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[MID2018] Presentation of Darco Jansen (EADTU) during MID2018 in Maastricht

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Presentation of Darco Jansen (EADTU) during EADTU event (MID2018) at Bonnenfantenmuseum in Maastricht

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[MID2018] Presentation of Darco Jansen (EADTU) during MID2018 in Maastricht

  1. 1. MOOCs for business education The Maastricht Innovation in Higher Education Days 2018 (MID2018) Maastricht, 13 December 2018
  2. 2. Massive Open Online Courses. 2 Already 81 million MOOC learners in 2017. (Class Central, 2018) More than 50% join with career-oriented motives. (Class Central, 2018; BizMOOC, 2018; Friedl/Staubitz/Jansen, 2018) Can the (high) expectations be fulfilled? Are MOOCs a bubble or a door opener for the digital revolution of our education system?
  3. 3. Objective To enable a European-wide exploitation of the potential of MOOCs for the world of business BizMOOC (562286-EPP-1-2015-1-AT-EPPKA2-KA, Erasmus+, KA2 – Knowledge Alliances, 3 year project) Coordinator: FH JOANNEUM, University of Applied Sciences, Graz 11 full partners: Open University (UK), University de Alicante (ES), Burgas Free University (BG), University of Economics Krakow (PL), AVL List GmbH (AT), Hasso-Plattner-Institute (DE), DIDA srl (IT), Košice IT Valley (SK), The National Unions of Students in Europe (BE), EADTU (NL) www.bizmooc.eu | www.mooc-book.eu | facebook.com/Bizmooc | twitter.com/Bizmoocbook
  4. 4. How? 4 MOOC Book 1.0 (empirical) 3 Pilot MOOCs (case study) MOOC Book 2.0 (empirical) Vers. 1.0 built on 106 expert interviews, 1.300 survey respondants, 14 discussion papers Vers. 2.0 outcome plus community feedback (372 comments collected from cloud +3,000 learners)
  5. 5. Use of MOOC in Business
  6. 6. Five insights from Step#1 #1 MOOCs are (still) not mainstream in the corporate world. #2 MOOCs are primarily recognised as Human Resource Development and training tool. #3 MOOCs work best as complementary education tool. #4 MOOCs face (too) high expectations. #5 MOOCs face administrative and inexperience barriers.
  7. 7. 3 Pilot MOOCs #STEP2 (2017-2018) (1) Learning with MOOCs for professional development (2) How to generate innovative ideas and how to make them work (3) Intrapreneurship: Make your business great again
  8. 8. Three key discussions for the corporate MOOC avenue from Step#2 of our research #1 Employees prefer to stay private and self-determined when it comes to learning. 9
  9. 9. Three key discussions for the corporate MOOC avenue from Step#2 of our research #2 The unsolved barries are solved by moving the the ownership & responsibility to the employees. 10
  10. 10. Three key discussions for the corporate MOOC avenue from Step#2 of our research #3 Are employees over- taking their HR departments with MOOCs? Do they loose control? 11
  11. 11. YOUR ONLINE GUIDE TO MASSIVE OPEN ONLINE COURSES MOOC BOOK 2.0 STEP#3 (2018): mooc-book.eu Answers to KEY QUESTIONS in the MOOC domain INSIGHTS with 50 recommendations, 25 lessons learnt & 20 good practices LEARN MORE about MOOC key areas, explore recent research outcomes and download useful resources.
  12. 12. Short Learning Programme • A sequenced set of courses or modules • Level 4-8 EQF • 5-60 ECTS • Market driven CC-BY 4.0 15
  13. 13. CC-BY 4.0 16
  14. 14. SLPs • a group of courses (units, modules or other learning building blocks) • with a common subject focusing on specific needs in society • which are usually awarded with a micro- credential and can be used as stackable elements of larger formal degrees • targeting non-traditional and adult learners CC-BY 4.0 17
  15. 15. EUROPEAN SHORT LEARNING PROGRAMMES Erasmus+ Forward looking cooperation projects: 590202- EPP-1-2017-1-NL-EPPKA3-PI- FORWARD Coordinator: EADTU Partners: FernUni Hagen, OUUK, OUNL, UNED, OUC, HOU, UNINETTUNO, AU, Uab, UOC, JYU, KUL, NADE, AGH CC-BY 4.0 18
  16. 16. Roundtable “MOOCs for the world of Business” Concluding Reflections & Next Steps
  17. 17. Massive dimension MOOCs not that important for companies Most training are incompany and specific to company goals and products No specific interest including single online courses into company offering In the end it is also a question who invest in training The employees themselves in their own time The employers as part of company training during working hours Concluding Reflections 1/3
  18. 18. Policy of companies differ only investing in small specific internal training to supporting employees in their continuous professional development Need for cluster of MOOCs in short programs Recognition by a) companies (related CE-point, skills and competencies), by b) universities (ECTS, EQF, credentials) c) no needed (personal development / personal needs) Now very chaotic in names, terminology, certificates, diploma- supplements -> needs for harmonisation both in company-track and academic track Concluding Reflections 2/3
  19. 19. Strengthen collaboration universities and companies in developing MOOCs and SLPs 1. Companies are involved in development on topics/didactic 2. Company as co-developer (sharing expertise employees in MOOC, linking to product of company) 3. Collaboration with sectors / clusters with joined investments 4. CE / LLL by employees but jointly facilitated on specific skills / competences and on prioritised themes/topics needed for Europe Concluding Reflections 3/3

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