Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Facilitated MOOC support – closed bubbles in a sea of openness by Gabi Witthaus (University of Birmingham)

51 views

Published on

OpenupEd webinar, supported by MOONLITE and empowered by EMPOWER

Published in: Education
  • Be the first to comment

  • Be the first to like this

Facilitated MOOC support – closed bubbles in a sea of openness by Gabi Witthaus (University of Birmingham)

  1. 1. Facilitated MOOC support – closed bubbles in a sea of openness By Gabi Witthaus MOONLITE Webinar, 14 May 2018 Photo by David Chao on Flickr, CC-BY-SA: https://www.flickr.com/photos/luzhouzjy/4688137270/
  2. 2. Overview • Wrapped MOOCs 1: Connecting local learners to global learning opportunities • Wrapped MOOCs 2: Bringing specific MOOCs to local learners • Cascading MOOCs • Discussion • MOOC support for refugees • Discussion
  3. 3. Connecting local learners to global learning opportunities • Coursera Learning Hubs, e.g.: • IDCourserians community in Indonesia (Firmansyah & Timmis, 2016) • US Dept of State supports Coursera Learning Hubs globally (Coursera, 2015) • P2P University Learning Circles, e.g.: • Chicago Public Library (P2P, No date) • Public libraries bordering Lake Nakuru National Park in Kenya (Damasceno, 2017) • Swedish universities piloting Study Circles: • Aim is to provide a learning space serving local students, but connected to many universities around the world (Norberg et al., 2015) • iLab technology hub in Liberia • Support for learners in choosing and completing MOOCs (Madaio et al., 2016)
  4. 4. Bringing specific MOOCs to local learners • MOOC providers offering local support in different locations, e.g.: • University of Wisconsin-Madison partnered with 21 public libraries around Climate Change MOOC (Ackerman et al., 2016) • Third parties providing local support: • Rlabs in South Africa using UCT’s Changemaker MOOC (Sonday, 2016)
  5. 5. Cascading MOOCs • UWC (South Africa) – cascaded a professional training programme in HR for Health to 3 African states (Amde et al., 2014) • Laurillard & Kennedy (2017) – propose that local teachers participate in MOOCs and cascade them to their own learners
  6. 6. Discussion Photo by Jannis on Flickr, CC-BY: https://www.flickr.com/photos/52336371@N07/36865550430/
  7. 7. MOOC support for refugees • EU Report on Free Digital Learning for refugees – many resources available (Colucci et al., 2017) • Jesuit Commons – piloted face-to-face learning in multiple locations (Crea 2015) • CARE - weekly MOOC screenings in a refugee camp in Jordan (Bokai, 2017) • University of Geneva INZONE – support for online learning in refugee camps (University of Geneva, 2017) • Kiron Open Higher Education in Germany – online and offline support (Suter & Rampelt, 2017)
  8. 8. MOOC support for refugees - challenges and successes • Issues arising: • Challenges are technical, linguistic and cultural (Moser-Mercer, 2014) • Women’s access to resources often restricted (Dahya & Dryden-Peterson, 2017) • Successes: • Increased online retention and success for refugees supported by Kiron in Germany (Suter & Rampelt, 2017)
  9. 9. Discussion Image by Gillie Rhodes on Flick, CC-BY-NC:: https://www.flickr.com/photos/lovestruck94/4454844709/
  10. 10. References • Ackerman, S., Mooney, M., Morrill, S., Morrill, J., Thompson, M. and Balenovich, L. K. (2016) ‘Libraries, massive open online courses and the importance of place’, New Library World, 117(11/12), pp. 688–701. doi: 10.1108/NLW-08-2016-0054. • Amde, W. K., Sanders, D. and Lehmann, U. (2014) ‘Building capacity to develop an African teaching platform on health workforce development: A collaborative initiative of universities from four sub Saharan countries’, Human Resources for Health, 12(1), pp. 1–11. doi: 10.1186/1478-4491-12-31. • Bokai, D. (2017) Insights from using Massive Open Online Courses (MOOCs) in Refugee Camps, OpenIDEO. Available at: https://challenges.openideo.com/challenge/refugee-education/research/insights-from-using-massive-open-online-courses-moocs-in-refugee-camps/ • Colucci, E., Smidt, H., Devaux, A., Vrasidas, C., Safarjalani, M. and Castaño Muñoz, J. (2017) Free