Utilization of Massive Open
Online Courses (MOOCs) and
Open Educational Resources
(OERs) in Engineering
Education
Mahmoud ...
Intended Outcomes of Today’s Seminar
• Brief knowledge of available high quality free or inexpensive online courses and op...
From OCW towards MOOCs
MIT Administration posed two Questions
to the Faculty Committee in 2000:
How is the internet
going ...
The Birth of MIT Open
CourseWare, 2001
MOOCs, the Initial Birth
Early experiments
took place around
2008, 2009, and
2010; by George
Siemens, the father of
notion...
MOOCs, ….
MOOCs gained a lot of public attention in 2012 with the deployment
and birth of a number of courses and platform...
MOOCs in the US
• Movements in MOOCs transferred to the US with
Experiments in Washington and Stanford in 2011
• Courses o...
The Birth of Platforms: 2010 till now
• Udacity (by Sebastian Thurn, from Stanford) – For Profit
• NovoEd (Stanford)
• Cou...
MOOCs Platforms
MOOCs Platforms
MOOCs Platforms
MOOCs Platforms
Activity 1 (5 Minutes)
• Visit one of the following Platforms:
• Edx: https://www.edx.org/
• Coursera: https://www.courser...
MOOCs Demo
• As with other MOOC style offerings edX students will have a little
interaction or won’t have interaction with faculty or...
• Initial edX aim was to improve teaching and learning of
tuition paying on-campus students. Have revised aim to
developin...
Pedagogy of Classical
MOOCs
Innovative
MOOCs Pedagogies
DS106 Digital Storytelling
(started since 2011 in its first
offering) at the University of
Mar...
Innovative MOOCs
Pedagogies
• Assignments created
by students
• No teacher in Fall
2013 experiment
• Course has its own
ra...
Activity 2 (5 Minutes)
• Discuss in Pairs or Triplets the following:
• Can MOOCs be integrated into UG and PG courses?
• H...
Activity 3 (5 Minutes)
• Visit one of the following Platforms:
• Edx: https://www.edx.org/
• Coursera: https://www.courser...
Initial MOOCs Integration Experiments in
QU
Integration with Graduate and Undergraduate QU Courses in Spring 2014
Initial MOOCs Experiments in QU
• Development QU MOOCs
• One course from College of Sharia; Expected deployment May 2014
•...
Building your Own MOOC
• Building your own MOOC is not difficult process
• You need to plan ahead, and ask the following q...
Hints for Building an Effective MOOCs
• Participate in a MOOC to get sense of it
• Identify your audience, and build a cou...
Building your Own MOOC: How To?
• Develop a Syllabus with clear learning outcomes
• Develop content for your course:
• Vid...
Videos Recording
There are many options for
developing your videos
professional video recording:
• Professional recording
...
Camtasia for Video Recording
Building your Own MOOC: Platform?
Building your Own MOOC:
Platform?
Udemy Demo
Activity 4 (5 Minutes)
• Go to Udemy.com
• Register as a teacher
• Familiarize yourself with the course publishing platfor...
Activity 5 (5 Minutes) – MOOCing CENG
Courses
• Discuss in groups the following ideas:
• What about MOOCing CENG courses o...
Open Education
• Education builds the future.
• Education is sharing.
• Open allows more rapid building and
sharing at a larger scale.
• ...
Open Education
Terms
Open Educational Resources
OpenCourseWare
Open Educational Practice
Open Textbooks
= Free and Open
CC...
OER are teaching, learning, and research
materials that permit their free use and
re-purposing by others.
Open Educational...
OER involves lots of groups and organisations
around the world
• OER are explicitly funded by:
• Foundations
• Governments...
Open Education
• Open Educational Resources Repositories and Catalogues
• OER Commons
• MERLOT
• JORUM
• Etc.
• Open Textb...
Free
no cost
Open
No cost +
permission to change
By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/
By S...
OER are building blocks for
innovation in higher education
bdesham http://www.flickr.com/photos/bdesham/2432400623
CC BY O...
