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“EMMA: la piattaforma europea di MOOC per lo sviluppo professionale e la costruzione di community”

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Professioni e competenze nell’era digitale: sfide ed opportunità”
Torino IUSE - Evento 2 dicembre 2017

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“EMMA: la piattaforma europea di MOOC per lo sviluppo professionale e la costruzione di community”

  1. 1. EMMA: la piattaforma europea di MOOC per lo sviluppo professionale e la costruzione di community Eleonora Pantò (CSP) 2 dicembre 2016 - Università di Torino - IUSE
  2. 2. 2015 -The MOOC space essentially doubled this year. https://www.class-central.com/report/moocs-2015-stats/ 500+ Universities, 4200 courses, 35 Million Students FutureLearn the third largest MOOC provider in the world now. They grew 275% in 2015 and are rapidly approaching the three million user mark. Along the way, they also launched what would be the world’s largest single session of a MOOC: 440,000 students signed up for one session of the Understanding IELTS: Techniques for English Language Tests course, which was taught by the British Council.
  3. 3. 2016 -A changing landscape: no longer massive https://www.class-central.com/report/moocs-no-longer-massive/ MOOCs are gradually being transformed from virtual classrooms to a Netflix-like experience. Most are now offered in a self-paced format or, in the case of Coursera courses, switched to a regular schedule, with new sessions starting automatically on a bi- weekly or monthly basis. If a student can’t finish a session, all their work is simply transferred to a new session.
  4. 4. “When I see the cultural diversity that exists today, I feel that we must defend it, and we need Europe, because otherwise we are going to live in a society with a single model, the Anglo-American model.” Jean-Pierre Raffarin “Diversity: the art of thinking independently together.” Malcolm Forbes “It is difference of opinion that makes horse races.” Mark Twain Diversity as a strength? http://www.slideshare.net/EADTU/european-mooc- strategies-strength-in-diversity
  5. 5. Many European platforms and many MOOC service providers Developing a ‘framework’ for cohesive and collaborative effort Pro-active coordination for diverse MOOCs services for all Embrace different solutions – objectives – target groups – pedagogical approaches – languages – etc. Using diversity as a strenght! http://www.slideshare.net/EADTU/european-mooc- strategies-strength-in-diversity
  6. 6. 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 • experiencing and validating innovative instructional design Emma is also a MOOC Platform offering: • MOOC automatic translation/transcription services • Monitoring activities (learning analytics, tracking, surveys) • Hosting and support WHAT EMMA STAND FOR
  7. 7. THE EMMA ADVENTUREUse the European linguistic and cultural diversity as not negotiable values to reach target audiences in other parts of the world Create a European brand on the international stage Connect learning to design through Learning Analytics 2013: Expert survey launched 2014: The Emma Project approved 2015: The Pilot phase concluded 2016: Emma open the door 2014:Emma challenges definition 2015: working definition of cultural diversity as function of:language, pedagogy, personalization 2016: 40 MOOCs on board
  8. 8. CHALLENGES
  9. 9. CHALLENGE 1 E 2
  10. 10. CHALLENGE 3 E 4
  11. 11. CHALLENGE 5
  12. 12. A PREMISE LANGUAGE CULTURAL DIVERSITY PEDAGOGY PERSONALIZATION A working definition
  13. 13. LANGUAGE PEDAGOGY CULTURAL DIVERSITY CONTENT PERSONALIZATION 44% English content use Word Errors Rate Bilingual Evaluation Understudy System efficiency and effectiveness
  14. 14. A PREMISE LANGUAGE PEDAGOGY CULTURAL DIVERSITY CONTENT PERSONALIZATION hMOOC xMOOCcMooc Flipped iMooc Social learning An education mix
  15. 15. A PREMISE Language Pedagogy CULTURAL DIVERSITY Content personalization 512 course books 1912 users created 9975 notes The micro-learning communities
  16. 16. Multiple languages • Italian, • French, • Spanish, • Catalan, • Portuguese, • Estonian, • Dutch Transcribe Translate Choose 8Translation/transcriptionsystems English as a linguistic bridge
  17. 17. PersonalLearningEnvironment Interactive features Virtual classroomPersonal Blog CoursebookAnnotation System
  18. 18. Learning data and Feedback Loop Learning interactions: • Page visits • Interactive activities • Assessment Learning profile: • Enrolled – enrolled and accessed materials five times • Observer – accessed materials more than five times • Contributor – interacted with the content Learning Analytics Survey Students profiling • Registration form • Entry form Expectations • Expectations questionnaire Evaluation • Evaluation questionnaire TheEvaluationMethodology 20
  19. 19. Participants were clustered depending on their activity Entered the MOOC up to 5 times Entered the MOOC more than 5 times, but did not interact with the content/other participants Contributed with an assignment, commented or posted at least once Contributed with an assignment, commented or posted more than once ENROLLED OBSERVERS CONTRIBUTORS ACTIVES
