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MOOC: why (not)?
Robert Schuwer
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Agenda
• Setting the stage
• Motivations to use or not use
• How about reuse?
• Quality and efficiency
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Objective
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• Provide an overview on MOOC
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Objective
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• Provide an overview on MOOC
• Opinions and experiences
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Objective
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• Provide an overview on MOOC
• Opinions and experiences
• To fuel a thinking process
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Objective
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• Provide an overview on MOOC
• Opinions and experiences
• To fuel a thinking process
• To come up with answers for:
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Objective
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• Provide an overview on MOOC
• Opinions and experiences
• To fuel a thinking process
• To come up with answers for:
• Are MOOCs applicable for us
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Objective
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• Provide an overview on MOOC
• Opinions and experiences
• To fuel a thinking process
• To come up with answers for:
• Are MOOCs applicable for us
• And why or why not?
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Setting the stage
CC-BY Hester Jelgerhuis
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Raise hands!
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What is a MOOC?
11https://www.flickr.com/photos/mathplourde/8448541815/sizes/c/
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Why all the fuss?
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Predicted consequences
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In 50 years, there will be only 10 institutions in the world delivering higher education and Udacity has a
shot at being one of them(Thrun, 2012)
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14https://twitter.com/audreywatters/status/314119610851008512
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Gartner
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MOOC’s are like Expert Systems
16http://www.igcseict.info/theory/7_2/expert/
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The World of Open
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Open Access Open Educational
Resources
Open Courseware
MOOC
Open Education
OER
OpenLearningServices
OpenTeachingEfforts
https://www.surfspace.nl/media/bijlagen/artikel-1577-fb40e5fc2692d2522a3fdc9d992f958a.pdf
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MOOC: A Jungle
18http://robertschuwer.nl/blog/?p=721
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Open Education Infrastructure
19http://opencontent.org/blog/archives/3648
Open pedagogy is that set of teaching and learning practices only possible in the context of the free access and 4R permissions characteristic of open educational resources.
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Openness in Portugal
• Source: current research of Paula Cardoso,
Universidade Aberta
• More input needed!
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21Source: Paula Cardoso
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Researchers in Portugal and their relationship with open access to scientific production(Documentary Services of University of Minho, 2012)
General knowledge on the conceptof open access (97%).
High level of agreement with theprinciple of open access, regardingthe research with public funding(92%).
Significant difference between thepositive opinion on adhering to openaccess principles (more than 90%)and the effective practice of openaccess (70%).
Difference between opinion andknowledge and practice / significantlack of knowledge regarding policies(institutional and/or EuropeanUnion) on open access.
1249 responses
Source: Paula Cardoso
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OER & MOOC
• OER Initiatives
– OPAL & Oportunidad
• MOOC
– Polytechnic Institute of Santarém (2x)
– Open University of Portugal
– Ministry of Education and Science
– Polytechnic Institute of Leiria (14x)
23Source: Paula Cardoso
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Tracer Project (2011 – 2014)
• The Open Access movement is defined and researchers
reveal general awareness and a high level of agreement
with the principle of sharing, although not so reflected in
practice.
• The Open Educational Resources movement is not
defined and there is no information on awareness,
attitudes or practice
24Source: Paula Cardoso
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25CC-BY Hester Jelgerhuis
Motivations to (not) useIn The Netherlands
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Source
• 12 workshops for OER Policymaking
– Research universities
– Universities of Applied Sciences
• SURF & SIG Open Education
• 2013 and 2014
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http://conference.ocwconsortium.org/2014/wp-content/uploads/2014/02/Paper_37-Supporting-Open-Educational-Policymaking.pdf
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Why MOOC?
• Improve quality of education
• Improve efficiency
• Improve visibility and attractiveness
• Improve campus education
• Experiment with open and online education
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Why not MOOC?
• Not part of policy
• Too early and threatening
• Financial worries
• No fit with pedagogy of institution
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Aftermath: lessons learned
• Start small
• Organise teachers to curate open resources for their students
• Start sharing resources with collegues of different institutions
• Organise hybrid forms of education and a dialogue around
open content
• Facilitate experiments (with time and money)
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Develop vision, policy & support
• Bottom-up and top-down approach to open and online education.
• Start experimenting to learn from experience
• Create a vision and policy on Open Education
• Professionalization and support of lecturers in the field of open and online education is crucial.
• Open and online education provides opportunities for collaboration between institutions,
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Process
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• Doing nothing is no option!
• From MOOCs to Open Education
• Approach: combination of bottom-up and top-down.
• Start experiencing and at the same time developing vision and policy
• Develop but also reuse
• Critical factors:- Enthusiasm- Management backing- Financial aspects- Scalability- Professionalization- Facilitating
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33CC-BY Hester Jelgerhuis
Reuse of a MOOC
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MOOC vs OER reusability
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MOOC OER
Ready to use Learning objects. Rework needed in
many cases
Applicable “As-is” Personalisation is possible
Focused on the learner Focused on the teacher
Applicable in specific situations Broad spectrum of applicability
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Paradox of reusability
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OER
Applicability for reuse
Fix
ed
co
nte
xt
MOOC
Source: David Wiley
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Open or not for reuse?
“You may not take any Online Course offered by Coursera
or use any Statement of Accomplishment as part of any
tuition-based or for-credit certification or program for any
college, university, or other academic institution without the
express written permission from Coursera. Such use of an
Online Course or Statement of Accomplishment is a
violation of these Terms of Use.”
36https://www.coursera.org/about/terms
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The Times They Are a-Changin'
• MOOCs with open license on materials
• Videos on Youtube
– Most expensive
• Authors permission
• MOOC = BOOK
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38CC-BY Hester Jelgerhuis
Quality & Efficiencyof education
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Thinking model
• How to improve quality and efficiency of education?
• Which role for OER and MOOC?
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Improving quality
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active learning
international orientation
> differentiation in offerings
> quality
> study culture,Quality of education
> effectivityIn education
> flexibility for life long learners
> quality of lecturer
> trajectories
improve transfer
support excellencyOER/MOOC for
informing/selection
Alternatives likeflipped classroomwith OER/MOOC
use cMOOCsReuse OER/
MOOC
OER/MOOC improvesvisibility
> blended learningwith OER/MOOC
A B
Legend: A contributes to B
Take MOOC forprofessionalization
Data MOOCsas source for
Learning Analytics
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Improving efficiency
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A B
Legend: A contributes to B > efficiency
> yield < costs
Improve selection> Possibilities inoffer to student
> efficienteducation process
> students
< costs/student
Reuse OER/MOOC assupplementary materials
for students
Alternatives likeflipped classroom
OER/MOOC for marketing
OER/MOOC forinforming/selection
> efficient production process
Reuse OER/MOOC instead ofdevelopment from scratch
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And finally
A personal message...
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Ceterum censeo materia facta tributo oblatum esse gratuito
http://www.flickr.com/photos/68751915@N05/ CC BY-SA
http://robertschuwer.nl/blog/?p=613
Aliás, acredito que os materiais de aprendizagem, pagos com o dinheiro dos contribuintes, deve estar disponível para livre