Download to read offline
Uploaded byTiberio Feliz Murias
1. Introduction and scope - Darco Jansen (EADTU) - Presentation
The document outlines a training event held in Madrid from December 12-16, 2016, focused on designing sustainable MOOCs in Europe as part of the SCORE2020 project. This project aims to support the establishment of regional centers for the development and use of MOOCs and open education, facilitating knowledge exchange among partner countries. It details definitions and characteristics of MOOCs, online courses, and open educational resources (OER), emphasizing accessibility, scalability, and the principles of openness in education.
More Related Content
Similar to 1. Introduction and scope - Darco Jansen (EADTU) - Presentation
1. Introduction and scope - Darco Jansen (EADTU) - Presentation
- 1. Training Madrid, 12-16December 2016 Designing sustainable MOOCs in Europe Introduction and Scope training 12-16 December 2016 Designing sustainable MOOCs in Europe Darco Jansen EADTU Darco.Jansen@eadtu.eu
- 2. Organised as partof SCORE2020 project
- 3. Aim SCORE2020 project •Support the setup of regional support centres for the development and use of MOOCs and Open Education. • Most countries of the partnership already started with some way of cross-institutional support of open education and/or MOOCs (e.g., Norway, France, the Netherlands, Ireland). • The partners will exchange and jointly develop expertise and will develop a common approach. • Transfer of possible models of regional support centres on MOOCs and Open Education to other countries and regions Darco Jansen
- 4. • Finally SCORE2020will benchmark regional support centres providing scenarios for support of different target groups and evidence based practices for teachers and institutions in their use of Open Education and MOOCs. Darco Jansen
- 8. MOOC • Massive • Open •Online • Course © Dave Blazek
- 11. When is ita course? • The total study time of a MOOC is minimal 1 ECTS • A full course experience including 1. educational content 2. facilitation interaction among peers (including some but limited interaction with academic staff) 3. activities/tasks, tests, including feedback 4. some kind of (non formal) recognition options 5. a study guide / syllabus (including aim – learning objectives – workload - expected learning outcomes – how to achieve these – etc.
- 12. What is anonline course? 1. A course where most or all of the content is delivered Online (>80% of content is delivered online). Typically there are no face-to-face meetings 2. All course activity is done online; there are no required face-to-face sessions within the course and no requirements for on-campus activity • In the context of MOOCs, online courses must be seen as a course that is offered fully online. If it’s not, then it’s a blended or hybrid course.
- 14. But what isopenness? Open and online availability are frequently used: • Open Source (software) • Open Access (scientific output) • Open Content (creative output) • Open Educational Resources (OER) • Open Courses (e.g., MOOCs) • Open Learning Services (OLS, e.g. feedback, tutoring, meeting, communities, teamwork, examination, etc.) Darco Jansen
- 15. Digital openness • Onlineeducation versus digital openness: • Free online availability. For example, • Open Source (software) • Open Access (scientific output) • Open Content (creative output) • Open Educational Resources /OER (learning materials) • Open licencing (reuse – remix – rework – redistribute) Darco Jansen
- 16. Course material deliveryand OER • Major investments of many distance and traditional universities in publishing course materials online and for free. • Open Educational Resources (OER) are materials • Used to support education that may be • Freely accessed, reused, modified and shared by anyone. • OER creators own the intellectual property and copyrights of the OER they create. • However, they license the OER and make it freely available to others. Darco Jansen
- 17. Open Educational Resources(OER) UNESCO: Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. http://ru.iite.unesco.org/files/news/639202/Paris%20OER%20Declaration_01.pdf
- 18. What permissions? 5R •Retain • Reuse • Revise • Remix • Redistribute http://www.opencontent.org/definition/ Woert, N. van der; Schuwer, R. & Ouwehand, M. (2015). Connecting various forms of openness: seeking a stronger value proposition. In: Baars, M. et al (eds). Trend report open and online education 2015. SURF, Utrecht. 54-62
- 19. Some resources ofthe history of open source movement https://magic.piktochart.com/output/2385023-history-of-the-open-source-movem http://opencontent.org/blog/archives/329 1998: Open Content license 1999: Open Publication license 2001: MIT Open Courseware project 2002: UNESCO: adoption of OER 2003: Creative Commons 1.0 2006: 1st OER project in HE the Netherlands (Open Universiteit) 2009: Wikiwijs, 1st national program on OER worldwide 2008: 1st (c)MOOC (CCK08) 2011: 1st (x)MOOC (AI) Stanford 2012: Paris OER Declaration CC-By Robert Schuwer
- 20. Other opinions onopen • No registration needed (not even for free) • Only OSS necessary to access the resource • Always in a format accessible for people with physical disabilities / handicapped • Technical format of the resource makes adaptation possible Hylèn, J. (2007). Giving knowledge for free: The emergence of open educational resources. Paris: OECD
- 21. When is anopen online course? 1. For free 2. Without entry requirements 3. Open accessible to all people 4. Always accessible anywhere anytime 5. Open without schedule (self-paced) 6. Open licensed (CC-By…) 7. Without cultural or language barriers
- 22. When is acourse massive? • Number of participants is larger than can be taught in a ‘normal’ campus class room / college situation • >Dunbar’s ratio • Relative to number of native speakers of language of MOOC offering (>0,005%) • Aimed at unlimited number of participants • Scalable: the (pedagogical model of the) course is such that the efforts of all services (including of academic staff on tutoring, tests, etc.) does not increase significantly as the number of participants increases.
- 23. How does aMOOC differ from regular courses? • MOOCs are designed for in theory unlimited number of participants and as such are related to the scalability of education services • MOOCs are for some part open, at least are accessible for free without entry qualifications. • All elements of course provision are provided fully online
- 24. Proposed definition • MOOCsare online courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free. • http://www.openuped.eu/images/docs/Definition_Massive_Open _Online_Courses.pdf (adopted by many EU MOOC projects)
- 25. MOOCs or….? • SPOC(Small Private Online Courses) • ROOC (Regional Open Online Course) • TORQUE (Tiny, Open-with-Restrictions courses focused on QUality and Effectiveness) • DOCCs (Distributed Open Collaborative Course) • SMOC (Synchronous Massive Online Course) • OOC (Open Online Course)
- 26.