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ECO project EDEN15

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ECO project EDEN

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ECO project EDEN15

  1. 1. sMOOCs for All, All in sMOOCs Workshop Déborah Arnold (UB, FR) António Teixeira (UAb, PT) Maria do Carmo Pinto (UAb, PT) Darco Jansen (EADTU) Adeline Bossu (SN, FR) 10 June 2015, Barcelona
  2. 2. sMOOCs for All, All in sMOOCs – Workshop Time scheduled -30 min presentation -20 min discussion split at topics / tables -10 min feedback from each table -OR exchange on our practices “strengths & weaknesses”, “good practices & difficulties” 2
  3. 3. sMOOCs for All, All in sMOOCs – Workshop Presentation : – ECO project – Assessment, António Teixeira (UAb, PT), Maria do Carmo Pinto (UAb, PT) – Darco Jansen, EADTU – Incorporation of new participants with their own specificities, Divina Frau-Meigs (SN, FR), Adeline Bossu (SN, FR) – Live events, Déborah Arnold (UB, FR) 3
  4. 4. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning 22 PARTNERS – 6 COUNTRIES http://ecolearning.eu/ European project funded by European Commission in Competitiveness and innovation framework programme
  5. 5. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning • The project will demonstrate the potential of OER and MOOC • to widen access to education and to improve the quality • for lowering or remove technological barriers in learning processes • for users with special needs or at risk of exclusion. • The expected impact of ECO • create their own online courses and other open educational resources and distribute them through the open learning platform • ECO pilots will pay special attention to training European teachers. • preparing certified teachers • Use state-of-the-art technologies • merged MOOCs platforms (based on individual platforms and resources provided by individual partners in the project), • the combined and cross-border piloting activities in all the hubs involved in the project. GOALS
  6. 6. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning Steps • Design Pedagogical Model • Determinate Technical Functionalities and platforms • Create one portal • Create 16 sMOOCs pilots • Create One MOOC supporting how to create MOOC • Run on 3 iterations • Make creating own MOOC by participant/group of participants Continuous Improvement and Quality
  7. 7. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning Pedagogical Design sMOOC cMOOC ‘Focus on community and connections’ social ‘learning experience marked by social interactions and participation’ Pedagogical approach: connectivism, situated learning, social constructivism Inclusion + Ubiquitous and mobile + Accessibility (special needs) learner-centred - flexibility - digital inclusion Open licence policy Wide variety of target populations Diversity of purposes and local, contextual implementations
  8. 8. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning Functionalities Peer to peer evaluation Social network in and out the MOOC Accessibility for special needs Forum - Group forum Learning pathway Badges Intercultural communities Several Languages Micro-blogging Geolocalisation Gamification Certification Facilitations Events online
  9. 9. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning An innovative approach MOOCs platforms federation  Decentralised model Single entry point (unified course catalog, log in and user profile) to a number of different MOOCs platforms (OpenMOOC, edX, weMOOC, LogiAssist, AR Learn, iMOOC). Around 17.000 users by now and growing…
  10. 10. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning One portal - 5 platforms - 6 languages https://portal.ecolearning.eu/ 16 MOOCs Pilots
  11. 11. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning A transversal MOOC Facilitating the creation of new courses by any teacher involved in ECO 6 languages 10 institutions authors Goals : •Facilitating the creation of new courses by any teacher involved in ECO •Using ECO partners experiences and practices •Develop social learning with communities, accessibility, social learning and functionalities •This MOOC will encourage participants to participate in ECO project and create their own MOOC
  12. 12. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning Project evolution Year 1 Year 2 Year 3 ≈10,000 users ≈20,000 users ≈40,000 users ECO sMOOC pedagogical model Innovative technological approach: Platforms federation. Plug&join ECO. Scalability! First edition of sMOOCs ECO image and diss. strategy Revision of technological model (Y2-3) Platform fine-tuning (Y2- 3) sMOOC step by step Dissemination! Communication! Alliances! Growth to massive (users) Dissemination! Communication! Alliances! Viral growth (users and courses) Exploitation and sustainability
