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The Advantages of MOOCs for an
International Learning Audience
         By Inge de Waard
Setting the stage: remember…
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
• …
Why do I bring this presentation?
MobiMOOC experience:
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
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
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
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%
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
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
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           Nilgün Özdamar Keskin
Northridge,                                            Eskişehir-Turkey
California, USA




                       C. Osvaldo
                       Rodriguez
                       Buenos
                       Aires, Argentina
Measuring impact - the multiplicator effect
    with unexpected surplus’s (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 MOOC’s can benefit
  higher education in UK.
MOOC history

                MOOC
                history

                                   Natural
Freestyle             3
                                  learning
                  2
                                    realm
                          1




       Cost
                              MOOC
      benefit
                              design
       & ROI
History
2007 – 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
Downes & Siemens, CCK08
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 – Connectivism - a
           learning theory for the digital age)
The time is now: MOOC examples

                  100.000 learners!
The time is now, the audience is here




http://www.youtube.com/watch?v=eW3gMGqcZQc
Natural learning environment

                    MOOC
                    history

                                       Natural
    Freestyle             3
                                      learning
                      2
                                        realm
                              1




           Cost
                                  MOOC
          benefit
                                  design
           & ROI
Creating a natural human learning
           environment




         How do we learn?
Dating back to …
Around the campfire – dialogues and narratives
Socrates (and the Indian school)
Discussion for reflection and mutual knowledge
enhancement
Network connections are key
  One person is not enough, the team = network
          makes the genius = strength




By following discussions, key thinkers become visible
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
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!
Bringing it together in the Cloud




Their knowledge + your knowledge = our learning network
MOOC Design

                MOOC
                history

                                   Natural
Freestyle             3
                                  learning
                  2
                                    realm
                          1




       Cost
                              MOOC
      benefit
                              design
       & ROI
MOOC Design

             Syllabus
   Core
discussion   Course
             anchor


 Social
 media       Ubiquity
 tools
The core of the course
            Course outline and expectations



            Central discussion starting and
                            meeting point
Select relevant tools with the right educational benefits and extra’s.
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 listserve’s 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
Ensure Ubiquity
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.
Cost benefit: Return on Investment

                       MOOC
                       history

                                          Natural
       Freestyle             3
                                         learning
                         2
                                           realm
                                 1




              Cost
                                     MOOC
             benefit
                                     design
              & ROI
Cost benefit / Return on investment?




   In a knowledge age, securing knowledge growth
           is your investment for success.
The free and open cloud
• Setting up => no cost (if in the open, can be
  limited to ‘members’ of learning spaces)
Training  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
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
Keeping the competitive edge
          • Work force or employees
            and learners on top of
            their field => competitive
            edge
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.
Wrapping up

               MOOC
               history

MobiM                             Natural
 OOC                 3
                                 learning
real ex          2
                                   realm
                         1




      Cost
                             MOOC
     benefit
                             design
      & ROI
Call for action




  Join a MOOC (e.g. the next MobiMOOC 10 – 30
    September 2012, become a member of the
      MobiMOOC google group here) or more
challenging: let us know where to find your MOOC!
Let’s make this work for all of us!
Questions and reflections.
Simple, cloud, elements, support social learner
dynamics.
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

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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: remember…
  • 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 • …
  • 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 Nilgün Özdamar Keskin Northridge, Eskişehir-Turkey California, USA C. Osvaldo Rodriguez Buenos Aires, Argentina
  • 12. Measuring impact - the multiplicator effect with unexpected surplus’s (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 MOOC’s 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 – 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
  • 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 – 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 – 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 extra’s.
  • 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 listserve’s 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
  • 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 ‘members’ of learning spaces)
  • 37. Training  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 – 30 September 2012, become a member of the MobiMOOC google group here) or more challenging: let us know where to find your MOOC!
  • 43. Let’s 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

  1. Setting the stage:look aroundyou, meet yourneighbours, we are all in thistogetherDim lights / close eyesA nicechildhoodplayground memoryWhathappens: lurkers, actors, leaders, fun…The playground intro
  2. Data in short + outcomes: papers, awards, mobile R&D department in Argentina, Cambridge report
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  10. http://www.opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabushttp://eci831.wikispaces.com/Session+List
  11. AI course from Stanford: over 100000 pre-registeredJimGroom: ds106.us on digital story tellingCCK11 and Change2011
  12. Round up slide for history
  13. History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  14. Learning analytics course:http://scope.bccampus.ca/course/view.php?id=365
  15. Round up slide for naturallearning
  16. History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  17. Corediscussionspacesand course outlineSocial media implementationUbiquitous access: withadditional focus on mobile access and benefits of m-access (time andlocationindependence, context related)
  18. 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
  19. Social media implementation: knowyour tool affordanceanduseDon’tjust do it for the sake of it: walk the talkAffordancesdefine the usability of the tool: sharing multimedia, setting up group activities, enhancing real life environments…Leave room for individualadditions (blogposts, other tools shared…)
  20. As devices go wild (tablets, smartphones, netbooks, ebooks, laptops, desktops…), keep access simple: in the Cloud (companies increasinglydevelop for the cloud, not for specificdevices)Let the learnersbringtheirowndevices (BYOD) Social media’s increasingwide access Mobile devicesrule for the modern daylearners: flexibility to learn no matter which personal or professional demandsandsituations
  21. History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example
  22. History, naturallearning environment, design of architecture, cost benefit and ROI, MobiMOOC real life example