The OCW Movement—What is OCW?
OCW is a type of
Open Educational
Resource (OER).
OER are a type of
Open Content.
Open
Educa...
What is OpenCourseWare?
• Materials organized as courses
• Generally includes course planning documents, thematic
content,...
What is OpenCourseWare?
Summary:
An opencourseware (ocw) is a free and open
educational resource for faculty, students, an...
OCW Movement
Stanford & Berkeley
CC BY Open CourseWare Consortium
OCW Movement
http://www.flickr.com/photos/usaid_images/6462458071/CC-BY-NC-SA by USAID images
CC BY Open CourseWare Consortium
Licensing
Conditions CC licenses
Attribution
ShareAlike
NonCommercial
NoDerivatives
CC BY Open CourseWare Consortium
CC BY Open CourseWare Consortium
most free
Most restrictive
CC BY Open CourseWare Consortium
CC BY Open CourseWare Consortium
Wikipedia: Over 77,000 contributors working
on over 22 million articles in 285 languages
CC BY Open CourseWare Consortium
http://open.umich.edu/education/lsa/physics140/fall2007
CC BY Open CourseWare Consortium
Attribution
http://open.umich.edu/education/lsa/physics140/fall2007
This course is licensed CC-BY
• You are free to use, m...
MOOCs Licensing
No, all rights reserved.
No, non-OER license.
No, all rights reserved.
Note: some institutions using CC an...
Example, Coursera terms of service
You may access the course for personal use only, you may not modify or reuse without
pe...
A Look Backwards and to
the Future
Early Invention of Schooling: Ancient
Middle East ca. 5500 to 6000 Years Ago
Source: http://stravaganzastravaganza.blogspo...
Schooling and Universities Today!
At least we got a projector as
an update of the
thousands years old model of
schooling!
...
Whats going in Education in the digital
revolution Era!
Disruptive Models are Emerging
Soon in Qatar University!
http://ipodia.usc.edu/technology/
CC BY Mary Lou Forward
Disruptive Models are Emerging
Disruptive Models are Emerging
The OER university is a virtual collaboration of institutions
committed to creating flexibl...
Disruptive Models are Emerging
CC BY Mary Lou Forward
Disruptive Models are Emerging
Competency-based education model.
Knebel et al. Human Resources for Health 2008 6:17 doi:10...
CC-BY-SA billsoPHOTO http://www.flickr.com/photos/billsophoto/4175299981
Disruptive Models are Emerging
What is the future look like??
• More openness in education
• Traditional publishing textbook will loose good size of the ...
Activity 6 (5 Minutes)
• What do you recommend for the following questions/thoughts?
• How do you think CENG or QU should ...
Thanks; Q & A?
Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education
Upcoming SlideShare
Loading in …5
×

Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education

960 views

Published on

Intended Workshop Outcomes:
- Brief knowledge of available high quality free or inexpensive online courses and open educational materials offerings by reputable institutions (e.g. MIT, Stanford, Harvard, etc.)
- Brief Knowledge of relevant platforms of MOOCs and Open Educational Resources
- Brief Knowledge of creating own CENG MOOCs
- An Overview of some Innovative student-centered pedagogies and ways of utilization of MOOCs and OER in CENG courses
- Brief overview of Open Education Movement
- Brief Knowledge of Licensing issues in MOOCs and OERs
- A look backward and forward: A revolution undertaking place in HE, teaching, and learning
- Some Actions or Plans for pilot experiments on MOOCs and OER for Engineering Education with interested Faculty

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
960
On SlideShare
0
From Embeds
0
Number of Embeds
14
Actions
Shares
0
Downloads
33
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Basis of educationTenant of scholarshipInformation is not a scarce resourceSharing allows collaboration, innovation, advancementCost of not sharing – opportunity cost, etc – too high
  • Open license is key.Free as in free beer and free as in freedom
  • Free = no costOpen = no cost and openly licensed, at least including the right to modify
  • Not the tools of revolution, but ways to support, extend, create,
  • Another interesting activity being undertaken in Indonesia is the use of OER in formal educational program. The University of Bandun wanted to develop programs in water management. As you know, developing new courses and programs requires a significant financial and time commitment. Rather than investing in faculty developing theoretical lectures, they decided to use these lectures freely and openly offered by Delft University of Technology in the Netherlands, and focus their development efforts on contextualizing theoretical and practical approaches in Indonesian environments and society.
