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Quality of Open Education and MOOCs


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Presentation for the 25th World Conference of the ICDE in Beijing, China.

Published in: Education, Technology
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Quality of Open Education and MOOCs

  1. 1.
  2. 2. • OER and Open Education offer unprecedented opportunities to improve quality, access and equity in education and training. • Individuals can learn anything, anywhere, at any time for free.
  3. 3. • OER usage take up too slow • Teachers often skeptical, Learners insecure about recognition, ‚closed‗ institutions lack open business models • Three Grand Challenges for the Open Education Movement – Business Models – Recognition – Quality of open curricula
  4. 4. Will MOOCs Boost Open Education? MOOCs are the third digital revolution 1. E-Learning hype around new millenium  Changed learning environments 2. OER peak from 2007  Giving away knowledge for free 3. MOOC peak from 2010  Access to education for free
  5. 5. The Quality Challenge • Start from digital and technological innovation, • move on to educational (r)evolution and change, and • lead to a quest for quality and innovation strategies.
  6. 6. MOOCs and Quality...?! • Should we care about the MOOC drop outs? • Do MOOCs challenge the current HE model? • How will it be looking when learning and certification will be disaggregated? • What is it that makes a model with high drop out, little success rates and heterogenious target groups popular?
  7. 7. The MOOC Quality Project 12 weeks, 12 experts, 12 posts, 15.000 Readers, >150 comments
  8. 8. 1. Massive Target Audience? • Change from „no target audience―-thinking to having one in mind, even if it is wide. Take into acount new participation profiles. Lurkers Drop-ins MOOC Active participants Passive participants HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] eLiterate blog post 02/03/13 [accessed 19/04/13]. Available:
  9. 9. 2. Mixing Groups? • Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed) • Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree.
  10. 10. 3. Learning Across Contexts • Be aware that the quality paradigm ―fitness for purpose‖ is not working for MOOCs because MOOCs mean learning across contexts and purposes. • Quality measures become individualized, quality methods like self- & peer-assessment and –reflection are suitable.
  11. 11. 4. Support Self-Organization • Be open about your requirements of selforganization, provide scaffolding for those who lack that self-organization.
  12. 12. 5. Declare What‘s in it! Be precise about the content and purpose of the MOOC (selfdeclaration) and keep promises! (Use a MOOC description model) 1. 2. 3. 4. 5. 6. the degree of openness, the scale of participation (massification), the amount of use of multimedia, the amount of communication, the extent to which collaboration is included, the type of learner pathway (from learner centered to teacher-centered and highly structured), 1. 2. 3. 4. 5. 6. the level of quality assurance, the extent to which reflection is encouraged, the level of assessment, how informal or formal it is, autonomy, and diversity. (Conole 2013)
  13. 13. 6. Peer-to-Peer Pedagogy • Use peer-to-peer pedagogy: peerlearning, peer-review, peerassessment, collaborative learning, multiple learning pathways and exploratory learning • Understand that teaching is not a prerequsite of learning.
  14. 14. 7. MOOCs Support Choice Based Learning • Get away from – the notion that „ending a MOOC early― means dropping out – looking at MOOCs like (structured, paced, timebound) courses • Be aware that MOOC learning is an opt-in/out learning model • MOOCs follow voluntary sequencing and are based on choices. The choices they offer make their attractiveness.
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