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MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
MOOCs - How to use them in post secondary education.
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MOOCs - How to use them in post secondary education.

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A short mind map with 4 scenarios how MOOCs can be used in post secondary education: The 4 C Creat learning opporutnities, complement institutional learning scenarios, contribute to degree eductaion, …

A short mind map with 4 scenarios how MOOCs can be used in post secondary education: The 4 C Creat learning opporutnities, complement institutional learning scenarios, contribute to degree eductaion, combine open modules to full open curricula

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  • 1. www.efquel.org
  • 2. Post-Secondary Education • Vocational Education and Training • Higher Education • Lifelong Learning • Formal • Informal
  • 3. What happens if you open the cages?
  • 4. Create learning opportunitites for individuals: LLL Scenario 1 Complement institutional learning scenarios Contribute to degrees/ qualifications Recognition Scenario 2 - Legislation - Validation (tech.) - Validation (org.) - Flexibilisation Use of MOOCs Scenario 3 Scenario 4 Combine learning to open currciualy www.efquel.org 3 Characteristics - Pleasure - Self-Development - Skill-Upgrade Assessment - Example: Edinburgh MOOCs
  • 5. The MOOC Quality Project 12 weeks, 12 experts, 12 posts, 15.000 Readers, >150 comments mooc.efquel.org
  • 6. 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. Lurkers Drop-ins MOOC Active participants Passive participants 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-fourstudent-archetypes-emerging-in-moocs/
  • 7. 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 www.efquel.org
  • 8. 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 individualized, quality methods like self- & peerassessment and –reflection are suitable. http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
  • 9. 4. Support Self-Organization • Be open about your requirements of selforganization, provide scaffolding for those who lack that self-organization. www.efquel.org http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg
  • 10. 5. Declare What‘s in it! Be precise about the content and purpose of the MOOC (selfdeclaration) and keep promises! (Use a MOOC description model) 1. 2. 3. 4. 5. 6. the degree of openness, the scale of participation (massification), the amount of use of multimedia, the amount of communication, the extent to which collaboration is included, the type of learner pathway (from learner centered to teacher-centered and highly structured), 1. 2. 3. 4. 5. 6. the level of quality assurance, the extent to which reflection is encouraged, the level of assessment, how informal or formal it is, autonomy, and diversity. (Conole 2013)
  • 11. 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
  • 12. 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. www.efquel.org http://www.naset.org/uploads/pics/choice.gif
  • 13. 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 Released under a Creative Commons Attribution ShareAlike 3.0 Belgium License www.efquel.org You are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.

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