EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iMOOCs

MOOC PEDAGOGIES
xMOOCs, cMOOCs and iMOOCs
António Moreira Teixeira
EUROPEAN DISTANCE AND E-LEARNING NETWORK (UK)
INTERNATIONAL BOARD OF STANDARDS FOR TRAINING,
PERFORMANCE AND INSTRUCTION (USA)
UNIVERSIDADE ABERTA (PT)
11th JOINT TEL SUMMER SCHOOL
MOOC Pedagogies: xMOOCs, cMOOCs and iMOOCs by António Moreira Teixeira is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

06/07/2015
MOOC PEDAGOGIES
2
(EDEN, IBSTPI, UAb)
Agenda
• Unit 1
From Open Educational Practices to MOOCs
1.1. Brief History of Digital Openness in Education
1.2. Evolution of the OER movement
1.3. What is a MOOC?
• Assignment 1: Defining MOOCs
– [10:00-10:30] – Group work
Topics

06/07/2015
MOOC PEDAGOGIES
3
(EDEN, IBSTPI, UAb)
Agenda
• Unit 2
Towards an Alternative European MOOC Model?
2.1. Typology of MOOC Provision Models
2.2. An European Model for Scalable Education?
2.3. The iMOOC Experience
• Assignment 2: Comparing different MOOC pedagogical models
– [10:00-10:30] – Group work
Topics

06/07/2015
MOOC PEDAGOGIES
4
(EDEN, IBSTPI, UAb)
Unit 1
From Open Educational Practices to MOOCs

06/07/2015
MOOC PEDAGOGIES
5
(EDEN, IBSTPI, UAb)
http://openeducationeuropa.eu/en/european_scoreboard_moocs

06/07/2015
MOOC PEDAGOGIES
6
(EDEN, IBSTPI, UAb)

06/07/2015
MOOC PEDAGOGIES
7
(EDEN, IBSTPI, UAb)
Name Learners Courses Partners Interface Language Courses languages Country
Coursera
10,63
Millions
886 116
Arab, Chinese,
German, English,
French, Spanish,
German, Russian,
Turkish
English, Chinese, Spanish,
Portuguese, French, Russian,
Turkish, Italian, Ukranian,
German, Vietnamese, Hebrew,
Japanese, Arabic, Greek, Persian,
Macedonian, Czech, Dutch
USA
edX unknown 381 61 English English, Chinese, Spanish USA
Future
Learn
1 Million 46 45 English English UK
iversity unknown 43 7 English, German English, German, Russian, Italian Germany
Miríada X
1,42
Million
10 73 Spanish, Portuguese Spanish, Portuguese Spain
Udacity unknown 54 14 English English USA
OpenupEd unknown 292 13 English
English, Italian, Russian, Spanish,
French, Arab, Portuguese, Dutch,
Irish
Europe
FUN unknown 82 31 English, French French, English France
(Darco Jansen, 2015)

06/07/2015
MOOC PEDAGOGIES
8
(EDEN, IBSTPI, UAb)
Allen, I.E. and Seaman. J. (2015). Grade Change: Tracking Online Education in the United States.
Babson Survey Research Group and Quahog Research Group.
http://www.onlinelearningsurvey.com/reports/gradelevel.pdf
Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European
Higher Education Institutions: Results of a mapping survey conducted in October-
December 2013.
http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx
Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe
Status report based on a mapping survey conducted in October - December 2014.
EADTU – HOME project
http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_stra
tegies_in_Europe.pdf

06/07/2015
MOOC PEDAGOGIES
9
(EDEN, IBSTPI, UAb)
Some results of HOME MOOC survey
• European institutions are more involved in MOOCs than the US
• The number of European institutions involved with MOOCs is increasing
• MOOCs are perceived in Europe as a sustainable format of course provision.
• In Europe the institutions are increasingly developing a positive attitude to
MOOCs and have positive experiences of their added values .
• Most dominant objective in all studies is to increase institutional visibility and
using MOOCs for reputation reasons.
• In the US MOOCs are perceived by institutions as basically useful for student
recruitment, while in Europe the aim is to reach new students and create
flexible learning opportunities.

06/07/2015
MOOC PEDAGOGIES
10
(EDEN, IBSTPI, UAb)
The concept of open education is not recent. In fact, the concept of
openness in education won a new term with the development of
information and communication technologies, in the late twentieth
century and in particular with the Internet.
There isn´t a consensual definition but the concept of open education
became popular after 1970 with the beginning (and creation) of the Open
Universities movement. It is described and used in various contexts, which
involve a series of practices, some more traditional and others more
recent (Santos, 2012).

