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Integrating MOOCs into Formal
Programmes and Courses
Cengiz Hakan AYDIN
Anadolu University
thodonal88/Shutterstock.com
Who am I …
Anadolu University, Open Education Faculty,
Distance Education Department
Coordinator for the OERs (Açık Kütüphane,
AnaBilgi) and MOOCs (AKADEMA, AnaDil) Projects
OpenuEd Steering Committee
ICDE OERs Advocacy Committee
Open and distance learning, MOOCs, OERs,
Educational Communications and Technology
Father of 2 biologic ~ 120 social daughters
MOOCs
• online courses
• designed for large numbers of participants,
• that can be accessed by anyone anywhere
• as long as they have an internet connection,
• are open to everyone without entry qualifications,
• and offer a full/complete course experience online for free
Support mainly informal and non-formal learning
European Association for Distance Teaching Universities (EADTU) (2005). Definition of Massive Open Online Courses (MOOCs).
Retrieved at https://www.openuped.eu/images/docs/Definition_Massive_Open_Online_Courses.pdf
MOOCs are not new
“A proof of acceptance about what wehave been
doing for decades”
MartinBean
Formervice-chancellorof OUoUK
Vice-chancellorofRMITUniversity
Characteristics MOOCs AnadoluUniversity
Readings
Onlineresources
Availabletextbooks
Speciallydesignedtextbooks
Lectures Video
Video,TVPrograms,Webinars,F2FEveningand
WeekendClasses
Assignments
Simplecomprehensionquestions.
Multiplechoice questions
Peerevaluatedassignments
Tutormarked
Notin allprograms
Interaction
CourseStaffprovidesfeedbackandrespond.Some
feedbackareautomated.
Contractedprofessorsthroughoutthecountry
providesF2F, orAnadolutenuretrackfaculty
providesasynchronousandsynchronous
Assessment
Selfassessment
Peerassessment
AutomatedAssessment
Proctoredtests(usuallymultiplechoice)
Some PortfolioAssessment
MOOCs Hype Curve
Jonathan Tapson, September 2013
MOOCs Hype Curve
2020-2021
MOOCs in Turkey
Research - MOOCs in Formal Learning
• Exposing students to other styles of teaching and class discussion,
• Reinforcing key skills,
• Teaching students how to teach online (Griffiths et al., 2015)
• Value of interacting asynchronously with their peers on assignments
• Studying with their own pace (Bralić & Diviak, 2018)
Engagement
On-demand support
Aligning with program outcomes (Cha & So, 2020)
Practice - MOOCs in Formal Courses
+
• Provide alternative MOOCs
• Align with learning objectives
• Share clear expectations and instructions
• Proofs of achievement
• Regular follow ups
Practice - MOOCs in Learning Programmes
• Provide alternative MOOCs
• Align with program outcomes
• Share clear expectations and instructions
• Proofs of achievement
• Regular follow ups
+
Curricular modernization by implementing MOOCs model
Intellectual Outputs
Online
Self-Assessment
Tool
Online Training
for MOOC Design
&
Implementation
Redesigned
MOOCs-based HEI
curricula & MOOCs
Designers’ Training
1 2 3
Self-Assessment Tool - Process
Desk Study Focus Group
Studies
Consolidation Piloting
Self-Assessment Tool - Content
• A total of 27 pedagogical and technical competencies in 5 areas
1. Pedagogical competencies for designing student-centred learning – 6 (e.g., activity- /
competence- based learning)
2. MOOCs specific competences - 6 (e.g., assessment of large groups, learner motivation)
3. Technology-related competences - 6 (e.g., online communication, learner analytics)
4. Competences related to the theoretical foundations of MOOCs - 5 (e.g., independent learning,
openness)
5. Competences about MOOC integration into formal learning - 4 (e.g., integration into a course,
peer support among instructors)
• Bloom’s Taxonomy based competence levels (Remember, Understand, Apply, Analyze, Evaluate,
Create)
Online Training (MOOCs)
• 5 Modules aligned with competence areas
• Activities aligned with learning objectives (competencies)
• Adaptive organization based-on learners’ needs (based on
self-assessment tool)
Lessons Learned (so far …)
• Consensus on competencies and their definitions
(The European Framework for the Digital Competence of Educators -
DigCompEdu)
• Modular structure works fine
Think out of the box
but keep simple
Cengiz Hakan AYDIN
Anadolu University, Turkey
chaydin@anadolu.edu.tr

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EMPOWER COVID-19 webinar week, Integrating MOOCs into Formal Programmes and Courses by Cengiz Hakan AYDIN

