moocs: the power of collaborative learning and communities of knowledge
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MOOCS: THE POWER OF COLLABORATIVE LEARNING AND
THE COMMUNITIES OF KNOWLEDGE
Marta Cáceres-‐Piñuel UNED PhD Researcher
GO-‐GN Member OCWC Lujbljana 23th April 2014
PhD AIM & HYPOTHESIS
• AIM: • To analize MOOCs and Beyond (MOOCs as New online spaces for Open Knowledge; New
Methodologies, innovaYve social dynamics, and renewed insYtuYonals designs associated for creaYng Open CommuniYes of Knowledge)
• HYPOTHESIS 1. MOOCs enable much more than massive spaces for scalable online courses.-‐ MOOCs create new
online spaces for CommuniYes of Knowledge. 2. MOOCs can permeate remove borders in (formal/non formal)EducaYon and enlarge open
knowledge sharing in two direcYons. – They offer soluYons for EducaYonal InsYtuYons (Secondary Schools/UniversiYes/Colleges…) to offer Open
and Massive educaYon (formal/non formal). – They offer Open Knowledge Networks to different stakeholders (companies, insYtuYons/ individuals…).
Networks to access knowledge, to organise knowledge, to share/exchange knowledge with others. 3. MOOCs are a powerful tool in combinaYon with other social tools (P2P acYviYes, fora, Q&A…) for
Global Open Knowledge Networks. Knowledge networks (academic, professional, communiYes of pracYce) can be connected in a region or even globally.
THEORETICAL FRAMEWORK • Networking Analisys Theory (Sociological ProspecJve) • Networkig analysis is based on an assumpYon of the importance of relaYonships
among interacYng units. The social network perspecYve encompasses theories, models, and applicaYons that are expressed in terms of relaYonal concepts or processes. Actors and their acYons are viewed as interdependent rather than independent, autonomous units(…)(1).(Wasserman, S. and K. Faust, 1994, Social Network Analysis.Cambridge: Cambridge University Press.
• ConnecJvism ( EducaJonal ProspecJve) • ConnecYvism is a hypothesis of learning which emphasizes the role of social and
cultural context(1). The relaYonship between work experience, learning, and knowledge, as expressed in the concept of ‘connecYvity, is central to connecYvism, moYvaYng the theory's name.The phrase "a learning theory for the digital age”(2) indicates the emphasis that connecYvism gives to technology's effect on how people live, communicate and learn.( George Siemens. ConnecYvism: A Learning Theory for the Digital Age)
• (1)ConecYvism and Previous Theories: ConnecYvism is oien associated with and proposes a perspecYve similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) AcYvity theory. It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact.
DATA ANALYSIS
MOOC survey to Students and Learning AnalyYcs
TOOLS: Survey to Students and Learning AnalyYcs from 2 different MOOC Plamorms UNED COMA:
The MOOC strategy of the NaYonal Distance University. Spain.Removing borders of Distance EducaYon in Spanish UNX: The open LaYnamerican Plaoorm for Entrepreneurship Training and CreaYng Networworking for new Entrepreneurs
RATIONAL OF THE MOOC DATA ANALYSIS • MOOCs collect valuable data on student learning behavior; essenYally complete
records of all student interacYons in a self-‐contained learning environment, and analize their opinions and moYvaYon with the benefit of large sample sizes.
• Our main objecYve here is to show how the huge amount of data available in MOOCs offers a unique research opportunity, permirng not only to study detailed student profile , interest and behavior, but also analize how these students interact with other peers in a new online environment creaYng a new space for Knowledge ang Networking.
• UNED COMA: The MOOC strategy of the NaYonal Distance University. Spain.Removing borders of Distance EducaYon in Spanish
• UNX: The open LaYnamerican Plaoorm for Entrepreneurship.-‐ Training and CreaYng Networworking for new Entrepreneurs • Case Study: Course: Transversal Competencies for Entrepreneurship. Director Jose Antonio Diaz. UNED Professor. (MOOC offered in both plaoorms)
CASE STUDY: MOOC: Transversal Competencies for Entrepreneurship.
(Course offered in both plaoorms)
• Total Students:261.480
• In the Course: 5602 • Sample:210 surveys • DescripYon: Clasic xMOOC Academic
Plamorm (Language,Spainish) • Features: (OpenMOOC)
– (Video, test, Self-‐assessment, online and presenYal cerYficaYon)
– Some social tools (Fora, Curator, Facilitator P2P
acYviYes, P2P Assesment, open badges)
• Total Studens:38.881 • In the Course 2262 • Sample: 82 surveys • DescripYon: ThemaYc cMOOC Plamorm
focused on Entrepreneurship (MOOC layar+Community layar) (Languages Spanish &Portuguese)
• Features: (WeMOOC) • MOOC Plamorm (video,test, self-‐assessment,
online cerYficaYon) • Social Layar: (Karma, system of voYng, fora, Q&A, Tool for friendship, Content upload by users , Supply & demand ads, events, Facebook, twiuer,…)
QUESTIONS FOR ANALYSIS 1. Who is behind the MOOC? Sociodemographic Profile of students 2. Why do they register in a MOOC? MoJvaJon 3. What is the level of Drop out? CompleJon Rate and CerJficaJon
availability 4. What is the level of Social parJcipaJon in the online
environment?.InteracJon with peers. 5. How do students learn in a MOOC environment? Tools Used and
learning style 6. How to measure MOOC success? Beyond the scalability of the
online learning experience; Level of saJsfacJon and outputs (For students and InsJtuJons)
7. Where are the MOOC borders? Language and internaJonalizaJon 8. Lessons Learned
SOCIODEMOGRAPHIC PROFILE ¿What is the profile of the students in
the Case Study? (I) • Note: NO significant sociodemographic differences between plamorms, or with
other MOOC.