  • Students benefit from this approach by having more hands on opportunities to explore the application of theory and approach in their local situations. Faculty become engaged in producing locally relevant activities and content, which is then put back as OER so that the rest of the world can benefit from their experience and begin to understand how theoretical concepts can be interpreted and operationalized in different contexts around the world.
  • Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education

    1. 1. Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in Engineering Education Mahmoud Abdulwahed 31st of March 2014, Qatar University CC BY Mahmoud Abdulwahed http://www.linkedin.com/pub/mahmoud-abdulwahed/61/175/652
    2. 2. Intended Outcomes of Today’s Seminar • Brief knowledge of available high quality free or inexpensive online courses and open educational materials offerings by reputable institutions (e.g. MIT, Stanford, Harvard, etc.) • Brief Knowledge of relevant platforms of MOOCs and Open Educational Resources • Brief Knowledge of creating own CENG MOOCs • An Overview of some Innovative student-centered pedagogies and ways of utilization of MOOCs and OER in CENG courses • Brief overview of Open Education Movement • Brief Knowledge of Licensing issues in MOOCs and OERs • A look backward and forward: A revolution undertaking place in HE, teaching, and learning • Some Actions or Plans for pilot experiments on MOOCs and OER for Engineering Education with interested Faculty
    3. 3. From OCW towards MOOCs MIT Administration posed two Questions to the Faculty Committee in 2000: How is the internet going to change education? What is MIT going to do about it? Former MIT President Charles Vest CC BY Andy Lane Where it was Rooted?
    4. 4. The Birth of MIT Open CourseWare, 2001
    5. 5. MOOCs, the Initial Birth Early experiments took place around 2008, 2009, and 2010; by George Siemens, the father of notion of connectivism, Alec Couros and others
    6. 6. MOOCs, …. MOOCs gained a lot of public attention in 2012 with the deployment and birth of a number of courses and platforms, in particular developed by Elite Universities (MIT, Harvard, and Stanford)
    7. 7. MOOCs in the US • Movements in MOOCs transferred to the US with Experiments in Washington and Stanford in 2011 • Courses on Digital Story telling, Artificial Intelligence, and Machine Learning were offered • Artificial Intelligence course of Sebastian Thurn from Stanford attracted 160 000 student
    8. 8. The Birth of Platforms: 2010 till now • Udacity (by Sebastian Thurn, from Stanford) – For Profit • NovoEd (Stanford) • Coursera (by Andrew NG, and Daphne Coller, from Stanford) – for Profit • Edx (by MIT and Harvard) – Non for Profit • And many others
    9. 9. MOOCs Platforms
    10. 10. MOOCs Platforms
    11. 11. MOOCs Platforms
    12. 12. MOOCs Platforms
    13. 13. Activity 1 (5 Minutes) • Visit one of the following Platforms: • Edx: https://www.edx.org/ • Coursera: https://www.coursera.org/ • NovoEd: https://novoed.com/ • Udacity: https://www.udacity.com/ • Open2study: https://www.open2study.com/ • FutureLearn: https://www.futurelearn.com/ • Or any other platform • Browse different offerings in these platforms • Identify 1 or more courses you would be personally (or your think one of your colleagues would be personally) interested to follow for your (or his/her) own professional development • Discuss among the audience, why do you think this course(s) is useful for you as a faculty member to follow
    14. 14. MOOCs Demo
    15. 15. • As with other MOOC style offerings edX students will have a little interaction or won’t have interaction with faculty or earn credit toward an MIT degree. • For a small fee students can take an assessment which, if successfully completed, will provide them with a certificate from edX. • EdX offers honor code certificates, ID verified certificates, and XSeries certificates (successfully completing a series of courses) • edX platform used to conduct experiments on how students learn and how faculty can best teach. Assessing course data, from mouse clicks to time spent on tasks, to evaluating how students respond to various assessments. Pedagogy of Edx and Other MOOCs CC BY Paul Stacy
