MOOC benefits for international learners - an overview
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This presentation takes a short look at the benefits of MOOCs when working when designing courses for international learners.
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MOOC benefits for international learners - an overview
- 1. The Advantages of MOOCs for an International Learning Audience By Inge de Waard
- 2. Setting the stage: rememberâŚ
- 3. Challenges of contemporary learning ⢠Knowledge turnover high => keeping expert learners / managers knowledge pioneers in their field of expertise ⢠Lifting subject matter experts to a higher level ⢠Cross discipline ⢠Trust and respect ⢠Creating an expert community ⢠Building a training iteration in-house ⢠âŚ
- 4. Why do I bring this presentation? MobiMOOC experience:
- 5. About MobiMOOC ⢠Upcoming MobiMOOC 2012 (second roll out of the course): open, online, free course on mLearning Course wiki (http://mobimooc.wikispaces.com/) Course discussion group https://groups.google.com/group/mobimooc2012 ⢠MobiMOOC 2011, first run: April-May 2011 ⢠3 week course covering 10 mLearning topics chosen by the future participants ⢠If you want to join, select your favorite topic via this online poll: ⢠http://fs10.formsite.com/formulierenITG/form216 /index.html
- 6. MobiMOOC Statistics Participants joined the Google group 556 Discussion threads started 1827 Tweets were sent with #mobimooc hashtag 1123 mLearning links shared on Delicious 335
- 7. Participants by Age Participants by Gender 15% 10% 61-70 22% 28% 51-60 25% 41-50 43% Female 31-40 57% Male 21-30
- 8. MobiMOOC and Knowledge Transfer Learned from insights from participants in other fields of 92.5% expertise Knowledge transfer: ideas tested with 77.5% virtual communities Tested with face to face colleagues 67.5% Tested with friends 50% Tested with classmates 25%
- 9. MOOCs: Appropriateness and Affinity 90% Of active participants said the MOOC format was appropriate for their learning communities 42.5% Of active participants connected with other participants to collaborate on projects after MobiMOOC
- 10. Why Mobile? 77.5% Accessed MobiMOOC via mobile 61.3% Location independence 56.8% Temporal independence 55% Thought MOOCs could be followed entirely via mobile
- 11. The MobiMOOC Research Team Apostolos Rebecca Hogue Koutropoulos Ottawa, Ontario Boston, Massachusetts Canada USA Michael Sean Gallagher Seoul, Korea Inge de Waard Sean C. Abajian Belgium NilgĂźn Ăzdamar Keskin Northridge, EskiĹehir-Turkey California, USA C. Osvaldo Rodriguez Buenos Aires, Argentina
- 12. Measuring impact - the multiplicator effect with unexpected surplusâs (later reading) ⢠MobiMOOC research team became a reality: due to a call to action to collaborate on a paper, seven MobiMOOC participants grouped together to become a research team (open science). The run up to this and the current results (two published papers, one paper in pre-published state, two presentations) will be shared. ⢠Participants adding to the course: crowdmap, analyzing tweets, adding lists to mobile resources that were relevant to the weekly topic at hand⌠⢠People using MobiMOOC knowledge for their professional purposes (e.g. a participant used it to get a project for UK museum, mobile health research and development center in Argentina was set up, a health education MOOC is being organized by former participants of MobiMOOC 2011). ⢠Institutions picking up the MOOC concept: US (San Francisco) start with language MOOC, Geoff Stead from mobile cell at Cambridge, UK distilled all the resources for dissemination at Cambridge and beyond, South Africa is now building an International Online Mobile Curriculum with MOOC idea, UK higher education invited the MobiMOOC organizer and UK facilitators to prepare a MOOC workshop to see how MOOCâs can benefit higher education in UK.
- 13. MOOC history MOOC history Natural Freestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
- 14. History 2007 â the Wiley wiki 2007: Alec Couros Social Media and Open Education An Open Course based in a wiki An Open Course based in a wiki Participants from around the world contributed to the creation Participants from around the of the course world contributed to the creation of the course
- 15. Downes & Siemens, CCK08
- 16. Connectivism as core theory Principles of connectivism: ⢠Learning and knowledge rests in diversity of opinions. ⢠Learning is a process of connecting information sources. ⢠Learning may reside in non-human appliances. ⢠Capacity to know more is more critical than what is currently known ⢠Nurturing and maintaining connections is needed to facilitate continual learning. ⢠Ability to see connections between fields, ideas, and concepts is a core skill. ⢠Decision-making is itself a learning process. George Siemens (2005 â Connectivism - a learning theory for the digital age)
- 17. The time is now: MOOC examples 100.000 learners!
- 18. The time is now, the audience is here http://www.youtube.com/watch?v=eW3gMGqcZQc
- 19. Natural learning environment MOOC history Natural Freestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
- 20. Creating a natural human learning environment How do we learn?
