Intended Workshop Outcomes: - Brief knowledge of available high quality free or inexpensive online courses and open educational materials offerings by reputable institutions (e.g. MIT, Stanford, Harvard, etc.) - Brief Knowledge of relevant platforms of MOOCs and Open Educational Resources - Brief Knowledge of creating own CENG MOOCs - An Overview of some Innovative student-centered pedagogies and ways of utilization of MOOCs and OER in CENG courses - Brief overview of Open Education Movement - Brief Knowledge of Licensing issues in MOOCs and OERs - A look backward and forward: A revolution undertaking place in HE, teaching, and learning - Some Actions or Plans for pilot experiments on MOOCs and OER for Engineering Education with interested Faculty

1. Utilization of Massive Open
Online Courses (MOOCs) and
Open Educational Resources
(OERs) in Engineering
Education
Mahmoud Abdulwahed
31st of March 2014, Qatar University
CC BY Mahmoud Abdulwahed http://www.linkedin.com/pub/mahmoud-abdulwahed/61/175/652

2. Intended Outcomes of Today’s Seminar
• Brief knowledge of available high quality free or inexpensive online courses and open
educational materials offerings by reputable institutions (e.g. MIT, Stanford, Harvard,
etc.)
• Brief Knowledge of relevant platforms of MOOCs and Open Educational Resources
• Brief Knowledge of creating own CENG MOOCs
• An Overview of some Innovative student-centered pedagogies and ways of utilization
of MOOCs and OER in CENG courses
• Brief overview of Open Education Movement
• Brief Knowledge of Licensing issues in MOOCs and OERs
• A look backward and forward: A revolution undertaking place in HE, teaching, and
learning
• Some Actions or Plans for pilot experiments on MOOCs and OER for Engineering
Education with interested Faculty

3. From OCW towards MOOCs
MIT Administration posed two Questions
to the Faculty Committee in 2000:
How is the internet
going to change
education?
What is MIT going to
do about it? Former MIT President Charles Vest
CC BY Andy Lane
Where it was Rooted?

4. The Birth of MIT Open
CourseWare, 2001

5. MOOCs, the Initial Birth
Early experiments
took place around
2008, 2009, and
2010; by George
Siemens, the father of
notion of
connectivism, Alec
Couros and others

6. MOOCs, ….
MOOCs gained a lot of public attention in 2012 with the deployment
and birth of a number of courses and platforms, in particular
developed by Elite Universities (MIT, Harvard, and Stanford)

7. MOOCs in the US
• Movements in MOOCs transferred to the US with
Experiments in Washington and Stanford in 2011
• Courses on Digital Story telling, Artificial Intelligence,
and Machine Learning were offered
• Artificial Intelligence course of Sebastian Thurn from
Stanford attracted 160 000 student

8. The Birth of Platforms: 2010 till now
• Udacity (by Sebastian Thurn, from Stanford) – For Profit
• NovoEd (Stanford)
• Coursera (by Andrew NG, and Daphne Coller, from Stanford) – for
Profit
• Edx (by MIT and Harvard) – Non for Profit
• And many others

9. MOOCs Platforms

10. MOOCs Platforms

11. MOOCs Platforms

12. MOOCs Platforms

13. Activity 1 (5 Minutes)
• Visit one of the following Platforms:
• Edx: https://www.edx.org/
• Coursera: https://www.coursera.org/
• NovoEd: https://novoed.com/
• Udacity: https://www.udacity.com/
• Open2study: https://www.open2study.com/
• FutureLearn: https://www.futurelearn.com/
• Or any other platform
• Browse different offerings in these platforms
• Identify 1 or more courses you would be personally (or your think one of your
colleagues would be personally) interested to follow for your (or his/her) own
professional development
• Discuss among the audience, why do you think this course(s) is useful for you as a
faculty member to follow