  20. 20. 9 weeks 13 weeks 6 weeks 48 12 30 10 ENROLLED OBSERVERS CONTRIBUTORS ACTIVES 27 34 32 7 71 13 8 7 % data
  21. 21. The enrolments profile trend: more women, older, more employed AGE EMPLOYMENT STATUS GENDER 65% 52% 76% 2014 2015 2016 % of Women -25 26-35 36-45 46-55 56+ MEAN - AGE 2014 23% 25% 23% 19% 10% 36 2015 9% 31% 27% 20% 14% 41 2016 5% 13% 27% 37% 18% 46 40% 52% 19% 21% 18% 25% 6% 7% 47% 26% 15% 6%7% 8% 3% 2014 2015 2016 employed (excl teachers) Teacher/lecturer upper education /university Teacher/lecturer lower/primary education students other do not work
  22. 22. xxx xxx 58% 62% 45% 30% 23% 35% 28% 37% 31% 32% 5% 6% 10% 28% 31% 2% 4% 6% 9% 14% 2% 2% It enhances the overall value of the EMMA platform It makes EMMA a truly European experience It’s effective It’s totally new and different It needs more languages to be really effective Completely agree Fairly agree Neither agree nor disagree Fairly disagree Completely disagree How much do you agree or disagree with the following statements about the translation functionality? What the translation functionality adds to the experience Base: people who used the translation functionality at least sometimes – 127 cases – 17 Moocs
  23. 23. A multilingual space with an embedded translation service has several advantages in teachers’ views: generates engagement and motivation, supports learning and interaction, truly represents Europe “a multilingual space without linguistic barriers (i.e.: via the translation system) would be more engaging and rewarding for users” “a conversation forum that uses English only would be fine, it is easier if [ ....] they can speak english well, but if the translation feature [is available] it might e better for different communities to be able to operate in their own language” “... it would also be more of an incentive to improve language skills and make for better sharing and less cultural and linguistic isolation in Europe” (teachers from Iceland) “it will help to realise the richness of cultural diversity in Europe” SOURCE: survey on teachers (Focus Group)
  24. 24. TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH R. De Rosa, A.Bogliolo 2016 Three Learning Dimension: • Temporal • Spatial • Engagement http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based- hybrid-approach
  25. 25. All participants to this learning experience shared a similar presence within the three spheres of the Community of Inquiry model as in Anderson et al., populating them with their knowledge, teaching practices and social connection. The result was that they actively supported the MOOC discourse by creating new learning objects and a positive climate. TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based- hybrid-approach R. De Rosa, A.Bogliolo 2016
  26. 26. PUTTING THE USERS INTO THE DIGITAL LIBRARY: REFLECTIONS ON A MOOC TEACHING EXPERIENCE A. M. Tammaro, 2016 https://dlis.hypotheses.org/author/ium The « reversal » of the MOOC has been to start from users considered as active co-creators of digital content The MOOC tutor has launched periodically polls or questions that would invite participants to share their significant experiences. It has been also prepared a Newsletter of the MOOC on a weekly basis. The idea of the Newsletter was also born from the need to create a communication device, such as a weekly message, that would help the participants not to lose the thread of the course, stimulated them to follow the development of lectures and discussion. Participants instead of being overwhelmed by the volume of content and conversation, could comments on the content being generated and most of them participated in the discussion forums.
  27. 27. MOD
  28. 28. University-funded Outside sponsorship SyndicationLearners ● Professor interest ● Marketing ● Blended learning dev ● Cost-savings ● Government ● Foundations ● Other Nonprofits ● Corporate ● Optional Certificates ● Corporate consumers ● Content customization Grants Fees Outside Organization ‘Teacher- Student’ FUN FEDERICA EDUOPEN IVERSITY UDACITY FUTURELEARN MIRIADA EDX COURSERA Original source, Charlie Chang Capri 2015 A PROPOSAL Routes to Sustainability:
  29. 29. Routes to Sustainability: Cooperative Membership Crowdsourcing Syndication ● Government ● Foundations ● Other Nonprofits ● Corporate ● Content customization ● Group Services ● Experimental design ● FLOSS, Open sources ● Services customization ● Optimization ● Training and support ● Group Services Shares (Benefits/Responsibilities) Revenue Outside Organization Inside organization EMMA A PROPOSAL Individual Subscription ● Collaborative consumption ● Collaborative value creation ● Content/expertise reuse ● Redistribution, sharing and reuse of excess capacity ie. The OCLC model
  30. 30. This presentation is based on the work done during the EMMA project – and specially from prof. Rosanna de Rosa (University of Naples) and Chiara Ferrari (IPSOS) Thanks for your attention Eleonora Pantò @epanto Eleonora.panto@csp.it www.csp.it

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