- 21. Dating back to ⌠Around the campfire â dialogues and narratives
- 22. Socrates (and the Indian school) Discussion for reflection and mutual knowledge enhancement
- 23. Network connections are key One person is not enough, the team = network makes the genius = strength By following discussions, key thinkers become visible
- 24. Self-regulated learning & PLE: create your knowledge You know yourself, you learn, at your pace and with your criteria This creates your space in the network
- 25. Tips for coping with the abundance of resources in MOOCs Collaboratively written pointers provided by the MobiMOOC participants ⢠Use the course to your advantage! You know where you want to go, ask relevant help. ⢠Select between the abundance of resources. ⢠Plan which type of participant you want to be (lurker, intermediate, active) ⢠Develop a mental filter: you do not need to reply to everyone, skim discussions and choose to reply on what is of interest to you. ⢠Get to the point: be short (max 250 words) and respectful in your discussions/questions/answers. This will save time for everyone. ⢠Use descriptive titles in your discussion threads: this allows people to immediately anticipate where you are going with your message. ⢠Connect with participants working on the same topic. ⢠Check your e-mail digest in the google group section 'edit my membership'. ⢠Pace yourself to keep motivated. ⢠Dare to take time off. ⢠The most important idea behind self-regulated learning is: Make the course Work for YOU!
- 26. Bringing it together in the Cloud Their knowledge + your knowledge = our learning network
- 27. MOOC Design MOOC history Natural Freestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
- 28. MOOC Design Syllabus Core discussion Course anchor Social media Ubiquity tools
- 29. The core of the course Course outline and expectations Central discussion starting and meeting point
- 30. Select relevant tools with the right educational benefits and extraâs.
- 31. Mobile enabled social media Why use it Knowledge Age Challenge tool Addressed Blogs To reflect on what is learned, or Self-regulated learning. what the learner thinks is of Lifelong Learning. (Examples: wordpress, blogger, importance. Becoming active, critical content posterous) Keeping a learning archive. producer. Reflecting on the learning itself. . Commenting on content. Discussion enabler: Listserv This type of online tool uses e- Enabling dialogue. mail to keep everyone informed. Collaboration. (Examples: google groups, With many of the listserveâs you Self-regulated learning. yahoo groups) can choose how you want your Informal learning. mails to be delivered (e-mail digest: e.g. immediate, once a day, once a week), which adds to self-regulated learning. Generating and maintaining discussions. Getting a group feeling going via dialogue. Social Networking Building a network of people that Enables networking. can add to the knowledge Collaboration. (examples: Facebook, Google+, creation of the learner. Enabling dialogue. LinkedIn) Informal learning. Becoming active, critical content producer. Link to Google document with more social media tools
- 32. Ensure Ubiquity
- 33. The coordinator & facilitators keep everyone extra motivated ⢠Everyone knows her/his role and the challenges of a MOOC (chaos, overload) ⢠Facilitators are guides on the side ⢠Round up mails are provided ⢠Keeping people motivated by connecting and keeping informed and course oriented ⢠Provide guidance for self-regulated learning.
- 34. Cost benefit: Return on Investment MOOC history Natural Freestyle 3 learning 2 realm 1 Cost MOOC benefit design & ROI
- 35. Cost benefit / Return on investment? In a knowledge age, securing knowledge growth is your investment for success.
- 36. The free and open cloud ⢠Setting up => no cost (if in the open, can be limited to âmembersâ of learning spaces)
- 37. Training ďł working hours We are in a financial crisis, but not a mental one. The cost of the training hours that would otherwise be working hours Provide time for reflection and implementation
- 38. Return on investment ⢠Authentic learning: build activities that immediately relate to learner environment, this way the result can be embedded and cost is in some way reduced thanks to a usable result
- 39. Keeping the competitive edge ⢠Work force or employees and learners on top of their field => competitive edge
- 40. Digital literacy is essential Raising digital literacy with emerging tools increases the learners capacity to function in todays connected world Most people use it, but ⌠how?! We can improve their use.
- 41. Wrapping up MOOC history MobiM Natural OOC 3 learning real ex 2 realm 1 Cost MOOC benefit design & ROI
- 42. Call for action Join a MOOC (e.g. the next MobiMOOC 10 â 30 September 2012, become a member of the MobiMOOC google group here) or more challenging: let us know where to find your MOOC!
- 43. Letâs make this work for all of us! Questions and reflections. Simple, cloud, elements, support social learner dynamics.
- 44. Contact E-mail: ingedewaard@gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Slideshare (ppt): http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard
Editor's Notes
- Setting the stage:look aroundyou, meet yourneighbours, we are all in thistogetherDim lights / close eyesA nicechildhoodplayground memoryWhathappens: lurkers, actors, leaders, funâŚThe playground intro
- Data in short + outcomes: papers, awards, mobile R&D department in Argentina, Cambridge report
- How mLearning relates to MOOCsWhen looking at mLearning and MOOCs one cannot help but see similarities in its time and space autonomy, the community that is built, and the contextualization that takes place by the fact that everyone brings their experience to the center of the learning community. Connecting is now possible across time, space and contexts. mLearning, connectivism, and its practical format the MOOC, fit these new contemporary facts.