14. MOOCs Demo

15. • As with other MOOC style offerings edX students will have a little
interaction or won’t have interaction with faculty or earn credit
toward an MIT degree.
• For a small fee students can take an assessment which, if
successfully completed, will provide them with a certificate from
edX.
• EdX offers honor code certificates, ID verified certificates, and
XSeries certificates (successfully completing a series of courses)
• edX platform used to conduct experiments on how students learn
and how faculty can best teach. Assessing course data, from mouse
clicks to time spent on tasks, to evaluating how students respond to
various assessments.
Pedagogy of Edx and Other MOOCs
CC BY Paul Stacy

16. • Initial edX aim was to improve teaching and learning of
tuition paying on-campus students. Have revised aim to
developing best practices to enhance the student experience
and improve teaching and learning both on campus and
online
• Pedagogy very similar to Udacity and other platforms
• Regrettably the rich body of research about online learning is
not being used
• Focus of edX so far is not on pedagogy but on engineering an
open source MOOC platform
Pedagogy of EDx
CC BY Paul Stacy

17. Pedagogy of Classical
MOOCs

18. Innovative
MOOCs Pedagogies
DS106 Digital Storytelling
(started since 2011 in its first
offering) at the University of
Mary Washington is a course
that registered students at
that university can take for
credit, and is also open for
free for non-credit learners.
In Fall 2013, experiment was
undertaken to offer the
course without a teacher
http://ds106.us/

19. Innovative MOOCs
Pedagogies
• Assignments created
by students
• No teacher in Fall
2013 experiment
• Course has its own
radio station!

20. Activity 2 (5 Minutes)
• Discuss in Pairs or Triplets the following:
• Can MOOCs be integrated into UG and PG courses?
• How?
• What are the advantages?
• What are the risks?
• Share with the Audience your Thoughts

21. Activity 3 (5 Minutes)
• Visit one of the following Platforms:
• Edx: https://www.edx.org/
• Coursera: https://www.coursera.org/
• NovoEd: https://novoed.com/
• Udacity: https://www.udacity.com/
• Open2study: https://www.open2study.com/
• FutureLearn: https://www.futurelearn.com/
• Or any other platform
• Browse different offerings in these platforms
• Identify 1 or more courses you think that students (UG or PG) in your field of expertise or
teaching area can use it as an alternative/or addition to a similar course in their degree
• Discuss among the audience, why do you think this course(s) is useful for these students
• Discuss among audience potential innovative pedagogies that these courses could be
utilized for

22. Initial MOOCs Integration Experiments in
QU
Integration with Graduate and Undergraduate QU Courses in Spring 2014

23. Initial MOOCs Experiments in QU
• Development QU MOOCs
• One course from College of Sharia; Expected deployment May 2014
• One course from College of Engineering; Expected deployment May
2014
• Foundation program course(s); Expected deployment Fall 2014
• Etc

24. Building your Own MOOC
• Building your own MOOC is not difficult process
• You need to plan ahead, and ask the following questions:
• Why would you be interested in developing your MOOC
• What course
• For which audience
• What are the course objectives and learning outcomes
• What content
• What pedagogy
• What assessment
• Which platform
• Etc.

25. Hints for Building an Effective MOOCs
• Participate in a MOOC to get sense of it
• Identify your audience, and build a course contextualized for them
• Build or offer a MOOC with others (e.g. faculty, TA/GTA, excellent
student, etc.)
• Develop clear learning outcomes of your MOOC, and then design its
materials accordingly
• Develop assessment plan and strategies that fosters self-paced and peer
learning
• The shorter the MOOC, the better; try to aim for 6-8 week long MOOC
• Utilize a modular structure based on weekly modules
• Try to have everything students will need available in the MOOC (e.g. avoid
building a MOOC around a hardcopy textbook that need to be bough)

26. Building your Own MOOC: How To?
• Develop a Syllabus with clear learning outcomes
• Develop content for your course:
• Videos
• Slides and handouts
• Activities
• Assessments and grading scheme
• Develop an attractive promotion video of your MOOC, e.g. 1-2 minutes
• Keep your videos short and divide them around concepts
• Each concept is normally followed by an assessment (e.g. multiple choice
questions, and/or an activity)

27. Videos Recording
There are many options for
developing your videos
professional video recording:
• Professional recording
• Classroom video capture
(Eco360 in QU)
• Desktop capture (e.g. Camtasia)

28. Camtasia for Video Recording

29. Building your Own MOOC: Platform?

30. Building your Own MOOC:
Platform?

32. Udemy Demo

33. Activity 4 (5 Minutes)
• Go to Udemy.com
• Register as a teacher
• Familiarize yourself with the course publishing platform
• Do you think you will utilize the platform for developing a MOOC in
the future?