06/07/2015
MOOC PEDAGOGIES
11
(EDEN, IBSTPI, UAb)
The Role of Openness in Education: An historical reconstruction
(Peter & Deimann, 2013)

06/07/2015
MOOC PEDAGOGIES
12
(EDEN, IBSTPI, UAb)
TYPES OF OPEN CONTENT RESOURCES AVAILABLE
(Teixeira, 2012)
• 1st Generation – Open Course Ware
Free access to materials produced by high-profile education institutions in order to
support face-to-face teaching;
• 2nd Generation – Open Content Resources
Free access to materials produced by single or network education institutions or
editors in order to support autonomous independent learning in the context of
open learning, distance learning or e-learning;
• 3rd Generation – User Generated Content
Free access by expert individuals or organizations to materials produced for
independent learning for use and redesign.

06/07/2015
MOOC PEDAGOGIES
13
(EDEN, IBSTPI, UAb)
TYPES OF CURRENT OPEN EDUCATIONAL PRACTICES
(Teixeira, 2012)
• 1st Level – Non formal use and reuse
Free access materials are used for learning by independent learners, whom can
also edit it and change the material’s content sharing it with the community;
• 2nd Level – Formal certification of non-formal use
Independent learning done through the use of free materials can be subject to
formal certification by an Educational Institution;
• 3rd Level – Formal use and reuse
Institutions and teachers can use and reuse free available materials in its own
courses, being material pre-validated by another school or an HEI, or after its own
formal validation process.

06/07/2015
MOOC PEDAGOGIES
14
(EDEN, IBSTPI, UAb)
QUALITY CRITERIA FOCUS IN OER
(Teixeira, 2014)
• 1st Generation/Level – Content reputability and technological access
Focus in early days was on the scientific value of the materials and the their
technological accessibility;
• 2nd Generation/Level – Learning design and student support
Focus shifts to the pedagogical value of the materials and how they are prepared
to allow for significant learning experiences;
• 3rd Generation/Level – Assessment and collaboration
Focus is now on assuring validation of learning experiences and how they generate
massive interaction.

06/07/2015
MOOC PEDAGOGIES
15
(EDEN, IBSTPI, UAb)
Educational resources
developed in open environments
can be continuously improved and adapted
for use by a wider community of educators.
Therefore, OER call for the notion of OEP
which relates to any educational activity
involving the creation, use, or dissemination
of an adaptive open learning resource. (Teixeira, 2012)

06/07/2015
MOOC PEDAGOGIES
16
(EDEN, IBSTPI, UAb)
Inclusive OEP can be best defined as
practices which support
the (re) use and production of OER
in the framework of educational policies
that promote innovative pedagogical models,
and respect, empower and emancipate
learners as co-producers
on their lifelong learning process. (Teixeira, 2012)

06/07/2015
MOOC PEDAGOGIES
17
(EDEN, IBSTPI, UAb)
Beyond access to open learning architectures,
the focus of open education
is now on
learning as a process that can be built
and shared in an inclusive way. (Teixeira, 2012)

06/07/2015
MOOC PEDAGOGIES
18
(EDEN, IBSTPI, UAb)

06/07/2015
MOOC PEDAGOGIES
19
(EDEN, IBSTPI, UAb)
Opening Up Education
OER/OEP and MOOCs are driving the change
• Development and social impact of online education
• Digital Openness (OER/OEP)
• Open Learning Services and MOOCs
• Rapidly changing landscape with many new players and new complex
challenges for the field of ODeL
• Articulated efforts to assure continuity of the common legacy
(theoretical foundations and experience)
• Globalisation of research and practice with consequent regional
interdependence
• Scalability of practice and wide impact of new forms of delivery

06/07/2015
MOOC PEDAGOGIES
20
(EDEN, IBSTPI, UAb)

06/07/2015
MOOC PEDAGOGIES
21
(EDEN, IBSTPI, UAb)
MOOCs are 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.
OpenupED definition of Massive Open Online Courses (MOOCs)
Version 1.1 dated 12 March 2015

06/07/2015
MOOC PEDAGOGIES
22
(EDEN, IBSTPI, UAb)
[…] a MOOC includes educational content, facilitates interaction among peers
(including some but limited interaction with academic staff), provides authentic
activities and tests, including feedback (with well-designed rubrics for peer-
assessment and AI engines for the integration of massive qualitative assessment),
has some kind of (non-formal) recognition options and provides a study guide or
syllabus.
ECO sMOOC definition (2014)
[A MOOC is] an online course aimed at unlimited participation and open access via
the web. In addition to traditional course materials such as videos, readings, and
problem sets, MOOCs provide interactive user forums that help build a community
for students, professors, and teaching assistants.
Wikipedia (2014)