- In the final survey it also became clear that although there was a wide diversity of backgrounds within the participators of the MobiMOOC (health professionals, K-12 teachers, corporate training managers, language teachers, etc.) 92.5% of them indicated that they learned from mLearning ideas and insights from participants in other fields of expertise.In MobiMOOC this sharing of new ideas was clearly not limited to the course participants. The new information and ideas were taken out of the course as well, and tested in other learning networks including with face-to-face colleagues (67.5%), with virtual (online) colleagues (77.5%), with friends (50%), with family (35%), and with classmates (25%).When asked in what way information was shared, a mix of face-to-face, mobile phones, and social media dialogues were mentioned, again pointing to dialogue as a core feature of learning in any face-to-face or digital world.
- The survey comprised a series of 12 questions designed to determine general demographic information, familiarity and use of technology and social media, participant satisfaction with the course, preconceived notion of what type of learner participants would be in the course, and actual level of participation.65% of the active participants reported that they did indeed work on a personal project. 82.5% of active participants indicated that they did indeed make use of what they learned in MobiMOOC in their own local settings.Although the participants were not required to access materials via mobile devices, 77.5% of them chose to. Participants indicated the reasons they preferred to use their mobile devices to access the course materials. location independence afforded by mobile devices (61.3%). temporal independence (56.8%).When the MobiMOOC participants were asked whether they thought a MOOC could be followed entirely via a mobile device, 55% answered positively. The close results may indicate that following a MOOC via mobile devices is a matter of device preference.
- In the final survey it also became clear that although there was a wide diversity of backgrounds within the participators of the MobiMOOC (health professionals, K-12 teachers, corporate training managers, language teachers, etc.) 92.5% of them indicated that they learned from mLearning ideas and insights from participants in other fields of expertise.In MobiMOOC this sharing of new ideas was clearly not limited to the course participants. The new information and ideas were taken out of the course as well, and tested in other learning networks including with face-to-face colleagues (67.5%), with virtual (online) colleagues (77.5%), with friends (50%), with family (35%), and with classmates (25%).When asked in what way information was shared, a mix of face-to-face, mobile phones, and social media dialogues were mentioned, again pointing to dialogue as a core feature of learning in any face-to-face or digital world.
- The fact that dialogue is a core aspect of both communication and learning results in the idea that the MOOC format could also benefit other communities due to its open and human nature of constructing new knowledge as well as its very human characteristic of connecting to peers. This idea is strengthened by the fact that 90% of the participants indicated that they believe a MOOC format is appropriate for their learning communities.It also resulted in 42.5% of the participants taking the final survey indicating that they connected to other participants in order to collaborate on projects after MobiMOOC.
- Although the participants were not required to access materials via mobile devices, 77.5% of them chose to. Participants indicated the reasons they preferred to use their mobile devices to access the course materials. location independence afforded by mobile devices (61.3%). temporal independence (56.8%).When the MobiMOOC participants were asked whether they thought a MOOC could be followed entirely via a mobile device, 55% answered positively. The close results may indicate that following a MOOC via mobile devices is a matter of device preference.
- History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
- http://www.opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabushttp://eci831.wikispaces.com/Session+List
- AI course from Stanford: over 100000 pre-registeredJimGroom: ds106.us on digital story tellingCCK11 and Change2011
- Round up slide for history
- History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
- Learning analytics course:http://scope.bccampus.ca/course/view.php?id=365
- Round up slide for naturallearning
- History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
- Corediscussionspacesand course outlineSocial media implementationUbiquitous access: withadditional focus on mobile access and benefits of m-access (time andlocationindependence, context related)
- Variety of people, different tools anddevicesusedbyallCentral discussionspace (list serve: accessible via mobile andall, requiresonly basic digital literacy)Course outline in a centralspace, the compass to move through the course components
- Social media implementation: knowyour tool affordanceanduseDonâtjust do it for the sake of it: walk the talkAffordancesdefine the usability of the tool: sharing multimedia, setting up group activities, enhancing real life environmentsâŚLeave room for individualadditions (blogposts, other tools sharedâŚ)
- As devices go wild (tablets, smartphones, netbooks, ebooks, laptops, desktopsâŚ), keep access simple: in the Cloud (companies increasinglydevelop for the cloud, not for specificdevices)Let the learnersbringtheirowndevices (BYOD) Social mediaâs increasingwide access Mobile devicesrule for the modern daylearners: flexibility to learn no matter which personal or professional demandsandsituations
- History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
- History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example