34. Activity 5 (5 Minutes) – MOOCing CENG
Courses
• Discuss in groups the following ideas:
• What about MOOCing CENG courses of large enrollment and using MOOCed formats
for our students; e.g. the General Engineering Courses?
• GENG106 Computer Programming?
• GENG107 Skills and Ethics?
• GENG 200 Probability and Statistics?
• GENG 360 Engineering Economy?
• GENG 300 Numerical Analysis?
• GENG 111 Engineering Graphics?
• If MOOCed; what do you think the lecture time could be used for?
• What disadvantages and advantages could be obtained by MOOCing these courses?
• Other CENG courses for MOOCing?
• Share your discussions outcomes with the audience

35. Open Education

36. • Education builds the future.
• Education is sharing.
• Open allows more rapid building and
sharing at a larger scale.
• Free quality resources is an enabler for
democratizing Education
Open Education starts with basic ideas:
CC BY Open CourseWare Consortium

37. Open Education
Terms
Open Educational Resources
OpenCourseWare
Open Educational Practice
Open Textbooks
= Free and Open
CC BY Open CourseWare Consortium

38. OER are teaching, learning, and research
materials that permit their free use and
re-purposing by others.
Open Educational Resources (OER)
CC BY Open CourseWare Consortium

39. OER involves lots of groups and organisations
around the world
• OER are explicitly funded by:
• Foundations
• Governments
• NGOs
• Institutions
• Donations
• OER can be found in:
• funded institutional repositories
• funded and non-funded community based initiatives
• proprietary channels
• websites of projects, groups and individuals
• OER are being supported via
• International and national consortia
• Commercial activities and organizations
• Infrastructure activities and organizations CC BY Andy Lane

40. Open Education
• Open Educational Resources Repositories and Catalogues
• OER Commons
• MERLOT
• JORUM
• Etc.
• Open Textbooks:
• C-K12
• ConneXions
• Open CourseWare Movement
• MIT Open CourseWare
• Open CourseWare Consortium
• Etc.
• xMOOCs is the new wave of Open CourseWare

41. Free
no cost
Open
No cost +
permission to change
By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/
By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/
CC BY Open CourseWare Consortium

42. OER are building blocks for
innovation in higher education
bdesham http://www.flickr.com/photos/bdesham/2432400623
CC BY Open CourseWare Consortium

43. The OCW Movement—What is OCW?
OCW is a type of
Open Educational
Resource (OER).
OER are a type of
Open Content.
Open
Educational
Resources
Open Content
OCW
CC BY Andy Lane

44. What is OpenCourseWare?
• Materials organized as courses
• Generally includes course planning documents, thematic
content, learning activities and evaluation instruments
lecture notes
syllabi
course calendar
assignments, projects, tests
videos or recordings of lectures
demonstrations and illustrations of concepts
CC BY Andy Lane

45. What is OpenCourseWare?
Summary:
An opencourseware (ocw) is a free and open
educational resource for faculty, students, and
self-learners throughout the world.
• An ocw is not a distance-learning initiative: there are
no degrees granted, no student/faculty interactions and
no transcripts.
• An ocw is a collection of high-quality learning materials
presented in the form of courses.
• OCW materials are there for using and re-purposing.
Modifications welcome!
CC BY Andy Lane

46. OCW Movement

47. Stanford & Berkeley

48. CC BY Open CourseWare Consortium
OCW Movement

49. http://www.flickr.com/photos/usaid_images/6462458071/CC-BY-NC-SA by USAID images
CC BY Open CourseWare Consortium

50. Licensing

51. Conditions CC licenses
Attribution
ShareAlike
NonCommercial
NoDerivatives
CC BY Open CourseWare Consortium

52. CC BY Open CourseWare Consortium

53. most free
Most restrictive
CC BY Open CourseWare Consortium

54. CC BY Open CourseWare Consortium

55. Wikipedia: Over 77,000 contributors working
on over 22 million articles in 285 languages
CC BY Open CourseWare Consortium