0%
35,37%
46,34%
13,41%
4,88%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
<15 years 15-‐30 31-‐45 46-‐55 >55 years
Age of MOOC students (%)
Age of MOOC students (%)
36,59%
63,41%
Sex of MOOC Students %
Women
Men
AGE GENRE
¿What is the profile of the students in the
Case Study? (II)
11,11%
88,89%
Place of residence %
Rural Urban
0%
7,32%
14,63%
37,80% 40,24%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
EducaJon %
EducaYon %
SOCIODEMOGRAPHIC PROFILE
SOCIODEMOGRAPHIC PROFILE ¿What is the profile of the students in
the Case Study? (III)
10,98
32,93
37,8
12,2
6,1
0
5
10
15
20
25
30
35
40
Job SituaJon (%)
Job SituaYon (%)
10,98
70,33
12,2
6,1
Student
Worker/Self-‐employed
Unemployed
Other situaYon
MOTIVATION (To Register in the MOOC)
92,68
91,46
53,66
48,78
0 10 20 30 40 50 60 70 80 90 100
InteresYng Subject
To Entrepreneur
To find a job
To Improve my current job
MoJvaJon %
78
4
6
1
10
0 50 100
IntesYng Subject
Profesional(to find a job)
Curiosity
CerYficaYon
Other moYvaYon (to entrepreneur)
MoJvaJon %
RATE OF COMPLETION ¿ PotenYal link with cerYficaYon?
• 37´8% complete the course • 1,23% cerYficaYon apply
(cerYficaYon fee for ECTs credits)
• 23´5% Complete the course • No cerYficaYon
• DROP OUT PATH
0 500 1000 1500 2000 2500
CerYficaYon
PARTICIPATION (InteracYon with peers)
• Level of ParJcipaJon (Fora)
78,51%
0,65% 20,81%
Level of ParJcipaJon (Karma)
Low ParYcipaYon
High ParYcipaYon
No parYcipaYon (observers)
4,60 8,25
87,85
ParJcipaJon %
Low ParYcipaYon
High ParYcipaYon
No parYcipaYon (Observer)
USE OF TOOLS FOR LEARNING
0 10 20 30 40 50 60 70 80
Videos
Contents
Test
Selfassesments
P2P Asessment
Facilitator Support
Curator Support
Peer Support
Use of Social Tools
0 20 40 60 80 100 120
Videos Test
Selfassesment Contents
P2P AcYviYes Facebook (followers) Twiuer (followers)
Supply/demands ads Q&A regarding MOOCs
P2P Direct Contact Fora comments
VoYng tool Wrirng in personal walls
Sharing contents
Use of Social Tools
LEVEL OF SUCCESS SaYsfacYon and Outputs
• Percentage of SaJsfacJon 95%
0
25,61
29,27
45,12
0 10 20 30 40 50
No
ParYally capable
Very capable
Totally Capable
Do you feel capable to entrepreneur aeer the MOOC (%)?
Percentage of SaJsfacJon 98%
OUTPUT OUTPUT
0 10 20 30 40 50 60 70 80
I konw beuer UNED University
I would like to parYcipate in other UNED MOOC
I woull like to parYcipate in Formal Courses in UNED
I will not parYcipate in formal course in UNED
Aeer the MOOC Experience…
13.640 4.080
1.632
1.089 711
518
372
328 262 214
Visits per Country Spain
Brazil
Mexico
Colombia
ArgenYna
Perú
Student per Country
Spain
Colombia
Mexico
ArgenYna
Peru
INTERNATIONALIZATION Removing Borders with Languages
PRELIMINARY FINDINGS 1. Typical sociodemographic Profile: man, 25-‐35 years old,high educaYon,
worker and urban. 2. MoJvaJon: Interest in academic subject and job purposes (LLL) 3. The level of drop out in a MOOC could be linked with cerYficaYon availability;
More CompleYon Rate if there is a CerJficaJon (specifically in academic MOOC environments)
4. The tradiYonal MOOC environment (xMOOCs) promotes less interacJon between peers than communiYes of knowledge (cMOOCs) .
5. Learning style in MOOCs is Autonomous but ICT and Social Tools can enable more collaboraJve learning style.
6. MOOC success must be measured beyond the scalability of the online learning experience; Level of saJsfacJon and outputs for students and InsJtuJons must be take in account.
7. Language is the main enabler for internaJonalizaJon of MOOC 8. Lessons Learned : More Learning AnalyYcs are needed and a standardized
framework for assessment.
“IntuiYons without data are just opinions” THANK YOU!!!
