The document discusses the role of Massive Open Online Courses (MOOCs) in universities of applied sciences, particularly highlighting the Fontys School of ICT's approach to MOOC research and implementation. It addresses challenges such as cooperation between institutions, reputation concerns, and the need for a shift in mindset regarding open education. The findings suggest that while there is some reuse of MOOC resources, awareness and participation among students remain low, indicating areas for further exploration and development in open educational practices.

1. MOOC research in a University of
Applied Sciences
Robert Schuwer

2. Agenda
• How about MOOCs in a UoAS?
• Case: Fontys School of ICT
• MOOC research in a wider context
2

3. CC-BY Hester Jelgerhuis
How about MOOCs in a
UoAS?
3

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. 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. 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. 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
CC-BY Hester Jelgerhuis
Case Fontys School of ICT

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. 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. 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. 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. 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. 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. 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. 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. New topics for a MOOC
17
N=170

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. Invitation
• 12 June, Eindhoven
• Bit.ly/rede12juni
19

20. 20
CC-BY Ria Jacobi
MOOC research in a
wider context

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. 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. What are we researching?
23Math Plourde

24. 24
Use MOOCs to better understand education
Better understand the MOOC phenomenon

25. MOOC research from the openness viewpoint
25
Publish Reuse
Vehicle
Subject
4
11
eMOOCs2015 research track

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
@fagottissimo
bassoonvenlo
http://nl.linkedin.com/in/robertschuwer
robertschuwer.nl
+31 - 6 1446 9300
r.schuwer@fontys.nl
Thank you!