06/07/2015
MOOC PEDAGOGIES
23
(EDEN, IBSTPI, UAb)
ECO sMOOCs are “social”, since they provide a learning experience marked by
social interactions and participation, and “seamless”, since ideally they should be
accessible from different platforms and through mobile devices and integrate with
participants' real life experiences through contextualization of content via mobile
apps and gamifications.
ECO sMOOCs are do-able and stimulating by dedicated design. The pedagogical
approach supports independent learning and is learner-centred. In fact, they will
create collaborative learning opportunities through a networked learning
strategy. The model also supports adaptive learning strategies and ubiquitous,
pervasive and contextualized learning. As a result of this, ECO sMOOCs have the
potential to adapt to the changing intentions of participants during the course.

06/07/2015
MOOC PEDAGOGIES
24
(EDEN, IBSTPI, UAb)
Assignment 1 – Defining MOOCs
Aim of the assignment
Having completed this assignment, you will be able to produce a
definition of MOOCs.
Task
[14:50-15:15] – Group work
1. Search on the internet information and resources on the concept of
massive open online courses (MOOC).
2. Based on the examples provided and the ones found on the web, identify
the typical features a MOOC should have.
3. Discuss with your colleagues the findings and produce a possible
definition of MOOC that would be suitable to your institutional
environment and culture.

06/07/2015
MOOC PEDAGOGIES
25
(EDEN, IBSTPI, UAb)
Unit 2
Towards an European MOOC Alternative Model?

06/07/2015
MOOC PEDAGOGIES
26
(EDEN, IBSTPI, UAb)
Why do we need MOOCs?
Internationalization of higher education provision (fully virtual)
(institutional marketing institutional + low cost non formal courses)
Support to academic mobility (fully virtual)
(unbundling of formal education)
Innovation dissemination (fully virtual)
(high profile knowledge transfer +
+ innovative pedagogical practices dissemination and implementation)
Support to in campus university education (blended)
(extension of traditional learning space / flipped classroom)
Public Policies of rapid qualification of challenged populations (fully virtual or blended)
(strategic public investment)
Professional Retraining (fully virtual or blended)
(corporate speed training )

06/07/2015
MOOC PEDAGOGIES
27
(EDEN, IBSTPI, UAb)
Name Offer Feedback Certification Pace Method
EdX
(Consortium)
Courses Instructor/
Automatic
Results Programmed Instructional
Udacity
(Company)
Courses Instructor/
Automatic
Results/
Participation
Programmed Instructional
Coursera
(Company/
Consortium)
Courses Instructor/
Automatic/
/Peers
Results/
Participation
Programmed Instructional
Ted Ed Lectures - - Self-paced Instructional
Khan Academy Lectures - Badges Self-paced Instructional
cMOOC Courses Peers None/
Results/ Badges
Programmed Connectivist
MMOOC
(MIT)
Courses Peers/
Instructor
Badges/
other
Programmed Connectivist
OERu Degrees - Diploma Self-paced Varies

06/07/2015
MOOC PEDAGOGIES
28
(EDEN, IBSTPI, UAb)
Widening Participation in Higher Education
• MOOCs offer a new range of exciting possibilities for widening access
to quality education since they allow for the creation of very large
communities of practice.
• However, most MOOC being offered just follow a very directive
instructional approach, basically focusing on the quality of content and
in the outreach of its distribution system.
• How can we enhance the eLearning non formal experience in order
to facilitate the transition from Non Formal to Formal education?

06/07/2015
MOOC PEDAGOGIES
29
(EDEN, IBSTPI, UAb)
The shift from Content-centred to Context-centred processes in pedagogical design
Scheme by Cristobal Cobo
(EDEN RW8, Oxford, October 2014)

06/07/2015
MOOC PEDAGOGIES
30
(EDEN, IBSTPI, UAb)
IS THERE AN EUROPEAN PEDAGOGICAL MODEL FOR MOOC S?

