fostering collaborative investment in moocs
TRANSCRIPT
www.le.ac.uk
Fostering collaborative investment in Massive Open Online Courses (MOOCs)
Bernard Nkuyubwatsi PhD Student Institute of Learning Innovation University of Leicester Email: [email protected]
Introduction
• MOOCs opportunities explored by a diverse stakeholders
Formal students: supplement paid courses,
Pre-university students: have a taste of higher education
Employees & professionals: professional development
Institutions: attract students to their paid campus-based for some and cut down the cost of higher education for others
Academics: experiment online teaching
Governments: Some commissions appointed
• Challenges: Doubt on quality, MOOC production cost, no trusted assessment and credit for MOOCs
5 types of resources for investment in MOOCs & Open Education
Political
Resources: Policies,
regulations and legal
frameworks
The management and control of the 5 types of resources
Political
Resources: Governments, policy
makers & leaders
Non-rivalrous and rivalrous educational resources
Non-rivalrous resources (Weller, 2011, p. 85) : Resources that are shareable in a way that their use and quality is not affected by the number of users.
Weller (2011, p. 85) argues that taking a copy of an electronic learning material does not prevent others from accessing them.
The quality of the digital contents shared online under open licenses is not affected by their massive accessibility and use.
Rivalrousness of the five types of resources
Collaborative investment for non-rivalrous education
Each of the 5 types of resources is needed to build sustainable open higher education
The pedagogy of abundance(Weller, 2011): Abundance of open courses (MOOCs) & learning resources (OER) vs depletion of financial resources
With more investment of non-rivarlous resources, education can be made non-rivarlous
→MOOCs have shown that it is possible.
Addressing quality concerns • One of the most popular frame of education: high
quality commodity produced for students to consume
Some of the consequences
Shift of interest from skills, expertise & competencies development toward grades & diplomas (Wright, 2014, para. 8).
The waste of talents (Robinson, 2010) and heutagogical resources
Collaborative quality enhancement that involves all stakeholders may be solution
Collaborative quality enhancement
Political
Resources: Governments, policy
makers & leaders
Shared
benefit
European terrain for collaborative investment in MOOCs & Open ed
• You lead in openness, equity, quality and diversity
Higher education free: Denmark, Sweden, Norway, Finland, Germany and Austria
Higher education affordable in many other European countries
• You already European Credit Transfer and Accumulation System (ECTS)
• Recognition of Prior Learning (RPL) framework in many European countries
Entry into European higher education via RPL
Recognition of non-formal & informal learning for progression in Higher ed
Legal framework and open licensing
• ECTS may be an enabling legal framework
• Open licensing enables sharing & circulating learning resources
• Open licensing already embraced by OpenupEd
• Open licencing contributes to building a non-rivalrous open education
Conclusion • Five types of resources can be invested in open education and
MOOCs: political, financial, technological, pedagogical and heutagogical
• The five types of resources are managed and controlled by different stakeholders which calls for collaboration
• In this collaboration, all stakeholders would enhance quality together
• Collaboration is sustainable when build on shared benefit/value
• Collaboration can allow the continuity of equity, quality, openness and diversity across Europe
• ECTS and RPL, coupled with open licensing, are enabling ingredients
Kiitos Faleminderit hvala gràcies
Aitäh Þakka þér grazie ačiū
Gracias ďakujem Tack Grazzi
Merci Obrigado хвала
Danke takk dziękuję mulțumesc
Dank u σας ευχαριστώ köszönöm
Tak go raibh maith agat děkuji
References
European Commission/EACEA/Eurydice (2014). Modernisation of Higher Education in Europe: Access, Retention and Employability 2014. Eurydice Report. Luxembourg: Publications Office of the European Union. Retrieved from http://www.ehea.info/news-details.aspx?ArticleId=348
Weller, M. (2011). The Digital Scholar: How Technology Is Transforming the Scholarly Practice. New York: Bloomsbery.