mooc: challenges for he institutions

MOOC: Challenges for HE institutions

Robert Schuwer &

Darco Jansen

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About me

• Robert Schuwer• MSc Mathematics; MSc Computer Science• PhD Knowledge Base Systems (1993)• Professor Open Educational Resources @ Fontys

University of Applied Sciences (since 2014)• Formerly @ Open University Netherlands• Since 2006 OER and other forms of open education

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Attribution

Slides on the HOME survey 2015 are from Darco Jansen (program manager OER @EADTU)

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Agenda

• MOOCs in Europe: strategies• Challenges• Credentials and recognition

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CC-BY Hester Jelgerhuis

MOOCs in Europe: strategies

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Survey

• Sample methodology: Open• Total sample: potentially all HE institutions in Europe• # Institutions responded: 150

S2015

Survey 2015 available in English, French and TurkishSurvey conducted Nov-Dec2015 : http://home.eadtu.eu/

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S2015: response per country

Turkey

Canada

Portugal

Lithuania

Italy

Czech

Republic

Finland

Ireland

Israel

Romania

Denmark

Belgium

Germany

Netherlands

Cyprus

Iceland

PolandSpain

Switzerla

nd

United Kingdom

Australia

Austria

Bangladesh

Estonia

Greece

Hungary

Mexico

Nigeria

Slovakia

Sweden0

5

10

15

20

25

30

24

18

1211

109 9 9

76

43 3 3

2 2 2 2 2 21 1 1 1 1 1 1 1 1 1

Number of institutional responses by country

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9

Per country (S2015; N=150)

N=7

N=11

N=9

10

11

12

13

14

15

16

17

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CC-BY Ria Jacobi

Challenges

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Meeting objectives

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Sustainability?

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Learn about online pedagogy?

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Credentials

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CC-BY Hester Jelgerhuis

Credentials & recognition

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Scenario

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Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016). Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred). EUR 27660 EN; doi:10.2791/809371

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf

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http://ec.europa.eu/education/library/publications/2015/ects-users-guide_en.pdf

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Credential vs recognition

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Proctoring

• Supervision at examination• Online proctoring

– Webcam– Recordings– Typing pattern

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Factors of interest

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Robustness of assessment

Level Description

0 No assessment

1 Self assessment or peer assessment without ID-verification

2 ID-verification, no proctoring

3 ID-verification, on site exam or online proctoring, ORRPL, conducted by recognized experts

NVAO (2014). MOOCs and Online HE: A Survey, The Hague: Accreditation Organisation of the Netherlands and Flanders (NVAO), Available at http://www.nvao.net/page/downloads/NVAO_MOOCs_and_online_HE_A_survey_June_2014.pdf

Verstelle, M., Schreuder, M. & Jelgerhuis, H., (2014). Recognition of MOOCs in the Education Sector. 2014 Open Education Trend Report, (March), pp.24–25. Available at: https://www.surf.nl/en/knowledge-and-innovation/knowledge-base/2014/2014-open-education-trend-report.html

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Challenges

• Online assessment and proctoring are considered less valuable/trustworthy

• Little integration between open learning and existing mechanisms for recognition

• Tension between affordability and uncertainty about recognition of open learning

• Unbundling of learning, assessment and credentials• Little support for MOOC-learners on opportunities for

recognition

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Thank you!

@fagottissimo

bassoonvenlo

http://nl.linkedin.com/in/robertschuwer

robertschuwer.nl

+31 - 6 1446 9300

r.schuwer@fontys.nl