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Online Educa Berlin: MOOCs in Schools: preparing for Lifelong Learning

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This presentation is a start of a session at Online Educa Berlin. By using an existing project that uses CLIL and MOOC to enhance lifelong learning skills within 16 - 17 year old students, a brainstorm is started to come up with additional options and answers to existing challenges.

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Online Educa Berlin: MOOCs in Schools: preparing for Lifelong Learning

  1. 1. MOOCs in Schools: Digital & Lifelong Learning skills Kathy Demeulenaere, Heidi Steegen & Inge (Ignatia) de Waard
  2. 2. MOOC CLIL learners YouTube learners + class views
  3. 3. Goal of this session? Why are you in this session? What do you want to get out of it? (Now and before brainstorm and roadmap)
  4. 4. Exchange experiences International or EU Project (p. 53) Apps & stuff EdTech Picture and picture attrib
  5. 5. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Effects on Learners & Teachers Getting our heads together Share your thoughts
  6. 6. What is a MOOC? • Massive: everyone who wants to join can join, no limits on enrolment numbers • 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.
  7. 7. EdX – France TV - FutureLearn – Coursera - FUN 7
  8. 8. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
  9. 9. MOOC additions to class / 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
  10. 10. Flipped classroom? MOOC media first => viewing previously provided online/digital sources, followed by classroom interactions, and possible hands-on activity. Full presentation on Flipped Classroom here. Picture attribution:
  11. 11. Transfer high school => college / Uni MOOC used to bridge the digital divide: 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.
  12. 12. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
  13. 13. CLIL and MOOC? • Content and Language Integrated Learning (English and French) • Massive Open Online Courses (EdX, FUN, Coursera, FutureLearn).
  14. 14. 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
  15. 15. Target population • 3 Teachers • 42 Students (aged 16 – 17 y) • Academic qualifications: human sciences, Latin & sciences/mathematics… • Optional course
  16. 16. Lessonplan (work in transition) 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
  17. 17. 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
  18. 18. GroupMOOC • People choose a MOOC in groups of 4 or 5 • Teacher narrows down the options/ learning to ‘pick the cherries’ • Fora are replaced by discussion on digital school platform (LMS) • -> Evade starting date problems • -> Less overwhelming for the students • -> Teacher/coach can keep an overview
  19. 19. Evaluation • Logbook students: 5 min per 2h class • SAM-scale (Attitude and skills) • Self-esteem and motivation (research part) • Process throughout the year 19
  20. 20. I did the course 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 …
  21. 21. Student/teacher Pro’s • Motivated pupils • Good preparation for higher education • Way to meet learners from all over the world • Process assessment • Strength of blended learning
  22. 22. Student/teacher Challenges • Mostly practical • Focus teacher – pupil • Self-regulated learning -> creepy for secundary school teachers!
  23. 23. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
  24. 24. care culture qualityopportunities open School values
  25. 25. School values • Open – academic success + responsible adults – skills and competences > lifelong learning • Opportunities – to learn + to grow as a person – mistakes and second chances
  26. 26. School values • Culture – global world – exchange programmes, language skills, … > CLIL • Quality – to empower our pupils, reach their full potential – through innovation: continually looking to improve – pilot projects ‘proeftuinen’
  27. 27. Policy challenges • Teachers – Flexibility – Work load – Continuity • Planning – Regulation – Long term planning vs changing circumstances
  28. 28. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
  29. 29. The research goal Pilot => Ensure at least continued self-esteem and motivation from learners Develop instruments and approach (cartoon attr)
  30. 30. Instruments used (open science/access) In class: • Adapted SAM scale view here (Scale for measuring Attitudes and Skills) – used by teachers • Weekly logbook => forum (major actions and feedback) – used by students Outside class: • Self-regulated questionnaire view here: monitoring self-esteem, motivation, digital literacy
  31. 31. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
  32. 32. 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
  33. 33. Increase critical skills • Develop or sharpen critical thinking • Push towards autonomous learning • Support personal interests • Offer an alternative for speedy, bright students (extra curricular work)
  34. 34. Surplus students w learning difficulties • Option to review material as many times as necessary (online content) – Retention and understanding increases. Repetition in a safe environment (not in group) • Transcripts can add to the diversity of content delivery (audio, video, text) supporting different types of students
  35. 35. Surplus gifted students Extra information and projects at their fingertips Ada Lovelace (de eerste computer programmeur en grondlegger algoritme 35
  36. 36. The role of the teacher Picture: http://farm9.staticflickr.com/8527/8615353879_58a09c6cce_b.jpg The teacher supports the students. This means a shift in identity: guidance, generic skills, tech skills...
  37. 37. Introducing learner analytics Additional skill that creeps in
  38. 38. Challenge Bridging knowledge and experience • Upper-secondary students  average MOOC learner • Scaffolded support by the teacher • Practicing in class prior to in MOOC • Small group action • Grading focuses on language action, less on content understanding/testing.
  39. 39. Shift towards lifelong learning for all In search for a global, institutional model: Continued Professional Development for teachers becomes pivotal
  40. 40. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
  41. 41. More information • Tasks using MOOC/CLIL elements • Self-Regulated Questionnaire • Scale for evaluation (SAM-scale) • https://drive.google.com/folderview?id=0B2G ekloYrdFQdWtTQWp0ZGpxSmc&usp=sharing
  42. 42. Goal of this session? Why are you in this session? What do you want to get out of it? (Now and before brainstorm and roadmap)
  43. 43. Exchange experiences International or EU Project (p. 53) Apps & stuff EdTech Picture and picture attrib
  44. 44. We, all of us, the network Heidi Steegen Heidi.Steegen (at) guldensporencollege.be Kathy Demeulenaere Kathy.demeulenaere (at) guldensporencollege.be Inge (Ignatia) de Waard Ingedewaard (at) gmail.com @ignatia

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