  • 1. Integrating MOOCs into Formal Programmes and Courses Cengiz Hakan AYDIN Anadolu University thodonal88/Shutterstock.com
  • 2. Who am I … Anadolu University, Open Education Faculty, Distance Education Department Coordinator for the OERs (Açık Kütüphane, AnaBilgi) and MOOCs (AKADEMA, AnaDil) Projects OpenuEd Steering Committee ICDE OERs Advocacy Committee Open and distance learning, MOOCs, OERs, Educational Communications and Technology Father of 2 biologic ~ 120 social daughters
  • 3. MOOCs • online courses • designed for large numbers of participants, • that can be accessed by anyone anywhere • as long as they have an internet connection, • are open to everyone without entry qualifications, • and offer a full/complete course experience online for free Support mainly informal and non-formal learning European Association for Distance Teaching Universities (EADTU) (2005). Definition of Massive Open Online Courses (MOOCs). Retrieved at https://www.openuped.eu/images/docs/Definition_Massive_Open_Online_Courses.pdf
  • 4. MOOCs are not new “A proof of acceptance about what wehave been doing for decades” MartinBean Formervice-chancellorof OUoUK Vice-chancellorofRMITUniversity Characteristics MOOCs AnadoluUniversity Readings Onlineresources Availabletextbooks Speciallydesignedtextbooks Lectures Video Video,TVPrograms,Webinars,F2FEveningand WeekendClasses Assignments Simplecomprehensionquestions. Multiplechoice questions Peerevaluatedassignments Tutormarked Notin allprograms Interaction CourseStaffprovidesfeedbackandrespond.Some feedbackareautomated. Contractedprofessorsthroughoutthecountry providesF2F, orAnadolutenuretrackfaculty providesasynchronousandsynchronous Assessment Selfassessment Peerassessment AutomatedAssessment Proctoredtests(usuallymultiplechoice) Some PortfolioAssessment
  • 5. MOOCs Hype Curve Jonathan Tapson, September 2013
  • 8. Research - MOOCs in Formal Learning • Exposing students to other styles of teaching and class discussion, • Reinforcing key skills, • Teaching students how to teach online (Griffiths et al., 2015) • Value of interacting asynchronously with their peers on assignments • Studying with their own pace (Bralić & Diviak, 2018) Engagement On-demand support Aligning with program outcomes (Cha & So, 2020)
  • 9. Practice - MOOCs in Formal Courses + • Provide alternative MOOCs • Align with learning objectives • Share clear expectations and instructions • Proofs of achievement • Regular follow ups
  • 10. Practice - MOOCs in Learning Programmes • Provide alternative MOOCs • Align with program outcomes • Share clear expectations and instructions • Proofs of achievement • Regular follow ups +
  • 11. Curricular modernization by implementing MOOCs model
  • 12. Intellectual Outputs Online Self-Assessment Tool Online Training for MOOC Design & Implementation Redesigned MOOCs-based HEI curricula & MOOCs Designers’ Training 1 2 3
  • 13. Self-Assessment Tool - Process Desk Study Focus Group Studies Consolidation Piloting
  • 14. Self-Assessment Tool - Content • A total of 27 pedagogical and technical competencies in 5 areas 1. Pedagogical competencies for designing student-centred learning – 6 (e.g., activity- / competence- based learning) 2. MOOCs specific competences - 6 (e.g., assessment of large groups, learner motivation) 3. Technology-related competences - 6 (e.g., online communication, learner analytics) 4. Competences related to the theoretical foundations of MOOCs - 5 (e.g., independent learning, openness) 5. Competences about MOOC integration into formal learning - 4 (e.g., integration into a course, peer support among instructors) • Bloom’s Taxonomy based competence levels (Remember, Understand, Apply, Analyze, Evaluate, Create)
  • 15. Online Training (MOOCs) • 5 Modules aligned with competence areas • Activities aligned with learning objectives (competencies) • Adaptive organization based-on learners’ needs (based on self-assessment tool)
  • 16. Lessons Learned (so far …) • Consensus on competencies and their definitions (The European Framework for the Digital Competence of Educators - DigCompEdu) • Modular structure works fine
  • 17. Think out of the box but keep simple Cengiz Hakan AYDIN Anadolu University, Turkey chaydin@anadolu.edu.tr