    16. 16. • Initial edX aim was to improve teaching and learning of tuition paying on-campus students. Have revised aim to developing best practices to enhance the student experience and improve teaching and learning both on campus and online • Pedagogy very similar to Udacity and other platforms • Regrettably the rich body of research about online learning is not being used • Focus of edX so far is not on pedagogy but on engineering an open source MOOC platform Pedagogy of EDx CC BY Paul Stacy
    17. 17. Pedagogy of Classical MOOCs
    18. 18. Innovative MOOCs Pedagogies DS106 Digital Storytelling (started since 2011 in its first offering) at the University of Mary Washington is a course that registered students at that university can take for credit, and is also open for free for non-credit learners. In Fall 2013, experiment was undertaken to offer the course without a teacher http://ds106.us/
    19. 19. Innovative MOOCs Pedagogies • Assignments created by students • No teacher in Fall 2013 experiment • Course has its own radio station!
    20. 20. Activity 2 (5 Minutes) • Discuss in Pairs or Triplets the following: • Can MOOCs be integrated into UG and PG courses? • How? • What are the advantages? • What are the risks? • Share with the Audience your Thoughts
    21. 21. Activity 3 (5 Minutes) • Visit one of the following Platforms: • Edx: https://www.edx.org/ • Coursera: https://www.coursera.org/ • NovoEd: https://novoed.com/ • Udacity: https://www.udacity.com/ • Open2study: https://www.open2study.com/ • FutureLearn: https://www.futurelearn.com/ • Or any other platform • Browse different offerings in these platforms • Identify 1 or more courses you think that students (UG or PG) in your field of expertise or teaching area can use it as an alternative/or addition to a similar course in their degree • Discuss among the audience, why do you think this course(s) is useful for these students • Discuss among audience potential innovative pedagogies that these courses could be utilized for
    22. 22. Initial MOOCs Integration Experiments in QU Integration with Graduate and Undergraduate QU Courses in Spring 2014
    23. 23. Initial MOOCs Experiments in QU • Development QU MOOCs • One course from College of Sharia; Expected deployment May 2014 • One course from College of Engineering; Expected deployment May 2014 • Foundation program course(s); Expected deployment Fall 2014 • Etc
    24. 24. Building your Own MOOC • Building your own MOOC is not difficult process • You need to plan ahead, and ask the following questions: • Why would you be interested in developing your MOOC • What course • For which audience • What are the course objectives and learning outcomes • What content • What pedagogy • What assessment • Which platform • Etc.
    25. 25. Hints for Building an Effective MOOCs • Participate in a MOOC to get sense of it • Identify your audience, and build a course contextualized for them • Build or offer a MOOC with others (e.g. faculty, TA/GTA, excellent student, etc.) • Develop clear learning outcomes of your MOOC, and then design its materials accordingly • Develop assessment plan and strategies that fosters self-paced and peer learning • The shorter the MOOC, the better; try to aim for 6-8 week long MOOC • Utilize a modular structure based on weekly modules • Try to have everything students will need available in the MOOC (e.g. avoid building a MOOC around a hardcopy textbook that need to be bough)
    26. 26. Building your Own MOOC: How To? • Develop a Syllabus with clear learning outcomes • Develop content for your course: • Videos • Slides and handouts • Activities • Assessments and grading scheme • Develop an attractive promotion video of your MOOC, e.g. 1-2 minutes • Keep your videos short and divide them around concepts • Each concept is normally followed by an assessment (e.g. multiple choice questions, and/or an activity)
    27. 27. Videos Recording There are many options for developing your videos professional video recording: • Professional recording • Classroom video capture (Eco360 in QU) • Desktop capture (e.g. Camtasia)
    28. 28. Camtasia for Video Recording
    29. 29. Building your Own MOOC: Platform?
