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MOOC research in a University of
Applied Sciences
Robert Schuwer
Agenda
• How about MOOCs in a UoAS?
• Case: Fontys School of ICT
• MOOC research in a wider context
2
CC-BY Hester Jelgerhuis
How about MOOCs in a
UoAS?
3
Research University  UoAS
Research University University of Applied Sciences
Focus on research Focus on teaching
Global o...
Exceptions
• Sustained cooperation
• International orientation for some programs
• Experimenting with online learning & sh...
Some opinions
• Fear of reputation when sharing
• Fear of losing regional identity (specific for UoAS)
• Change in mindset...
Some observations (UoAS)
• A lot is happening under the radar
• Mainly reuse of resources
• Hardly sharing
• Experiences a...
8
CC-BY Hester Jelgerhuis
Case Fontys School of ICT
Characteristics FHICT
• 11 programs Bachelor
• ~ 2600 students
– 1000 started in 2014
– ~ 350 in English stream
– ~ 280 pa...
Why open education for FHICT?
• Efficiency
– Many students and many job openings
• Innovation
– Fast response on developme...
FHICT and MOOCs: reuse
• Minor Big Data
• Minor ERP & BI
– Udacity MOOC Introduction to Mapreduce and Hadoop
• And more pl...
Survey
• Students FHICT
• Goal:
– Awareness of MOOCs
– Perceived opportunities and threats
• Results are input for further...
Responses
13
Category #
Students 4th year who participated in minor ERP&BI 21
Studenten 4th year who did not participate i...
Awareness & experience
14
Question Yes No N.A.
MOOC is known concept? 33 (17,6%) 154 (82,4%) -
Looking for a MOOC? 35 (18,...
Opportunities
15
MOOC = Learning of the future
MOOC offers a simple way to
extend my personal program
With a MOOC I can sh...
Threads
No threat Little threat Big threat Very big threat
Program is too full; no time
for extra activities
MOOC is hard ...
New topics for a MOOC
17
N=170
Future plans
• Extend student survey
• Opening up the program
– Focus on reuse
– Teacher as the focal point for interventi...
Invitation
• 12 June, Eindhoven
• Bit.ly/rede12juni
19
20
CC-BY Ria Jacobi
MOOC research in a
wider context
Quote
“I replaced the word ‘OER’ with ‘MOOC’ in my rejected
proposals and they got accepted”
Prof. Martin Weller, Institut...
OER research agenda
• Policy
• Adoption
• Effectivity
• Postinitial education
• Sustainability
• Creating, adapting and (r...
What are we researching?
23Math Plourde
24
Use MOOCs to better understand education
Better understand the MOOC phenomenon
MOOC research from the openness viewpoint
25
Publish Reuse
Vehicle
Subject
4
11
eMOOCs2015 research track
Just some thoughts
(for discussion during lunch)
• How valuable is it to have stratified MOOC-as-a-subject
research?
• How...
27
@fagottissimo
bassoonvenlo
http://nl.linkedin.com/in/robertschuwer
robertschuwer.nl
+31 - 6 1446 9300
r.schuwer@fontys....
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MOOC research and its value for Universities of Applied Sciences

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Vereniging Onderwijs Research. Dag over MOOC research. 26 mei 2015, Wageningen. Blog hierover te vinden op http://robertschuwer.nl/blog/?p=1153

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MOOC research and its value for Universities of Applied Sciences