06/07/2015
MOOC PEDAGOGIES
31
(EDEN, IBSTPI, UAb)
Possible Common Features of European MOOCs
1. The course serves a large target group (potentially massive - scalable).
2. The course combines the classical distance education openness and
the new digital openness [open licensing (reuse – remix – rework –
redistribute), free online availability, open accessibility), open
programming, flexibility of pace, place and time].
3. The course size will be expressed in ECs (European Credits).
4. The course is learner-centred as opposed to teacher-centred.
5. The learning materials should be ‘all-inclusive’ and high-quality.
6. The learning materials should be multimedia.
7. The set of courses will offer a spectrum of diversity.
8. Courses offer a free learning network / community.
9. Courses offer badges or paid-for certification.

06/07/2015
MOOC PEDAGOGIES
32
(EDEN, IBSTPI, UAb)
A NEW MODEL FOR MOOCS

06/07/2015
MOOC PEDAGOGIES
33
(EDEN, IBSTPI, UAb)
Alterações Climáticas: o contexto das experiências de vida #imoocac13
iMOOC Pedagogical Model – Coherent Disruption (Teixeira & Mota, 2013)
MOOCs offered by UAb.pt are based on the four main pillars of its institutional
virtual Pedagogical Model: learner-centeredness, flexibility, interaction and
digital inclusion.
The iMOOC pedagogical model combines autonomous and self-directed learning
with a strong social dimension and articulates the flexibility needed by distance
online learners with the pacing necessary to help them achieve success. But,
iMOOC is directed at non formal learning.

06/07/2015
MOOC PEDAGOGIES
34
(EDEN, IBSTPI, UAb)
Alterações Climáticas: o contexto das experiências de vida #imoocac13
iMOOC Pedagogical Model – Principles(Teixeira & Mota, 2013)
UAb.pt’s iMOOC model incorporates elements from existent MOOCs, but
also adds also relevant new features that derive from its experience of
online learning and its work with OER and OEP.
iMOOCs focus on individual responsibility, interaction, interpersonal
relationships, innovation and inclusion.

06/07/2015
MOOC PEDAGOGIES
35
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Access and Participation
(Teixeira & Mota, 2013)
• Courses are open to all. Registration is required to publish on the
institutional spaces, but all course contents can be freely accessed.
• Learning is based on activities, and must be evidenced through the
creation of freely accessible online artefacts, which should
demonstrate the learner’s knowledge and competences.
• Participants are expected to take an active role and be responsible for
their own learning, but to also actively engage in building a supporting
learning community.
• Learning support rests in the learning community, through
collaboration, dialogue, peer feedback and active engagement from
participants in the learning process.

06/07/2015
MOOC PEDAGOGIES
36
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Organization and Resources
• Courses start with a «boot camp» module that can last one or two
weeks, meant for participants to get acquainted with the online
environment spaces, tools and services, as well as the processes of
work and communication to be used in the course.
• Courses have a central location where all relevant information is
provided. But, interaction is mostly done in a networked environment.
Participants use their own PLEs or an institutionally supported one.
• Courses may have a small team of collaborators to support their
implementation.
• Resources provided as a starting point to support activities have an
open licence or are freely available on the web.

06/07/2015
MOOC PEDAGOGIES
37
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Assessment and Certification
• Formative assessment can take the form of self-correction tests and
also of peer feedback on the artefacts produced.
• Graded assessments are included for participants who want a
certificate of completion of the course (non formal). For that purpose,
two or more of the artefacts produced as learning evidence will be
graded in a peer assessment process. E-portfolios can also be used.
• Participants may also request formal accreditation (for a fee). A
professor or a tutor assesses two or more of the artefacts produced
plus an e-portfolio with the most relevant elements of their work in
the course. This assessment may be complemented by a final exam.

06/07/2015
MOOC PEDAGOGIES
38
(EDEN, IBSTPI, UAb)

06/07/2015
MOOC PEDAGOGIES
39
(EDEN, IBSTPI, UAb)
16,9%
26,4%
44,6%
56,1%
26,7%
44,7%
70,3%
88,5%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
90,0%
100,0%
Access last week Access 2 last weeks Access 3 last weeks Access 4 last weeks
Weekly Access
Total registrations - 1016
In the course - 644

06/07/2015
MOOC PEDAGOGIES
40
(EDEN, IBSTPI, UAb)
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
D7 D8 D9 D10 D11 D12 D13 D14 D15 D16 D17 D18 D19 D20 D21 D22 D23 D24 D25 D26 D27 D28 D29 D30 D31 D1 D2 D3
Page Views
Moodle
Elgg

06/07/2015
MOOC PEDAGOGIES
41
(EDEN, IBSTPI, UAb)
13624 13575
11642
6113
80289
27340
21933
10602
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
55000
60000
65000
70000
75000
80000
85000
Week 1 Week 2 Week 3 Week 4
Total Page Views - Moodle - 44954 / Elgg - 140164
Moodle
Elgg

