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Provocarea MOOC în educația adulților


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Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?

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Provocarea MOOC în educația adulților

  1. 1. The Challenge of MOOCs in Adult Education On behalf of NOVAMOOC team Vlad CHIRIAC West University of Timisoara Timisoara, 20 November2015 IREA 2015
  2. 2. Adult Education in Higher Education 19 nov. 2015
  3. 3. Google trends
  4. 4. Top searches for international students
  5. 5. STUDIES 2015)563397 Life_The-Oppty-for-Tech-to-Transform-Adult-Education_March-20151.pdf
  6. 6. Worldwide Participation in Higher Education is Expected to Grow ~60% by 2025… 2011 2025 Worldwide Participants in Tertiary Education, 2011 and 2025 Projected In order to accommodate these 98 million new students, four major universities of 30,000+ students would need to open every week for the next 15 years Source:; OECD indicators Education at a Glance 2012 and Trends in Global Higher Education: Tracking an Academic Revolution, UNESCO 2009 165M 263M What about HE in countries with less widely used languages?
  7. 7. NMC Horizon 2015 What are the challenges/trends for HE in mid-size countries, non-English speaking students?
  8. 8. Tyton Report September 2015
  9. 9. Enthusiasm for Technology FREE Technology FREE courses FUNDING Mobile 3F
  10. 10.
  11. 11. OPEN …. EDUCATION
  12. 12. information/access-to-knowledge/open-educational-resources/
  13. 13. QUESTIONS: Who in here have ever heard of MOOC? Who in here has taken a MOOC? Have you ever dropped a MOOC? Have you ever completed a MOOC?
  14. 14.
  15. 15. MOOCs
  16. 16.
  17. 17. 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
  18. 18. Higher Education Online: MOOCs the European way Fostering international Higher Education collaboration though ICT and open education The European Multiple MOOC Aggregator The European Association of Distance Teaching Universities European Foundation for Quality in e-Learning
  19. 19. April 17, 2014 Impact of MOOCs Across Age, Gender, and Course Type Infographic: Global MOOC statistics eCampus News, Meris Stansbury arch/infographic-moocs-global-436/ Infographic: t/1747660-moocs
  20. 20. February 20, 2014 Education Level Harvard and MIT MOOC Data Lawrence Biemiller, Chronicle of Higher Education
  21. 21. Age (Harvard and MIT MOOCs) Lawrence Biemiller, February 20, 2014, Chronicle of HE
  22. 22. May 27, 2015 The Invisible Learners Taking MOOCs, George Veletsianos, Inside Higher Ed
  23. 23. September 15, 2015 MOOCs for Social Impact Social Learning for Social Impact, edX Join the world’s first GROOC – a MOOC for groups – to collaborate with others globally and create social change.
  24. 24. September 22, 2015 MOOC Benefits and Impact Who’s Benefiting from MOOCs, and Why Chen Zhenghao, Brandon Alcorn, Gayle Christensen, Nicholas Eriksson, Daphne Koller, Ezekiel J. Emanuel, Harvard Business Review
  25. 25. September 22, 2015 Who’s Benefiting from MOOCs, and Why Chen Zhenghao, Brandon Alcorn, Gayle Christensen, Nicholas Eriksson, Daphne Koller, Ezekiel J. Emanuel, Harvard Business Review
  26. 26. Certificate Earners (Harvard and MIT MOOCs) Lawrence Biemiller, February 20, 2014, Chronicle of HE
  27. 27. Learning for Enjoyment vs. Credentials and Badges
  28. 28. “Just play around with ideas for alternatives to printed texts and don't be afraid to create your own, even if they're amateurish…I think we need to de-emphasise formal assessment and accreditation and encourage our playful side to see what is possible. Too much informal learning wants to get itself 'badged' or validated too quickly and this means its losing its genuine amateur status.” Learning for Enjoyment vs. Credentials and Badges Curt Bonk, MOOCs and Open Education, International Journal on Open Learning, AACE, 2015
  29. 29. October 1, 2015 Digital badges hit the big time in higher ed: Micro-credential programs target professionals needing a skills boost, Matt Zalaznick, University Business, October 2015
  30. 30. August 5, 2015 Nanodegrees and Microcredentials How Nanodegrees Are Disrupting Higher Education John Waters, Campus Technology
  31. 31. October 7, 2015 MIT Unveils ‘MicroMaster’s,’ Allowing Students to Get Half Their Degree From MOOCs, Andy Thomason, Chronicle of Higher Education moocs/105615?cid=pm&utm_source=pm&utm_medium=en&elq=5df23adc260141d79bb6b8d5f282aa4a&elqCampaignId=154 9&elqaid=6450&elqat=1&elqTrackId=5dc2477c7c354ee48373a9522da104c5
  32. 32. Impact of Mobile MOOCs (e.g., mobile courses on smartphone)
  33. 33. Impact in Higher Education …?
  34. 34. NATIONAL LANDSCAPE Developing MOOCs Integrating MOOCs in blended academic courses Organizing scientific events Publishing studies
  35. 35. MOOC in Romania???? • Challenges • Course subject and QA • Trained tutors • Training materials • Copyright – OER (CC) • Students Enrolment and retention • Certification • Online environment developed by universities teams • Sustainability
  36. 36. 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
  37. 37. Liberalization & Opening of Education WHAT IS THE IMPACT OF DEVELOPING A MOOC?
  38. 38. The NOVAMOOC team Gabriela Grosseck Laura Malița Vlad Chiriac Ramona Bran Laurențiu Țîru Carmen Holotescu Mihai Vîlcea Alex Topârceanu Dorin Neagoe Contact: Special credit to Diana Andone , UPT This work was supported by a grant of the Romanian National Authority fpor 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