Digital Learning Opportunities for Migrants and Refugees: An Analysis of Current Initiatives and Recommendations for their Further Use. Luxemburg. doi: 10.2760/684414. • Coursera (2014) New Learning Hubs Locations Hosted by The New York Public Library and Seven Other International Partners Coursera Blog. Available at: https://blog.coursera.org/new-learning-hubs-locations-hosted-by-the-new-york/ (Accessed: 24 February 2018) • Coursera (2015) Coursera Learning Hubs, Coursera. Available at: https://api.coursera.org/about/programs/learningHubs (Accessed: 24 February 2018). • Crea, T. M. (2015) ‘Higher education for refugees: Lessons from a 4-year pilot project’, International Review of Education. Springer Netherlands, 61(2), pp. 229–239. doi: 10.1007/s11159-015-9484-y. • Dahya, N. and Dryden-Peterson, S. (2017) ‘Tracing pathways to higher education for refugees: the role of virtual support networks and mobile phones for women in refugee camps’, Comparative Education. Taylor & Francis, 53(2), pp. 284–301. doi: 10.1080/03050068.2016.1259877. • Damasceno, C. S. (2017) ‘Massive Courses Meet Local Communities: An Ethnography of Open Education Learning Circles’. Raleigh, NC, pp. 1–192. • Firmansyah, M. and Timmis, S. (2016) ‘Making MOOCs meaningful and locally relevant? Investigating IDCourserians—an independent, collaborative, community hub in Indonesia’, Research and Practice in Technology Enhanced Learning, 11(11), pp. 1–23. doi: 10.1186/s41039-016-0032-6.
  11. 11. • Laurillard, D. and Kennedy, E. (2017) The potential of MOOCs for learning at scale in the Global South. 31. London. • Madaio, M. A., Grinter, R. E. and Zegura, E. W. (2016) ‘Experiences with MOOCs in a West-African Technology Hub’, Proceedings of the Eighth International Conference on Information and Communication Technologies and Development - ICTD ’16, pp. 1–4. doi: 10.1145/2909609.2909633. • Moser-Mercer, B. (2014) ‘MOOCs in fragile contexts’, in Proceedings of the European MOOC Stakeholder Summit 2014. Lausanne: eLearning Papers, Open Education Europa, pp. 114–121. • Moser-Mercer, B., Hayba, E. and Goldsmith, J. (2016) ‘Higher education spaces and protracted displacement: How learner-centered pedagogies and human-centered design can unleash refugee innovation’, in 2016 UNESCO Chair Conference on Technologies for Development: from Innovation to Social Impact. Lausanne. • Nelimarkka, M. and Vihavainen, A. (2015) ‘Alumni & Tenured Participants in MOOCs: Analysis of Two Years of MOOC Discussion Channel Activity’, in L@S ’15: Proceedings of the Second (2015) ACM Conference on Learning @ Scale. Vancouver, pp. 85–93. doi: 10.1145/2724660.2724671. • Norberg, A., Händel, Å. and Ödling, P. (2015) ‘Using MOOCs at learning centers in Northern Sweden’, International Review of Research in Open and Distance Learning, 16(6), pp. 137–151. doi: 10.19173/irrodl.v16i6.2035. • P2PU (no date) P2PU Learning Circles, P2PU. Available at: https://www.p2pu.org/en/learning-circles/ (Accessed: 18 February 2018). • Rambe, P. and Moeti, M. (2017) ‘Disrupting and democratising higher education provision or entrenching academic elitism: towards a model of MOOCs adoption at African universities’, Educational Technology Research and Development. Springer US, 65(3), pp. 631–651. doi: 10.1007/s11423- 016-9500-3. • Sonday, A. (2016) New RLabs cafe brings the Social Innovation MOOC to the community, UCT MOOCs Blog. Available at: https://blogs.uct.ac.za/moocs/2016/12/new-rlabs-cafe-brings-the-social-innovation-mooc-to-the-community/ (Accessed: 18 February 2018). • Suter, R. and Rampelt, F. (2017) ‘Digital Solutions for Alternative Routes Into Higher Education – Possibilities and Challenges of Digital Teaching and Learning Scenarios for Refugees: First Results From the Integral2 Project’, in Proceedings of EDULEARN17 Conference 3rd-5th July 2017, Barcelona, Spain, pp. 4640–4645. doi: 10.21125/edulearn.2017.2024. • University of Geneva InZone. (2017) MOOCs4Peace Center [Online]. Available from: http://www.unige.ch/inzone/what-we-do/regions/horn- africa/moocs4peace-center/.
  12. 12. Contact Gabi Witthaus Blog: www.artofelearning.org E-mail: gabi@artofelearning.org Twitter: @twitthaus

×