06/07/2015
MOOC PEDAGOGIES
42
(EDEN, IBSTPI, UAb)
149
108
66 49
2005
870
532
336
0
250
500
750
1000
1250
1500
1750
2000
2250
Week 1 Week 2 Week 3 Week 4
Moodle Total Messages - 372
Elgg Total Actions - 3743
Moodle
Elgg
Elgg Actions
Wire posts – 1155
Blog posts – 717
Favorites – 431
Files – 410

06/07/2015
MOOC PEDAGOGIES
43
(EDEN, IBSTPI, UAb)
iMOOC Pedagogical Model – Satisfaction Survey Results
• 90% would recommend the course and 84% would take another iMOOC.
• 38% rated the overall quality of the course as excellent, while 45% as good.
• 54% totally agreed and 37% agreed that the “boot camp” week was essential.
• 35% totally agreed the course has contributed to change their personal attitudes
regarding the topic, while 41% agreed.
• 43% totally agreed and 53% agreed the learning guide was very useful in
scaffolding and supporting learning.
• 63% totally agreed and 30% agreed that the detailed instructions for the tasks
were clear.
• 38% totally agreed and 60% agreed that the suggested activities were interesting.
• 48% totally agreed and 43% agreed that the learning support was adequate.
• 36% considered the learning environment to be very good and 42% good.
Total survey respondents: 102 (Teixeira & Mota, 2013)

06/07/2015
MOOC PEDAGOGIES
44
(EDEN, IBSTPI, UAb)
CONCLUSIONS
• The iMOOC model allows for a better integration of a massive outreach
with collaborative online learning institutional practices.
• The model is platform independent, allowing for multiple simultaneous
communities being established from various platforms and converging
on a same networked environment.
• The «boot camp» module allows for a rapid and precocious
establishment of a learning community.
• The model promotes high levels of interaction among participants
throughout the learning process thus enhancing its quality.
• By allowing the possibility for participants to choose different
certification options, including formal accreditation, the model
facilitates the transition from non-formal education to formal education.

06/07/2015
MOOC PEDAGOGIES
45
(EDEN, IBSTPI, UAb)

06/07/2015
MOOC PEDAGOGIES
46
(EDEN, IBSTPI, UAb)
The sMOOCs are not designed for online learning in the context of
formal education, nor for blended or technology enhanced learning
in the same context.
It is specifically dedicated to open courses, delivered online, that
can theoretically have an unlimited number of participants.
The context of reference is not the classroom, or the virtual class,
but how people develop their learning by being part of online
communities and networks.
ECO sMOOC Model (2014)

06/07/2015
MOOC PEDAGOGIES
47
(EDEN, IBSTPI, UAb)
A non-formal, free course cannot rely heavily on teacher time and
presence.
Teacher participation in the course needs to be very well thought
through.
Learning support cannot be assured through direct and ongoing
teacher intervention, nor through direct and systematic
intervention of the facilitators.
Teacher presence is created through the Learning Guide, the
detailed instructions for the tasks, some resources (video and/or
audio presentations) and a weekly feedback message, based on
the information prepared by the facilitators’ team.

06/07/2015
MOOC PEDAGOGIES
48
(EDEN, IBSTPI, UAb)
In a networked/community learning setting, collaboration does not
mean “to work in a group”.
Collaborative learning results from people sharing artifacts, either
created by them or by others, providing links to relevant resources,
aggregating useful information and taking part in the dialogue and
interactions that develop within the network/community.

06/07/2015
MOOC PEDAGOGIES
49
(EDEN, IBSTPI, UAb)
Assignment 2 – Comparing Different MOOC Models
Aim of the assignment
Having completed this assignment, you will be able to identify and
compare different MOOC pedagogical design approaches.
Task
[15:35-16:00] – Group work
1. Based on the information provided discuss with your colleagues the
alternative features of the different MOOC pedagogical models, in
particular the xMOOC, the cMOOC, the iMOOC and the sMOOC.
2. Select what is the most appropriate model to your own institutional
environment.

06/07/2015
Molte Grazie!
Thank You Very Much!
50António Moreira Teixeira EDEN, IBSTPI, UAb
Antonio.Teixeira@uab.pt
www.eden-online.org/nap_elgg/pg/profile/teixeira
MOOC Pedagogies: xMOOCs, cMOOCs and iMOOCs by António Moreira Teixeira is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iMOOCs

EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iMOOCs

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EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iMOOCs