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MOOCs for Web Talent


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MOOCs for Web Talent

  1. 1. Can MOOCs save Europe's unemployed youth? Workshop at EC TEL 2014 16 September 2014
  2. 2.
  3. 3. aims to strengthen the business environment for web and ICT entrepreneurs so that their ideas and business can start and grow in the EU.
  4. 4. foster-web-talent-europe
  5. 5. Startup Europe - MOOCs for web talent network CONNECT: • Interact with other MOOC providers and web entrepreneurs • Join discussions that help influence Europe’s policy makers DISCUSS: • Give your opinions to help shape upcoming webinars • Attend events that address key industry issues • Gain valuable insights from other MOOC developers and web entrepreneurs EXPLORE: • Access resources to help you develop your own MOOC • Monitor the supply and demand of MOOCs related to web talent in Europe, giving you an academic insight and business advantage
  6. 6. So far... • Desk research • Survey • Webinars • Knowledge base • Network • Report • This workshop
  7. 7. Coming up.. Edu Track @ SLUSH, 18-19 Nov, Helsinki
  8. 8. Today • Findings from the StartUp Europe MOOC study • Paper session • Discussion Lunch • Platform panel: FUN, OpenHPI, OpenClassrooms • Paper session • Response: Davinia Hernández-Leo & Carlos Delgado Kloos
  9. 9. The Study • Desk research – Literature review: what is a MOOC? – Mapping existing MOOCs • Survey – 2,800 response, 211 countries, • Expert review – Pierre Dillenburg, Doug Belshaw, Hannes Klöpper, Pierre-Antoine Ullmo
  10. 10. Desk Research
  11. 11. CC Mathieu Plourde, 2 013 -
  12. 12. Survey • February 26th 2014 - April 13th 2014 • 2,371 complete responses 731 students, 315 developers, 306 entrepreneurs, 443 academics, 103 leaders of innovation support programs, 90 corporate managers, 39 MOOC providers, 11 venture capital investors • Offered in 4 different languages: English (1,939 not complete responses), German (406), French (332), and Spanish (193).
  13. 13. Survey Findings
  14. 14. Survey Findings
  15. 15. Issues..
  16. 16. Barriers: providers
  17. 17. Business Models
  18. 18. Recommendations: policymakers • Entrepreneurs & learners want hands-on, practice / project based offerings which develop specific skills, suitable for on-the-job professional development. The supply does not always fit this model. • Abundance of provision, yet learners are struggling to find the MOOCs they need.
  19. 19. Wanted • Mapping of supply & demand • Quality standards • Massive pedagogies • Search • Acreditation
  20. 20. Recommendations: providers • Acknowledge demand • Know your users • Get the business model right • Get the pedagogy right • Avoid "deep fried mars bar" • Look at the spectrum
  21. 21. What they want “large focus on practical aspects such as programming project” “follow-up and application of the learned skills through practical, long-term projects” “Don't get too academic. Learners are looking for practical workflows” “The practical aspects of the course are as important as the technical contents. Group courses so one can follow a career path. Share information with job seekers. Promote research oriented courses” “Ability to practice skills and get (automated) feedback; community that encourages peers to work together on projects; instructor expertise and online teaching skills”
  22. 22. “(...) course content to be designed in consultation with related job oriented entities who would be ready to absorb the participants (who have a lot of spare time at their disposal) upon successful completion of the MOOC” “Certification of the skills acquired is the most relevant topic on free MOOCs. Second from some MOOCs it's important to qualify the source of knowledge, they need to be more specific in the field and if the course can contact some professional from the area to have a look into the students creations it would totally be a HUGE plus since it could turn into a job contact or a network contact”
  23. 23. Emerging themes • Growing eco-system of campus, blended, hybrid and open online courses, which would leverage the overlaps and synergies between different modes of delivery • Rise in awareness to issues of learning design, evaluation, assessment and quality control, which are much more salient in on-line courses • Importance of accreditation and verification schemes, specifically practice-based schemes (e.g. Portfolios) which would allow learners to demonstrate the skills they acquired to potential employers.
  24. 24. web-design-according-new-ec-study foster-web-talent-europe