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?
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: http://www.timeshighereducation.co.uk/features/a-different-world/2001128.article; 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?
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. 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
19. April 17, 2014
Impact of MOOCs
Across Age,
Gender, and
Course Type
Infographic: Global
MOOC statistics
eCampus News, Meris Stansbury
http://www.ecampusnews.com/rese
arch/infographic-moocs-global-436/
Infographic:
https://magic.piktochart.com/outpu
t/1747660-moocs
20. February 20, 2014
Education Level
Harvard and MIT MOOC Data
Lawrence Biemiller, Chronicle of Higher Education
http://chronicle.com/blogs/wiredcampus/harvard-and-mit-release-visualization-tools-for-trove-of-mooc-data/50631?cid=pm&utm_source=pm&utm_medium=en
21. Age
(Harvard and MIT MOOCs)
Lawrence Biemiller, February 20, 2014, Chronicle of HE
http://chronicle.com/blogs/wiredcampus/harvard-and-mit-release-visualization-tools-for-trove-of-mooc-data/50631?cid=pm&utm_source=pm&utm_medium=en
22. May 27, 2015
The Invisible Learners Taking MOOCs,
George Veletsianos, Inside Higher Ed
https://www.insidehighered.com/blogs/higher-ed-beta/invisible-learners-taking-moocs
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.
https://www.edx.org/course/social-learning-social-impact-mcgillx-groocx
https://www.youtube.com/watch?t=36&v=WNg-5LFAMdI
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
https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
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
https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
26. Certificate Earners
(Harvard and MIT MOOCs)
Lawrence Biemiller, February 20, 2014, Chronicle of HE
http://chronicle.com/blogs/wiredcampus/harvard-and-mit-release-visualization-tools-for-trove-of-mooc-data/50631?cid=pm&utm_source=pm&utm_medium=en
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. 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
http://www.universitybusiness.com/article/digital-badges-hit-big-time-higher-ed
30. August 5, 2015
Nanodegrees and Microcredentials
How Nanodegrees Are Disrupting Higher Education
John Waters, Campus Technology
http://campustechnology.com/articles/2015/08/05/how-nanodegrees-are-disrupting-higher-education.aspx
31. October 7, 2015
MIT Unveils ‘MicroMaster’s,’ Allowing Students to Get Half Their Degree
From MOOCs, Andy Thomason, Chronicle of Higher Education
http://chronicle.com/blogs/ticker/mit-unveils-micromasters-allowing-students-to-get-half-their-degree-from-
moocs/105615?cid=pm&utm_source=pm&utm_medium=en&elq=5df23adc260141d79bb6b8d5f282aa4a&elqCampaignId=154
9&elqaid=6450&elqat=1&elqTrackId=5dc2477c7c354ee48373a9522da104c5
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. 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
38. The NOVAMOOC 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
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
Editor's Notes
This studies review the current use of Open Educational Resources in Adult Education, assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks.