Practices in Digital Education in Politehnica University Timisoara
Mooc panel m4_ws_overview
1. Building startup Europe, one MOOC
at a time. MOOCs and OERs for web
talent: efficacy, acknowledgement
and fit-for-purpose
Laia Canals
Open University of Catalonia
2. 14:00 Panel session begins - Introductions
14:05 Overview of the M4WS project findings
14:20 Certification, completion, and measures of success
14:50 What makes an effective MOOC learner?
15:20 Pedagogies for massive open online vocational learning
Live at: http://livestream.com/accounts/776141
Today’s panel Tweet: #webmoocs
13. Project activities: MOOC workshop EC-TEL13
Can MOOCs save Europe’s unemployed youth?
September 17, 2014
o Topics discussed:
MOOC quality
Registration and retention
Certification and employability
Benefits and costs of providing a MOOC for web skills
o MOOC platform panel FUN, Open Classrooms, Open Course World,
and openHPI
13
14. Project activities: final conference
14
November 17, 2014
bit.ly/M4WSFinalConferencebit.ly/M4WSFinalConference
16. Main Results
o MOOCs are an important means to address web skills shortage as part of a
broader ecosystem
o MOOCs for web talent need to be created in collaboration between industry,
educational providers and MOOC platforms
o Aspiring web entrepreneurs need hands-on learning experiences, grounded in
real-life problems
o Employers need mechanisms for validating the quality, efficacy of MOOCs, and
the knowledge attained (through formal credit systems, portfolios, or community
credits)
o There is still a need to raise awareness about the potential of MOOCs amongst
web innovators
16
17. Emerging themes
o Growing eco-system of campus, blended, hybrid and open
online courses
o Rise in awareness to issues of learning design, evaluation,
assessment and quality control
o Importance of accreditation and verification schemes
17
18. • Certification, completion, and measures of success in a
MOOC
• What makes an effective MOOC learner?
• Pedagogies for massive open online vocational
learning
• Certification, completion, and measures of success
Ongoing discussion
19. Certification, completion &
measures of success
MOOCs that allow for personalised learning
Emergence of hybrid
MOOCs
Purposefulness of the
MOOC according to the
student
MOOCs as ad-hoc
professional development
opportunities
Different ways of showing
proof of knowledge and
skills acquired
20. Certification, completion &
measures of success in a MOOC
Alfonso Julio
"The first goal of the
learner is to complete
the MOOC and get
practical knowledge,
developing skills and
competences "
Dawn Alderson
“It is interesting to consider
certification, completion, and
measures of success in terms of
MOOCs, because of the value
placed on purpose:
– an outcome-led agenda (with
emphasis on attainment) and
– a self-directed, process-led
activity (emphasis on
achievement).”
21. Certification, completion &
measures of success in a MOOC
"MOOCs aimed at professionals
must recognise the attributes of
their learners, ceding some
control to the learner to choose
the precise focus of any learning
they undertake, while exploiting
the potential of MOOCs and
networked learning to bring
learners with similar (not identical)
needs together."
Colin Milligan
Tom Staubitz
"From a participant's
perspective, I can
state that a certificate
was not the reason
that got me started,
but towards the end
of a course it was one
of the reasons that
kept me going."
22. What makes an effective
MOOC learner?
22
• Peer learning and teaching
• Acquisition of transferable skills
• Enhancing skill-sets
• Self-regulated learning
• Professional development MOOCs markers for
success
23. What makes an effective
MOOC learner?
Alfonso Julio
"Should Learners
Complete a MOOC at
all if their goal is to
develop a specific
expertise of work or
interest?"
Dawn Alderson
“A pedagogical feature of the
cMOOC, built within its structure, is in
the opportunities afforded by the use
of technology, which enable
participants to take on the role of
teacher and learner with others
online; it is in the act of
sharing/modelling/demonstrating
with, and observing others that
connect learning with teaching. ”
24. Pedagogies for massive open
online vocational learning
24
• Collaborative learning
• Soft skills
• MOOCs as perfect vehicles for life-long learning
• Third-space learning opportunities
• Connecting and creating knowledge
http://figshare.com/articles/PL_MOOC_Design_Team_Questions_draft_/907150
25. Pedagogies for massive open
online vocational learning
“The audience are in one space, the
teacher is in another space, and
there is a third space manifest,
because of the way the video has
been made; it mediates for a
conducive learning environment
where the audience can make
connections in a self-directed
manner, encouraging meta-
cognition. "
Dawn Alderson
Tom Staubitz
"MOOCs provided me
with the opportunity to
keep on learning next
to my regular job.
