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Hack the MOOC: alternative MOOC use
This document discusses using MOOCs to increase lifelong learning skills. It proposes blending MOOCs into classroom lessons to make learning more passionate and self-regulated. An ongoing project combines MOOCs with content and language integrated learning (CLIL) in French and English classes. Preliminary results show increased student motivation and digital literacy, as well as teachers learning to offer guidance while trusting students. The document advocates shifting towards lifelong learning for all by creating personal, passionate learning journeys using open educational resources like MOOCs.
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Hack the MOOC: alternative MOOC use
- 1. Hack MOOCs! & IncreaseLifelong Learning skills Inge (Ignatia) de Waard
- 2. MOOC CLIL learners YouTubelearners + class views
- 3. MOOCs Against it orfor it? Let’s just use it! (Pic attr: http://inkcinct.com.au/index.htm )
- 4.
- 5. Passionate, successful Learning MOOC? MOOC use in Schools:done Our MOOC-CLIL project The Research Effects on Learners & Teachers Status so far Think questions
- 6. Secrets of passionate,successful learning Personal, authentic, … and you are drawn into it!
- 7. The Flow –Csikszentmihalyi
- 8. Self-Regulated Learning -Pintrich • Self-esteem (MSLQ) • Intrinsic motivation – Personal, contextual interest
- 9. Don’t talk aboutit, Do It Meta-learning is not (always) taught, it is Done and Felt. Don’t talk about how to learn in a MOOC, give them the experience. Like ping pong, you mention the pad, the ball… but smashing is learned by doing.
- 10. Passionate, successful Learning MOOC? MOOC use in Schools:done Our MOOC-CLIL project The Research Effects on Learners & Teachers Status so far Think questions
- 11. What is aMOOC? • Massive: everyone can join, no limits on enrolment • Open: all the information (content and interactions) is open to all / on the Web closed eLearning • Online: all the content and discussions happen online • Course: limited in time, organised by institution/corporation Participants learn in cohort (central location/deadlines) Interactions happen synchronous and asynchronous The learning is often public, social and networked.
- 12. But what isit really? • A source of (quality) curated, topic specific content for passionate people • Jack Andraka (15y cheap, paper-based biomarker for pancreatic cancer)
- 13. So let’s usethem! MOOC: build by the few, free, available, & curated for the many. Ideal for blending.
- 14. Passionate, successful Learning MOOC? MOOC use in Schools:done Our MOOC-CLIL project The Research Effects on Learners & Teachers Status so far Think questions
- 15. MOOC additions toclass / curriculum MOOC video or multimedia sources in class (eg. OER) Access to texts, video or documents • Depends on platform • Agreement with organising university (intellectual property) Norm: a few months, if you registered for that particular course
- 16. Building a (new)lesson plan It is free, somewhat available and curated! Saves time (curation), and offers mixed media
- 17. Flipped classroom? MOOC mediafirst => viewing previously provided online/digital sources, followed by classroom interactions, and possible hands-on activity. Full presentation on Flipped Classroom here. Picture attribution:
- 18. Transfer high school=> college / Uni University students entering with low preparation but following MOOCs outperformed students entering university with credentials to become biology majors Jiang, S., Williams, A. E., Warschauer, M., He, W., & O'Dowd, D. K. (2014). Influence of incentives on performance in a pre-college biology MOOC. The International Review of Research in Open and Distance Learning, 15(5). Paper here.
- 19. Passionate, successful Learning MOOC? MOOC use in Schools:done Our MOOC-CLIL project The Research Effects on Learners & Teachers Status so far Think questions
- 20. CLIL and MOOC? •Content and Language Integrated Learning (English and French) • Massive Open Online Courses (EdX, FUN, Coursera, FutureLearn).
