate.org/oer-and-digital-divide/do-open-educational- resources-actually-increase-the-digital-divide/
Editor's Notes
- Τα τελευταια χρόνια υπάρχει ένα μεγάλο ενδιαφέρον για την ελευθερη πρόσβαση σε ανοιχτο περιεχομενο, ανοιχτή εκπαιδευση, ανοιχτους εκπαιδευτικούς πορους, ανοιχτες βασεις δοδομενων και βεβαια για μαζικά και ελευθερα διαδικτυακα μαθηματα.
- «Μαζικά Ελεύθερα Διαδικτυακά Μαθήματα» Ένα MOOC στοχεύει σε μια μεγάλης κλίμακας διαδραστική συμμετοχή και ανοιχτή πρόσβαση των χρηστών μέσω του διαδικτύου (Karsenti, 2013).
- OPEN : technologies and platforms that are already available on the internet i.e SNS and freely accessible to all MASSIVE: unlimited number of students can enroll in the course ONLINE: courses conducted mainly on the internet COURSES: course with predefined learning goals and learning paths Even though they may vary through the courses CONNECTIVIST MOOCs: emphasise the OPEN aspect and the concept of constructing content in a network-connectivist MOOC (cMOOC) ακολουθούν τη συνεργατική θεωρία μάθησης XMOOCs: emphasise CONTENT and the ONLINE aspects of the concept-βασίζονται στη μετάδοση του μαθησιακού περιεχόμενου και ακολουθούν μια προσέγγιση περισσότερη συμπεριφοριστική (Marshall, 2013) στηριζόμενη στη μετάδοση της πληροφορίας και στην αυτοαξιολόγηση Connectivist / xmoocs
- UDEMY : founded in 2010 - a learning site that aims to democratize online education by enabling anyone to teach and learn online. 2011 Stanford launches Artificial Intelligence course with 160.000 students, Udacity was founded in 2011 but both first course started on 20 February 2012, entitled "CS 101: Building a Search Engine", taught by David Evans from the University of Virginia, and "CS 373: Programming a Robotic Car” COURSERA: April 2012 Pan european initiative: OpenupEd- The initiative is led by the European Association of Distance Teaching Universities (EADTU) Google and edX are teaming up for an open-source massive open online course site, MOOC.org : Allow anyone to create and post courses
- Moocs in europe
- I will try to explain things quickly and easily
- I will try to explain things quickly and easily
- The design and implementation of MOOCs with focus on language learning has not been explored yet and this paper aims to fill this research gap The case: Research questions: / The research methodology that has been adopted by the researchers followed the following stages: a) Exploration of current MOOLCs initiatives b) Classification of the MOOLCs initiatives according to concrete criteria c) Evaluation of most representative MOOLCs initiatives using the MOOILLE framework d) Analysis of the results and conclusions
- a) Exploration of current MOOLCs initiatives
- Univerity/Entity
- Πλαισιο αξιολογησης¨Μαζικο ελευθερο διαδραστικο περιβαλλον γλωσσικης μαθησης
- Evaluation of most representative MOOLCs initiatives using the MOOILLE framework/ 16 platforms RESULTS 1
- Results 2- PEDAGOGY
- Results 3- ASSESSMENT
- Results 4-COMMUNITY BUILDING
- Results 5- TECHNICAL INFRASTRUCTURE
- Results 6-FINANCIAL ISSUES
- “Are there many MOOLC initiatives that could provide a promising Massive Open Interactive Language Learning Environment (MOILLE)”? The answer to this question is no. There are some good examples like SpanishMOOC (http://spanishmooc.com/) and Mixxer MOOC (http://www.language-exchanges.org/node/106803) but generally most of the MOOLCs initiatives don't offer a highly interactive environment where the learners are interconnected to a language learning community and build collectively their language skills.
- Conclusions 1 “Are there many MOOLC initiatives that could provide a promising Massive Open Interactive Language Learning Environment (MOILLE)”? NO SpanishMOOC (http://spanishmooc.com/) and Mixxer MOOC (http://www.languageexchanges. org/node/106803) but generally most of the MOOLCs initiatives don't offer a highly interactive environment where the learners are interconnected to a language learning community and build collectively their language skills. Even if we still discuss about “massive” courses learners are still studying a language in a traditional way following courses that are based on a cognitive behavioral pedagogical model and this research finding confirms a previous theoretical resource discussed earlier [12]. The positive aspect is that many courses are still free, have generally good infrastructure and many offer certification. One of the issues that still remain open for discussion and improvement is the pedagogical aspect of MOOLCs. Designers and educators should focus on the creation of more interactive and more connectivist MOOLCs. Time cost for educators is also an important issue that needs to be resolved in future.
- Conclusions 2 The positive aspect is that many courses are still free, have generally good infrastructure and many offer certification
- ISSUES generally most of the MOOLCs initiatives don't offer a highly interactive environment where the learners are interconnected to a language learning community and build collectively their language skills. Even if we still discuss about “massive” courses learners are still studying a language in a traditional way following courses that are based on a cognitive behavioral pedagogical model and this research finding confirms a previous theoretical resource discussed earlier [12]. The positive aspect is that many courses are still free, have generally good infrastructure and many offer certification. One of the issues that still remain open for discussion and improvement is the pedagogical aspect of MOOLCs. Designers and educators should focus on the creation of more interactive and more connectivist MOOLCs. Time cost for educators is also an important issue that needs to be resolved in future.
- Thank you