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Why MOOCs While Dealing with Large Numbers of Distance Learners by Cengiz Hakan Aydin (Anadolu University)

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Why MOOCs While Dealing with Large Numbers of Distance Learners by Cengiz Hakan Aydin (Anadolu University)

  1. 1. Why MOOCs while Dealing with Large Number of Distance Learners Cengiz Hakan AYDIN Anadolu University
  2. 2. Plan • Brief Intro of Anadolu’s Open Education System • Introduction of AKADEMA • Comparison • Lessons Learned • Implications for Distance Education Courses
  3. 3. Anadolu University’s Open Education System • Started in 1982 with 30.000 students • 3 Faculty (schools) (Faculty of Economics, Faculty of Business Management, Open Education Faculty) • Programs • 19 Bachelors • 8 Graduate Programs • 39 Associate Degree • 30 Certificate • 2000 Courses • 924.464 registered active users [389027 (F) + 535437 (M)] [4478 outside Turkey] • 2.259.138 with passive users [1098795 (F) + 1160343 (M)]
  4. 4. Unified Instructional Strategy for Undergraduate and Certificate Programs Textbook-Based Self-Study F2F - Evening Classes 118 Centers Administrative Offices 105+8=113 Call Center 20 Full time Staff Mobile Services Online Services
  5. 5. Online and Mobile Services • e-Books • Interactive e-Books • Audiobooks • Previous Exam Questions • Trail exams • Q&A • Summaries • Mini Lecture Videos • Synchronous Sessions • Recordings of Synchronous Sessions • Discussion forums
  6. 6. Online Course Format Blackboard Big blue button YouTUBE
  7. 7. Unified Assessment Strategy for Undergraduate and Certificate Programs • Centralized proctored, F2F, paper-pencil type exams • 2 times (midterm and final) each semester • 127 exam locations (18 outside the Turkey) • 180,000 exam halls • 500,000 staff (proctors, police, others…) • 400 academic and administrative staff • Computing center & Testing Center • Multiple choice questions • Experimenting open ended questions • Plans to include assignments • During weekends
  8. 8. AKADEMA MOOCs Project of Anadolu University 2014 - Planned 2015 - First 4 courses with 2500 learners 2016 - Revised and 7 courses with 700 learners 2017 - 60 courses 14.000 learners 2018 - 58 courses in 13 categories 28.000 learners
  9. 9. Instructional and Implementation Strategy - I • 3-8 weeks long courses • Modular (usually each week is a module) • Activity-based learning • Video, audio, readings, assignments, discussions • Open 24/7 whole year as Open Education Resources • Anyone with an internet can access anytime from anywhere with no cost • For certification (Completion Document) • Certain start and end times • Interaction with the facilitators (instructors) • Complete all the activities as planned • Ceremony on the Campus two times a year
  10. 10. Instructional and Implementation Strategy - II • Real instructors (professors) offers 3 cycles in a year • Various support for the instructors: • Templates and guidelines for material utilization and production • Guidelines for creating course environment and embedding materials into • Guidelines for effective facilitation • Support for those who prefer studios for video • Small monthly share from revolving funds as long as they produce materials and run courses • Facebook page (Anadolu MOOCs) and other online tools for student support • Each course requires 25-30 hours of workload (1 ECTS)
  11. 11. Assessment Strategy Based
  12. 12. Comparison Distance Courses MOOCs Massive Open Online Course
  13. 13. Why? (Motives) • Visibility • Social responsibility • Distance learning as effective as f2f in other fields rather than social sciences and in other domains (psycho-motor & affective) • Health • Science (Labs) • Sports • There are alternative designs • Instructors can produce quality materials with appropriate support
  14. 14. Lessons Learned • Mostly wonderers • Certification is a big motivator • 4 or 6 weeks long courses • Orientation • Individualized interaction with the facilitators as well as peers • Authentic discussion topics • Need for better and timely instructor support • Self-paced vs/& Guided courses • Micro credentials • Rich but condensed content
  15. 15. Implications for Distance Education Courses • Courses from any subject areas with appropriate design • Professional development for instructors (skills, attitudes) • Support system for instructors • New online pedagogies for decision makers • Alternative assessment strategies (assignments, activity logs, etc) • Guidance need for some students and ways to meet this need • Shorter but more condense courses • Micro credentials and recognition of informal learning (MOOCs) • Required elective and non-credit courses for social support
  16. 16. Cengiz Hakan AYDIN Anadolu University chaydin@anadolu.edu.tr @chaydin

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