    30. 30. Building your Own MOOC: Platform?
    31. 31. Udemy Demo
    32. 32. Activity 4 (5 Minutes) • Go to Udemy.com • Register as a teacher • Familiarize yourself with the course publishing platform • Do you think you will utilize the platform for developing a MOOC in the future?
    33. 33. Activity 5 (5 Minutes) – MOOCing CENG Courses • Discuss in groups the following ideas: • What about MOOCing CENG courses of large enrollment and using MOOCed formats for our students; e.g. the General Engineering Courses? • GENG106 Computer Programming? • GENG107 Skills and Ethics? • GENG 200 Probability and Statistics? • GENG 360 Engineering Economy? • GENG 300 Numerical Analysis? • GENG 111 Engineering Graphics? • If MOOCed; what do you think the lecture time could be used for? • What disadvantages and advantages could be obtained by MOOCing these courses? • Other CENG courses for MOOCing? • Share your discussions outcomes with the audience
    34. 34. Open Education
    35. 35. • Education builds the future. • Education is sharing. • Open allows more rapid building and sharing at a larger scale. • Free quality resources is an enabler for democratizing Education Open Education starts with basic ideas: CC BY Open CourseWare Consortium
    36. 36. Open Education Terms Open Educational Resources OpenCourseWare Open Educational Practice Open Textbooks = Free and Open CC BY Open CourseWare Consortium
    37. 37. OER are teaching, learning, and research materials that permit their free use and re-purposing by others. Open Educational Resources (OER) CC BY Open CourseWare Consortium
    38. 38. OER involves lots of groups and organisations around the world • OER are explicitly funded by: • Foundations • Governments • NGOs • Institutions • Donations • OER can be found in: • funded institutional repositories • funded and non-funded community based initiatives • proprietary channels • websites of projects, groups and individuals • OER are being supported via • International and national consortia • Commercial activities and organizations • Infrastructure activities and organizations CC BY Andy Lane
    39. 39. Open Education • Open Educational Resources Repositories and Catalogues • OER Commons • MERLOT • JORUM • Etc. • Open Textbooks: • C-K12 • ConneXions • Open CourseWare Movement • MIT Open CourseWare • Open CourseWare Consortium • Etc. • xMOOCs is the new wave of Open CourseWare
    40. 40. Free no cost Open No cost + permission to change By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/ By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/ CC BY Open CourseWare Consortium
    41. 41. OER are building blocks for innovation in higher education bdesham http://www.flickr.com/photos/bdesham/2432400623 CC BY Open CourseWare Consortium
    42. 42. The OCW Movement—What is OCW? OCW is a type of Open Educational Resource (OER). OER are a type of Open Content. Open Educational Resources Open Content OCW CC BY Andy Lane
    43. 43. What is OpenCourseWare? • Materials organized as courses • Generally includes course planning documents, thematic content, learning activities and evaluation instruments lecture notes syllabi course calendar assignments, projects, tests videos or recordings of lectures demonstrations and illustrations of concepts CC BY Andy Lane
    44. 44. What is OpenCourseWare? Summary: An opencourseware (ocw) is a free and open educational resource for faculty, students, and self-learners throughout the world. • An ocw is not a distance-learning initiative: there are no degrees granted, no student/faculty interactions and no transcripts. • An ocw is a collection of high-quality learning materials presented in the form of courses. • OCW materials are there for using and re-purposing. Modifications welcome! CC BY Andy Lane
    45. 45. OCW Movement
    46. 46. Stanford & Berkeley
    47. 47. CC BY Open CourseWare Consortium OCW Movement
    48. 48. http://www.flickr.com/photos/usaid_images/6462458071/CC-BY-NC-SA by USAID images CC BY Open CourseWare Consortium
    49. 49. Licensing
    50. 50. Conditions CC licenses Attribution ShareAlike NonCommercial NoDerivatives CC BY Open CourseWare Consortium
    51. 51. CC BY Open CourseWare Consortium
