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EMMA presentation - Rosanna De Rosa - Piloting MOOCs in a Flipped Classroom - UNINA, Italy

  2. Emma is a research-based project aiming at: • exploring the new MOOC frontier • supporting diversity in pedagogical approaches • promoting cross-cultural learning • offering personalization of learning-paths WHAT’S EMMA Emma is a MOOC Platform that offers: • MOOC authomatic translation/transcription services • Integrated learning analitics and surveys services • Hosting and support services
  3. 4-11 July @ Ischia (Italy) PILOTING MOOC IN AN INSTITUTIONAL SETTING: Research questions • What happens when MOOCs are introduced in a traditional classroom? • What is their role? • How their own instructional design impacts on face-to-face teaching? • What kind of organizational changes their use require? • How the role of teacher is perceived, how it changes and what happens t o their academic legitimacy? • How the student assessment changes in a flipped classroom? • How to connect final evaluation and outcomes? CHALLENGE OR OPPORTUNITY?
  4. 4-11 July @ Ischia (Italy) This small pilot involved 100 students belonging two parallel classes to be compared with a mix of quali-quantitative approaches: • Survey • Textual analysis • Etnographic observation • Daily Stories through Social media The pilot as been applied: to a class of first level degree in Digital Culture (30 students) to a class of second level degree in Public, Political and Social Communication (69 students) PILOTING MOOC IN AN INSTITUTIONAL SETTING
  5. CIP grant agreement no. 621030 STUDENTS AT WORK: Challenge: use the concept of multiculturalism to promote the Emma Project Tasks: Coordination, Collaboration, Use of Critical Thinking, experience diversity in skills, languages, cultures Tools: MOOCs from the Emma and Canvas Platforms Teaching Approach: Moocs-based Flipped Classroom CREATE A COMMUNICATION STRATEGY FOR THE EMMA PROJECT
  6. STUDENTS AT WORK: RESULTS Video realized by students as part of a MOOC-based flipped classroom project Look at it on Youtube Channel
  7. STUDENTS AT WORK: RESULTS Challenge: let the people get out of the walled gard en of social media. Tasks: Coordination, Use of Critical Thinking, Expe rience diversity in writing, creating, engaging discu ssion Tools: MOOCs from Emma and Canvas Approach: Flipped Classroom Blog realized by students as part of a Mooc-Bas ed flipped classroom project CREATE A BLOG ON DIGITAL CULTURE
  8. CIP grant agreement no. 621030 Sample Profile First degree: Digital culture and Communication 30 students: MOOC: Digital Literacy I on Canvas and EMMA Second level degree: Public, political and social communication 68 students: MOOC: Computer Mediated Communication on West Virginia Tech University and EMMA 98 total participants Age: 21- 46 65,3 % women 34,7 % men 31.3% (30) of the sample already followed a MOOC MOOC VALUE AND ROLE On a scale 1-5 (min-max), 50.5% of the sample considered as 4 the general value of the Mooc they have followed 65.6% think that MOOCS have a supporting function in traditional teaching 45,8% see MOOCS as knowledge integration tool 20.8% recognized to the MOOCS a discovering function 10.4% see the MOOCS as an orienting tool Only 9.4% consider the MOOCS as an alternative tool to the traditional teaching SURVEY RESULTS ABOUT FOLLOWING FURTHER MOOCS? 62.9% is positive about and will follow them 35.1 % do not know yet 2.1% will not follow any other MOOC. Alternative tool Supporting function Discovering Function Orienting tool Knowledge Integration
  9. CIP grant agreement no. 621030 WHAT ABOUT THE ROLE OF THE TEACHER? Mooc perception is consistent with what students think about the function of teachers during their learning paths. ● 52.6% recognizes to the teacher a quite important role, as a source of support and ultimate decision ● 34% indicates that he is very important, for guidance and interaction ● for 12.4% of the sample, teachers have an important but not decisive role ● only 1% considers unnecessary the intervention of the teacher (they could do well on their own) source of support guidance and interaction Important but not decisive unnecessary ROLE TEACHER
  10. STRENGHTS AND WEAKNESS OF A FLIPPED CLASSROOM Students authonomy 30.9% Students empowerment and responsibility 49.5 Auto-organization of activities 20.6% Critical thinking development 25.8 Request for creativity 17.5 Others 0.0 Strengths Weaknesses Students authonomy 22% Students empowerment and responsibility 11% Auto-organization of activities 44% Critical thinking development 12.1 Request for creativity 3.3 Others 15.4 «seguendo un corso on line da soli ci siamo dovuti responsabilizzare soprattutto per quanto riguarda la gestione delle attività di apprendimento e il tempo da dedicarvi» «in genere nell'insegnamento tradizionale ci vengono inculcate nozioni incontestabili "perché è così"! L'approccio flipped classroom rompe questi schemi» «l'autonomia è un'arma a doppio taglio, bisogna scegliere bene e ragionare sulle giuste attività da fare, pensare in un modo critico e più pratico». «non è facile trovarsi sprovvisti di una guida per questo credo che l'autorganizzazione delle attività sia la cosa che non mi convince»
  11. ROLE TEACHER AND PROJECT WORK Teacher loses his centrality 5.3 Teacher has only an integration role 20.2% Teacher can use material created by other 8.5% Teacher leaves more action space to student 48.9% Teacher interacts more with students 54.3% Others (addresses students) 1.1 Students agree that: Students do not agree that: Teacher loses his centrality 40% Teacher has only an integration role 37.8% Teacher can use material created by other 6.7% Teacher leaves more action space to student 7.8 % Teacher interacts more with student 13.3 Others Effectiveness of Projectwork Very effective: 91.4% Not so effective: 8.6% Learning Curve Learning Curve Learnt more then in a traditional course: 60.2 % Learnt the same: 29.5% Learnt less: 10.2%
  12. TAG-CLOUD DESCRIBING THE MOOC-BASED FLIPPED EXPERIENCE • Fascinating • Aggregative • Endearing • Freeing • Appealing • Autonomous • Useful • Diverse «This project helps us to amplify our knowledge and recognize the role of new technologies in learning letting us experiencing an immersive context» «This experience has been a mix of studiyng, learning, collaborating: a leaning by doing approach»
  13. INSIGHTS FROM THE PILOT CIP grant agreement no. 621030 Mooc and Flipped Classroom have the same roots - the virtualization of processes – and a common destiny: the progressive emancipation of teaching approach from content, now widely available and open. THE VIRTUALIZATION OF PROCESSES The virtualization also imply the emancipation of both the actors of the educational process (student and teacher) from each other. It’s the socalled “Uberization of teaching phenomenon”.THE UBERIZATION OF TEACHING
  14. INSIGHTS FROM THE PILOT CIP grant agreement no. 621030 The integration of MOOC into classroom save MOOC from their destiny of shadow education (with its own parallel business model). MOOC can scale content and container. Flipped classroom can scale contexts through capstone project design. INSTRUCTIONAL DESIGN EMERGES FROM THE SITUATION BLENDING IS A CRUCIAL KEY
  15. INSIGHTS FROM THE PILOT CIP grant agreement no. 621030 Time and space are freeing but they need to be reenginereed and risyncronized The university of tomorrow will be very much like a learning network: temporary communities acting to support learning needs. Evaluation as well as peer- assessment become a type of access to distributed knowledge FREEING LEARNING LEARNING NETWORK
  16. CONCLUDING Disintermediation of processes is a driving force. Its power acts at any level. Also in Education A new re-mediation will be - at a certain point - required. But from where the new mediators will come and how they will look like?