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Do you mooc?

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This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2040:
NOVAMOOC – Development and innovative implementation of MOOCs in Higher Education

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Do you mooc?

  1. 1. DO YOU MOOC? An exploratory view for Romanian academic landscape Gabriela GROSSECK Laura MALIȚA West University of Timisoara 10th International Conference on Virtual Learning Timisoara 31 October 2015 ICVL2015
  2. 2. 1. carry out a serious analysis of the ways in which MOOCs can be integrated in blended university courses 2. evaluate own competences and knowledge in using MOOCs THE ACTIVIST’S APPROACH EVERYperson who wants to run a MOOC SHOULD (after the exploratory stage)
  3. 3. So who is a MOOC activist and what does he/she do? • participates in MOOCs as a continuous learner • integrates MOOCs in own courses • encourages peers and students to enroll in MOOCs • organizes academic events about specific MOOCs • adapts contexts from other MOOCs • is a MOOC curator • acts as an informed advocate
  4. 4. HOW difficult is it to start a MOOC … therefore …
  5. 5. MOOCs LANDSCAPE •quality in education •needs of society and labor markets •adaptation to globalization •Europe’s position as world leader in education •access to higher education •valorization of new technologies European challenges
  6. 6. http://www.openuped.eu/ http://home.eadtu.eu/ Higher Education Online: MOOCs the European way Fostering international Higher Education collaboration though ICT and open education http://www.menon.org/projects/emundus The European Multiple MOOC Aggregator http://platform.europeanmoocs.eu http://mooc.efquel.org/ http://home.eadtu.eu/ The European Association of Distance Teaching Universities European Foundation for Quality in e-Learning
  7. 7. NATIONAL LANDSCAPE Developing MOOCs Integrating MOOCs in blended academic courses Organizing scientific events Publishing studies
  8. 8. Upsets •not certified yet •overcrowded class •low rate of graduation •staying motivated •the absence of real human interaction •a fallible grading system There is NO basic model
  9. 9. Liberalization & Opening of Education WHAT IS THE IMPACT OF DEVELOPING A MOOC?
  10. 10. ‘How to plan and run a MOOC in 9 easy steps’ 1. pick your topic and audience 2. find someone to teach/collaborate with 3. determine content 4. plan spaces 5. plan interactions 6. plan your continued presence 7. promote learner creation and activities 8. get the word out; promote and share 9. iterate and improve George SIEMENS http://www.slideshare.net/gsiemens/designing-and-running-a-mooc
  11. 11. Personal Overview of Online Competencies POOC Checklist
  12. 12. Purpose Pick an area of knowledge People Persuasion Possibilities & Perspectives Pedagogy Plan: → spaces of interaction → peer-interaction → *your* continued presence Platforms Price Partners Profitable Positioning Packaging Peer: →Feedback →Evaluation →Enhancement Processing data Promotion and sharing Production and maintenance POINTS for further consideration https://www.researchgate.net/publication/274854292_A_CHECKLIST_FOR_A_MOOC_ACTIVIST •From pilot projects to mainstream implementation. •To provide a sustainable model by: -following the Perestroika Effect (restructure, reform education for changing the economic paradigm of universities); -avoiding the Pandora Box Effect. •Passport for the future: Positioning MOOC in Europe / Global community.
  13. 13. The project team: Gabriela Grosseck Laura Malița Vlad Chiriac Ramona Bran Laurențiu Țîru Carmen Holotescu Mihai Vîlcea Alex Topârceanu Dorin Neagoe Contact: gabriela.grosseck@e-uvt.ro This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2040: NOVAMOOC – Development and innovative implementation of MOOCs in Higher Education
  14. 14. Thank you for your attention! The images belongs to the authors

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