- 21. Situating project • GUSCO-school •Academic year 2015 – 2016 • Three classes in ‘vrije ruimte’ (free space): 2 English groups, 1 French group • 2 hours per week
- 22. Target population • 3Teachers • 42 Students (aged 16 – 17 y) • Academic qualifications: human sciences, Latin & sciences/mathematics… • Optional course
- 23. EdX – FranceTV - FutureLearn – Coursera - FUN 23
- 24. Lessonplan (work intransition) Three major parts: • GroupMOOC: introducing MOOC, the elements, platforms, interactions… Class progress • EigenMOOC (OwnMOOC): students choose from a selection, grouped per 3. • Evaluation & production: evaluate the whole process and build an intro for next year’s students GroupMOOC OwnMOOC Evaluate and Produce
- 25. Roadmap first lessons •Introduction overall • Explaining evaluation and approach • Situating groupMOOC: The Rise of Superheroes and Their Impact on Pop Culture (EdX). Concrete - Lesson 2 : Overview assessment system – useful language tools (overview online translation machines/explanatory dictionaries/thesaurus/… and exercises on how to use them efficiently
- 26. GroupMOOC • People choosea MOOC • Teacher narrows down the options/ learning to ‘pick the cherries’ • Fora are replaced by discussion on digital school platform (LMS)
- 27. Peer reviews inMOOC Rémi Bachelet http://www.slideshare.net/bachelet/emoocs2015-does-peer- grading-work-r-bachelet Paper p224: http://www.emoocs2015.eu/sites/default/files/Papers.pdf
- 28. Evaluation • Logbook students:5 min per 2h class • SAM-scale (Attitude and skills) • Self-esteem and motivation (research part) • Process throughout the year 28
- 29. I did thecourse DemoX, in this course I learned how to use edX. I found it rather easy questions but it was a handy way of learning how to use edX. I now understand how to use the website. The English was sometimes hard to understand but I used an online dictionary to help me understand the words. I think it’s a good idea to use the forum because then you can discuss your problems with the others. They can find ways to help you if you don’t understand things. Student logging in action …
- 30. Student/teacher Pro’s • Motivatedpupils • Good preparation for higher education • Way to meet learners from all over the world • Process assessment • Strengths of blended learning
- 31. Student/teacher Challenges • Mostlypractical • Focus teacher – pupil • Self-regulated learning -> creepy for secundary school teachers!
- 32. Passionate, successful Learning MOOC? MOOC use in Schools:done Our MOOC-CLIL project The Research Effects on Learners & Teachers Status so far Think questions
- 33. Evidence-based research results Pilot=> Ensure at least continued self-esteem and motivation from learners Develop instruments and approach (cartoon attr)
- 34. Instruments used inclass (open science/access) • Adapted SAM scale view here (Scale for Attitudes and Skills) – used by teachers • Weekly logbook – used by students
- 35. Instruments used outsideof class • Self-regulated questionnaire view here: monitoring self-esteem, motivation, digital literacy
- 36. More information • Tasksusing MOOC/CLIL elements • Self-Regulated Questionnaire • Scale for evaluation (SAM-scale) • https://drive.google.com/folderview?id=0B2G ekloYrdFQdWtTQWp0ZGpxSmc&usp=sharing
- 37. Passionate, successful Learning MOOC? MOOC use in Schools:done Our MOOC-CLIL project The Research Effects on Learners & Teachers Status so far Think questions
- 38. School values • Open –academic success + responsible adults – skills and competences > lifelong learning • Opportunities – to learn + to grow as a person – mistakes and second chances
- 39. Typical lesson MOOC -CLIL Normal lesson MOOC – CLIL lesson The content is pre-defined by the curriculum . It is tested. The content is suggested. Students are asked to understand it, reflect upon it and discuss it. Not to be tested. The teacher chooses content. The learner is increasingly asked to choose the content autonomously. Teacher-led Learner-led
- 40. Increase critical skills •Critical thinking • Autonomous learning • Support personal interests
- 41. Surplus students wlearning difficulties • Review material (online content) – Retention and understanding – Repetition in a safe environment • Transcripts, mixed media options
- 42. Surplus gifted students Extrainformation and projects at their fingertips Ada Lovelace 42
- 43. Impact on policy& teachers • Teachers – Flexibility – Workload – Continuity • Planning – Regulation – Long term planning vs changing circumstances
- 44. The role ofthe teacher Picture: http://farm9.staticflickr.com/8527/8615353879_58a09c6cce_b.jpg
- 45. Challenge Bridging knowledge andexperience • Upper-secondary students average MOOC learner • Scaffolded support by the teacher
- 46. Passionate, successful Learning MOOC? MOOC use in Schools:done Our MOOC-CLIL project The Research Effects on Learners & Teachers Status so far Think questions
- 47. Students • 11% increasemotivation • 13% increase future usefulness Motivated to learn more, interact more.
- 48. Teachers • Self-reported increasein digital literacy • Learned to trust their students while offering generic guidance • Enthusiastic, promoting and using MOOC
- 49. Shift towards lifelonglearning for all Creating a personal, passionate lifelong learning journey for all
- 50. Helping each other to reachfurther International or EU Project (p. 53) The Knowledge, the Tech, the Power Picture and picture attrib
- 51. Questions, networking… 51 E-mail: ingedewaard(at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Publications: http://www.ingedewaard.net/pubconsulpres.htm Presentations: http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard Talk to me right here, right now!