Quality of MOOCs - Results of "The MOOC Quality Project"
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Quality of MOOCs - Results of "The MOOC Quality Project"

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Keynote fo the first European MOOC Conference in Oslo, Norway on September 2013

Keynote fo the first European MOOC Conference in Oslo, Norway on September 2013

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Quality of MOOCs - Results of "The MOOC Quality Project" Quality of MOOCs - Results of "The MOOC Quality Project" Presentation Transcript

  • www.efquel.org Quality of MOOCs Results from The MOOC Quality Project Prof. Dr. phil. habil. Ulf-Daniel Ehlers Vicepresident Baden-Wurttemberg Cooperative State University President European Foundation for Quality in E-Learning
  • www.efquel.org EFQUEL EFQUEL is a European membership organisation. • EFQUEL consists of more than 120 member institutions from all over Europe and beyond • Members are associations, universities, companies, vocational training institutions and local networks. • All members share the same interest: quality and innovation in technology enhanced learning. • Since 2012 EFQUEL launched the Network of
  • Digital (R)Evolution in HE MOOCs are the third digital revolution 1. E-Learning hype around new millenium  Changed learning environments 2. OER peak from 2007  Giving away knowledge for free 3. MOOC peak from 2010  Access to education for free
  • The Quality Challenge All lead to a quality challenge • Start from digital and technological innovation, • move on to educational (r)evolution and change, and • Lead to a quest for quality and innovation strategies.
  • MOOCs and Quality...?! • Should we care about the MOOC drop outs? • Do MOOCs challenge the current HE model? • How will it be looking when learning and certification will be disaggregated? • What is it that makes a model with high drop out, little success rates and heterogenious target groups popular?
  • The MOOC Quality Project 12 weeks, 12 experts, 12 posts, 12.000 Readers, >150 comments mooc.efquel.org
  • 1. Massive Target Audience? • Change from „no target audience“-thinking to having one in mind, even if it is wide. Take into acount new participation profiles. MOOC Lurkers Passive participants Active participants Drop-ins HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available: http://mfeldstein.com/the-four- student-archetypes-emerging-in-moocs/
  • www.efquel.org 2. Mixing Groups? • Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed) • Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree. http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
  • 3. Learning Across Contexts • Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because MOOCs mean learning across contexts and purposes. • Quality measures become individualised, quality methods like self- & peer- assessment and –reflection are suitable. http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
  • www.efquel.org 4. Support Self-Organization • Be open about your requirements of self- organisation, provide scaffolding for those who lack that self-organisation. http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg
  • 5. Declare What‘s in it! 1. the degree of openness, 2. the scale of participation (massification), 3. the amount of use of multimedia, 4. the amount of communication, 5. the extent to which collaboration is included, 6. the type of learner pathway (from learner centred to teacher- centred and highly structured), 1. the level of quality assurance, 2. the extent to which reflection is encouraged, 3. the level of assessment, 4. how informal or formal it is, 5. autonomy, 6. and diversity. Be precise about the content and purpose of the MOOC (self- declaration) and keep promises! (Use a MOOC description model) (Conole 2013)
  • 6. Peer-to-Peer Pedagogy • Use peer-to-peer pedagogy: peer- learning, peer-review, peer- assessment, collaborative learning, multiple learning pathways and exploratory learning • Understand that teaching is not a prerequsite of learning. http://www.naset.org/uploads/pics/choice.gif
  • www.efquel.org 7. MOOCs Support Choice Based Learning • Get away from – the notion that „ending a MOOC early“ means dropping out – looking at MOOCs like (structured, paced, timebound) courses • Be aware that MOOC learning is an opt-in/out learning model • MOOCs follow voluntary sequencing and are based on choices. The choices they offer make their attractiveness. http://www.naset.org/uploads/pics/choice.gif
  • www.efquel.org WWW.EFQUEL.ORG EFQUEL office in Brussels Rue des deux Eglises 35 B – 1000 BRUSSELS BELGIUM Tel : + 32 2 639 30 32 Fax : + 32 2 644 35 83 Email : info@efquel.org