    52. 52. most free Most restrictive CC BY Open CourseWare Consortium
    53. 53. CC BY Open CourseWare Consortium
    54. 54. Wikipedia: Over 77,000 contributors working on over 22 million articles in 285 languages CC BY Open CourseWare Consortium
    55. 55. http://open.umich.edu/education/lsa/physics140/fall2007 CC BY Open CourseWare Consortium
    56. 56. Attribution http://open.umich.edu/education/lsa/physics140/fall2007 This course is licensed CC-BY • You are free to use, modify and distribute all or any part of this course, including for commercial use • You must give attribution to the University of Michigan and cite the source CC BY Open CourseWare Consortium
    57. 57. MOOCs Licensing No, all rights reserved. No, non-OER license. No, all rights reserved. Note: some institutions using CC anyway. Yes, CC BY or CC BY-SA Partial, CC BY-NC on some Most MOOCs are open only in the sense of free enrollment. CC BY Paul Stacy
    58. 58. Example, Coursera terms of service You may access the course for personal use only, you may not modify or reuse without permission. Anything you contribute to the course can be used, modified, distributed by Coursera without notification or further permission from you. CC BY Open CourseWare Consortium
    59. 59. A Look Backwards and to the Future
    60. 60. Early Invention of Schooling: Ancient Middle East ca. 5500 to 6000 Years Ago Source: http://stravaganzastravaganza.blogspot.com/2011/12/sumerian-family-life.html Sumerian School, Ancient Iraq, ca. 3rd Millennium BX
    61. 61. Schooling and Universities Today! At least we got a projector as an update of the thousands years old model of schooling! CC BY Sean McEntee, Flickr CC BY Punainenkala, Flickr What's the I’m really doing in School! CC BY Rick Lomas, Flickr
    62. 62. Whats going in Education in the digital revolution Era!
    63. 63. Disruptive Models are Emerging Soon in Qatar University! http://ipodia.usc.edu/technology/
    64. 64. CC BY Mary Lou Forward Disruptive Models are Emerging
    65. 65. Disruptive Models are Emerging The OER university is a virtual collaboration of institutions committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognized education institutions. CC BY Mary Lou Forward
    66. 66. Disruptive Models are Emerging CC BY Mary Lou Forward
    67. 67. Disruptive Models are Emerging Competency-based education model. Knebel et al. Human Resources for Health 2008 6:17 doi:10.1186/1478-4491-6-17 Space 2: Workplace and/or Authentic Real-life Context Space 1: Educational and/or Training System Abdulwahed et al., 2013: Semantic Systemic Model of Mechanistic and Ontological Relationships between Content Knowledge, Skills, Attributes, and Competencies Preliminary Content Knowledge Intrinsic Attribute or Character Apply in a Context Skill Development Apply in a Context Competency Development Contextual Content Knowledge Higher order Intrinsic Attribute or Character Complex Conditions Shared Development Area (Context, Content Knowledge, Emerging Skill)
    68. 68. CC-BY-SA billsoPHOTO http://www.flickr.com/photos/billsophoto/4175299981 Disruptive Models are Emerging
    69. 69. What is the future look like?? • More openness in education • Traditional publishing textbook will loose good size of the market share for open textbooks • Disruptive models of degrees, certifications, and recognitions of competencies for the job market • Universities will have to re-invent themselves, or become OBSELETE! • Innovation on pedagogies, teaching, and learning will advance • Higher shift in the role of teacher from content delivery towards coordination and coaching; More focus on students
    70. 70. Activity 6 (5 Minutes) • What do you recommend for the following questions/thoughts? • How do you think CENG or QU should proceed forward in digital learning? • What kind of experiments do you think need to be conducted? • What organizational or policy structure do you recommend to have to support CENG or QU faculty to conduct innovation in digital learning? • What kind of research CENG or QU need to conduct in this area? • Please discuss your thoughts in groups • Share your thoughts with the Audience
    71. 71. Thanks; Q & A?

    ×