Data from our MOOC
platform provides
evidence that most of
our users are in a
similar position."
26. The emergence of new
educational ecosystems
26
• Career track MOOCs (nano-degrees, liason
with recruiters)
• Extending traditional education to update skills
• Problem solving skills
• Transferable skills
27. Pedagogies for massive open
online vocational learning
“But we also know that the best
technological solution can't be
more than a surrogate for a face-
to-face meeting. Sometimes the
second best solution has to be
sufficient because the best
solution is just not available. "
"The most important benefits
that I took with me from that
school have been general
problem solving skills and
getting to know a couple of
fellow learners that I've
worked with."
Tom Staubitz
28. Meeting my friend in South Africa face-to-face is too
expensive, so a Skype call has to be good enough,
but meeting my friend next-door in our favorite bar is
way better. So why would we stop doing that even if
there is a disruptive technology that would enable us
to do so?
Pedagogies for massive open
online vocational learning
Objective: to determine the current offering of MOOCs in the area of web skills Number and geographical distribution in Europe of universities and business schools offering MOOCs on web skills
Doubled the offer along these months, 59 MOOCs in 7 countries, to 105 MOOCs in 9 countries.
Aim: to determine the actual benefits MOOCs offer and their potential to increase web talent in the EU
Most participation from European countries: Germany (339 respondents), France (231), followed by Spain (174) and Italy (103)
TWEET using hashag
Austria, Belgium, Brazil, Denmark, Estonia, Finland, France, Greece, Italy, Macedonia, Spain, Sweden, Switzerland, The Netherlands, Turkey, and the UK
- Part of an ecosystem which includes free and paid courses, self-paced learning resources, learning communities, and formal education providers.
In order to create sustainable and effective MOOCs for web talent, which address the real needs of web and mobile entrepreneurs
which develop specific skills, suitable for on-the-job professional development. There is a growing eco-system of campus, blended, hybrid and open online courses, which would leverage the overlaps and synergies between different modes of delivery.
In order to provide such experiences, providers need to work closely with eLearning pedagogy experts and industry partners
Although MOOCs are a widely recognized learning opportunity, some web innovators are still not aware of their potential and both employers and employees often prefer other forms of open education, such as self-study materials and community hub, some web innovators are still not aware of their potential and both employers and employees often prefer other forms of open education, such as self-study materials and community hub, as a means for building necessary skills.
some web innovators are still not aware of their potential and both employers and employees often prefer other forms of open education, such as self-study materials and community hub
There are many concerns around possible accreditation and verification schemes which would allow learners to demonstrate the skills they acquired to potential employers.
, which would leverage the overlaps and synergies between different modes of delivery
, which are much more salient in on-line courses
, specifically practice-based schemes (e.g. Portfolios) which would allow learners to demonstrate the skills they acquired to potential employers
Certification, completion, and measures of success: while some MOOCs participants and employers see certification as important, others are happy with their own sense of achievement, getting what they want and moving on. MOOC providers seem to be concerned with completion - but are learners happy dipping in and getting the bits they need? Some learners find certification attractive, even if they don't need the formal proof - perhaps as an indicator of the MOOC's quality.
What makes an effective MOOC learner? Is effectiveness in the eyes of the provider identical to effectiveness in the eyes of the learner? What do employers see as effective learning? Are some learners more "qualification effective" and others more "growth effective"? Is lurking sometimes an effective strategy? Do analytics capture effectiveness?
What are the appropriate pedagogies for massive open online vocational learning? How do we support collaborative learning? Project based learning? Game based learning? How do MOOCs fit into our view of life-long learning?
Are we seeing the emergence of new educational ecosystems, and the fracture of old hegemonies? Will employers, civic organisations, and learners have an equal voice? Or, do we need to maintain academic authority? Where do we want to go - and how do we get there?
Summary of what has been said
I leave you with a few quotes while we connect with the first panelist… Allison last?