  13. 13. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning Project evolution
  14. 14. Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning Final considerations • ECO was defined as an extremely ambitious project • An extremely motivated group of professionals has made it possible. • ECO’s methodology has been based on a strong self-criticism spirit throughout the whole project in order to reach high quality results and overall project.
  15. 15. sMOOCs for All, All in sMOOCs Assessment and Certification António Teixeira (UAb, PT) Maria do Carmo Pinto (UAb, PT) 10 June 2015, Barcelona
  16. 16. sMOOCs for All, All in sMOOCs – Assessment Formative assessment with self-correction should be made available (through tests, quizzes, etc.). This should focus on relevant aspects of the topics being discussed or important elements in the resources provided. 17António Teixeira & Maria Pinto (UAb, PT)
  17. 17. sMOOCs for All, All in sMOOCs – Assessment Participants must also be encouraged and are expected to discuss and give feedback to one another throughout the learning activities. A regular, more general feedback on the work done each week should be provided by the teacher, based on the information prepared by the support team. 18António Teixeira & Maria Pinto (UAb, PT)
  18. 18. sMOOCs for All, All in sMOOCs – Assessment Additionally badges can be used. These may be obtained from: • the completion of tasks; • the completion of challenges in the bank of challenges; • the points/status/likes/pluses etc. gained from reputation systems. Self-assessment quizzes can also be used as diagnostic, to anticipate relevant content presented in a resource. 19António Teixeira & Maria Pinto (UAb, PT)
  19. 19. sMOOCs for All, All in sMOOCs – Assessment sMOOCs have well designed peer assessment rubrics and use AI engines for the integration of massive qualitative assessment. Participants who wish to receive a certificate of completion will have to participate in this process, assessing and grading the work of three other participants, while their own work will be assessed and graded by three different peers. 20António Teixeira & Maria Pinto (UAb, PT)
  20. 20. sMOOCs for All, All in sMOOCs – Certification The Certificate of Completion is a free, non-formal recognition of the work done in the course. Items to be assessed as evidence of learning can be: • some of the relevant artifacts produced by participants; • a final project; • an e-portfolio containing a relevant sample of the work done (at least two of the artifacts produced, the badges collected, etc.); • summative tests, either automated or peer-assessed. The scale used can be either quantitative or qualitative, but the final grade will be the average obtained in the 3 grades received. 21António Teixeira & Maria Pinto (UAb, PT)
  21. 21. sMOOCs for All, All in sMOOCs – Certification sMOOCs may offer the possibility to obtain formal credits, for a fee. Those credits (ECTS) will be awarded based on an evaluation by a teacher of the work done. This can be combined with a final, f2f assessment. If an exam or other types of f2f (or synchronous) summative assessments are used, each element (work in the course and f2f assessment) will count as 50% of the final grade. 22António Teixeira & Maria Pinto (UAb, PT)
  22. 22. sMOOCs for All, All in sMOOCs Incorporation of new participants with their own specificities Adeline Bossu, Divina Frau-Meigs 10 June 2015, Barcelona
  23. 23. sMOOCs for All, All in sMOOCs – INCLUSION To Integrate and participate in a sMOOC Inclusion with innovation • Participant must feel – Welcome, – At the right place – Concerned – Understood 24
  24. 24. sMOOCs for All, All in sMOOCs – Inclusion • Welcome in new learning context – MOOC Introduction, – Identification of MOOC actors (autors, facilitators…) – Get out hierarchy and previous pedagogical model ⇒Get close • Creation communities – Group creation – Discovery of other participants => Sense of community, similarity 25
  25. 25. sMOOCs for All, All in sMOOCs Welcome + Actions Proposals and Tools to encourage this feeling and start action-interaction in – Synchronous and asynchronous way – In new cultures, environnement 26
  26. 26. 27 Micro-blog Badges karma
  27. 27. 28 Social network inside and outside
  28. 28. 29 News and newsletter
  29. 29. 30 Forum Group Forum Facilitation
  30. 30. 31 External tools: Live events online hangout tweet chat

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