56. http://open.umich.edu/education/lsa/physics140/fall2007
CC BY Open CourseWare Consortium

57. Attribution
http://open.umich.edu/education/lsa/physics140/fall2007
This course is licensed CC-BY
• You are free to use, modify and distribute all or any
part of this course, including for commercial use
• You must give attribution to the University of
Michigan and cite the source CC BY Open CourseWare Consortium

58. MOOCs Licensing
No, all rights reserved.
No, non-OER license.
No, all rights reserved.
Note: some institutions using CC anyway.
Yes, CC BY or CC BY-SA
Partial, CC BY-NC on some
Most MOOCs are open only in the sense of free enrollment.
CC BY Paul Stacy

59. Example, Coursera terms of service
You may access the course for personal use only, you may not modify or reuse without
permission. Anything you contribute to the course can be used, modified, distributed by
Coursera without notification or further permission from you.
CC BY Open CourseWare Consortium

60. A Look Backwards and to
the Future

61. Early Invention of Schooling: Ancient
Middle East ca. 5500 to 6000 Years Ago
Source: http://stravaganzastravaganza.blogspot.com/2011/12/sumerian-family-life.html
Sumerian School, Ancient Iraq, ca. 3rd Millennium BX

62. Schooling and Universities Today!
At least we got a projector as
an update of the
thousands years old model of
schooling!
CC BY Sean McEntee, Flickr
CC BY Punainenkala, Flickr
What's the I’m
really doing in
School!
CC BY Rick Lomas, Flickr

63. Whats going in Education in the digital
revolution Era!

64. Disruptive Models are Emerging
Soon in Qatar University!
http://ipodia.usc.edu/technology/

65. CC BY Mary Lou Forward
Disruptive Models are Emerging

66. Disruptive Models are Emerging
The OER university is a virtual collaboration of institutions
committed to creating flexible pathways for OER learners
to gain formal academic credit.
The OER university aims to provide free learning to all
students worldwide using OER learning materials with
pathways to gain credible qualifications from recognized
education institutions.
CC BY Mary Lou Forward

67. Disruptive Models are Emerging
CC BY Mary Lou Forward

68. Disruptive Models are Emerging
Competency-based education model.
Knebel et al. Human Resources for Health 2008 6:17 doi:10.1186/1478-4491-6-17
Space 2: Workplace and/or Authentic Real-life Context
Space 1: Educational and/or Training System
Abdulwahed et al., 2013: Semantic Systemic Model of
Mechanistic and Ontological Relationships between Content
Knowledge, Skills, Attributes, and Competencies
Preliminary
Content
Knowledge
Intrinsic Attribute
or Character
Apply in a Context
Skill Development
Apply in a Context
Competency
Development
Contextual
Content
Knowledge
Higher order Intrinsic
Attribute or Character
Complex
Conditions
Shared Development Area (Context, Content Knowledge, Emerging
Skill)

69. CC-BY-SA billsoPHOTO http://www.flickr.com/photos/billsophoto/4175299981
Disruptive Models are Emerging

70. What is the future look like??
• More openness in education
• Traditional publishing textbook will loose good size of the market
share for open textbooks
• Disruptive models of degrees, certifications, and recognitions of
competencies for the job market
• Universities will have to re-invent themselves, or become OBSELETE!
• Innovation on pedagogies, teaching, and learning will advance
• Higher shift in the role of teacher from content delivery towards
coordination and coaching; More focus on students

71. Activity 6 (5 Minutes)
• What do you recommend for the following questions/thoughts?
• How do you think CENG or QU should proceed forward in digital learning?
• What kind of experiments do you think need to be conducted?
• What organizational or policy structure do you recommend to have to support
CENG or QU faculty to conduct innovation in digital learning?
• What kind of research CENG or QU need to conduct in this area?
• Please discuss your thoughts in groups
• Share your thoughts with the Audience

72. Thanks; Q & A?