  1. 1. MOOC research in a University of Applied Sciences Robert Schuwer
  2. 2. Agenda • How about MOOCs in a UoAS? • Case: Fontys School of ICT • MOOC research in a wider context 2
  3. 3. CC-BY Hester Jelgerhuis How about MOOCs in a UoAS? 3
  4. 4. Research University  UoAS Research University University of Applied Sciences Focus on research Focus on teaching Global orientation Local / regional orientation Teaching in Dutch and (often) English Teaching mainly in Dutch Research profile in curriculum Practice based profile in curriculum Cooperation between institutions (research) Hardly cooperation between institutions Consequences MOOC: focus on publishing and reuse MOOC: focus on reuse OER: both publishing and reuse OER: more reuse than publishing Duisterwinkel, H., Gorissen, P. & Schuwer, R. (2014). Open en online onderwijs in HBO en WO: never the twain shall meet? In: Jelgerhuis, H., Riksen, D. & Schuwer, R. (eds). Thema uitgave open en online onderwijs, editie didactiek. SURF, Utrecht. 4
  5. 5. Exceptions • Sustained cooperation • International orientation for some programs • Experimenting with online learning & showing expertise  No access to large platforms  Exception: EdX via OEC 5
  6. 6. Some opinions • Fear of reputation when sharing • Fear of losing regional identity (specific for UoAS) • Change in mindset needed when going from closed to open (both teachers and management) • Uncertainty about giving credits for MOOC certificate • Financial consequences unsolved  Source for research! Janssen, B., Jelgerhuis, H. & Schuwer, R. (2014). Supporting Open Education Policymaking by Higher Education Institutions in the Netherlands: Lessons Learned. Proceedings OCWC Global Conference, 23-25 april 2014 Ljubljana, Slovenia. 6
  7. 7. Some observations (UoAS) • A lot is happening under the radar • Mainly reuse of resources • Hardly sharing • Experiences are not shared – No learning  Source for research! 7
  8. 8. 8 CC-BY Hester Jelgerhuis Case Fontys School of ICT
  9. 9. Characteristics FHICT • 11 programs Bachelor • ~ 2600 students – 1000 started in 2014 – ~ 350 in English stream – ~ 280 part time • Innovation stream • ~ 200 employees (150 lecturers) 9
  10. 10. Why open education for FHICT? • Efficiency – Many students and many job openings • Innovation – Fast response on developments in ICT • Quality – More personalized education • Opportunity for cooperation – Partners in education 10
  11. 11. FHICT and MOOCs: reuse • Minor Big Data • Minor ERP & BI – Udacity MOOC Introduction to Mapreduce and Hadoop • And more plans to reuse MOOCs  How about the student? 11Steve Snodgrass @ Flickr
  12. 12. Survey • Students FHICT • Goal: – Awareness of MOOCs – Perceived opportunities and threats • Results are input for further planning 12Véronique Debord-Lazaro @Flickr CC BY-SA
  13. 13. Responses 13 Category # Students 4th year who participated in minor ERP&BI 21 Studenten 4th year who did not participate in minor ERP&BI 10 Other students (year 1 – 3) 156 Total 187
  14. 14. Awareness & experience 14 Question Yes No N.A. MOOC is known concept? 33 (17,6%) 154 (82,4%) - Looking for a MOOC? 35 (18,8%) 151 (81,2%) Take a MOOC? 22 (11,8%) 164 (88,2%) If yes: finished MOOC? 7 (31,8%) 14 (63,6%) 1 (4,5%) If yes: earned a certificate? 3 (42,9%) 3 (42,9%) 1 (14,3%) • Awareness in line with other research (e.g. Aboshady et al, 2014) Aboshady, O. A., Radwan, A. E., Eltaweel, A. R., Azzam, A., Aboelnaga, A. A., Hashem, H. A., ... & Hassouna, A. (2015). Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study. BMJ open, 5(1), e006804
  15. 15. Opportunities 15 MOOC = Learning of the future MOOC offers a simple way to extend my personal program With a MOOC I can shape my educational program With a MOOC I can deepen my education With a MOOC I can cooperate with students all over the world With a MOOC I can learn about programs of other institutions With a MOOC I can take subjects that are not offered regularly A MOOC can be used by students for extra subjects in their program A MOOC raises the quality of the program N=169
  16. 16. Threads No threat Little threat Big threat Very big threat Program is too full; no time for extra activities MOOC is hard to combine with a “prof task” Most MOOCs require rigid planning MOOCs should be taken independent. Little support is available MOOCs are often from renowned universities. Probably too difficult for me Most MOOCs are in English N=166
  17. 17. New topics for a MOOC 17 N=170
  18. 18. Future plans • Extend student survey • Opening up the program – Focus on reuse – Teacher as the focal point for interventions – Supporting tools • Open Education and Open innovation – What can we learn from Open Innovation processes? – How can Open Education contribute in realizing a vision on Open Innovation? • Cooperation with lectorate Big Data – Learning Analytics 18
  19. 19. Invitation • 12 June, Eindhoven • Bit.ly/rede12juni 19
  20. 20. 20 CC-BY Ria Jacobi MOOC research in a wider context
  21. 21. Quote “I replaced the word ‘OER’ with ‘MOOC’ in my rejected proposals and they got accepted” Prof. Martin Weller, Institute of Educational Technology, Open University UK 21
  22. 22. OER research agenda • Policy • Adoption • Effectivity • Postinitial education • Sustainability • Creating, adapting and (re)using OER • Implementation • Infrastructure 22 Smith, M.S. (2013). Ruminations on Research on Open Educational Resources. William and Flora Hewlett Foundation, Menlo Park, USA.
  23. 23. What are we researching? 23Math Plourde
  24. 24. 24 Use MOOCs to better understand education Better understand the MOOC phenomenon
  25. 25. MOOC research from the openness viewpoint 25 Publish Reuse Vehicle Subject 4 11 eMOOCs2015 research track
  26. 26. Just some thoughts (for discussion during lunch) • How valuable is it to have stratified MOOC-as-a-subject research? • How can UoAS benefit from MOOC-as-a-subject research? • How important are open licensed MOOCs for taking advantage of research results on MOOCs? • Would an OER-as-a-subject research provide more advantages for UoAS in the near future? 26Tourism Victoria @Flickr
  27. 27. 27 @fagottissimo bassoonvenlo http://nl.linkedin.com/in/robertschuwer robertschuwer.nl +31 - 6 1446 9300 r.schuwer@fontys.nl Thank you!

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