This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2040: NOVAMOOC – Development and innovative implementation of MOOCs in Higher Education

1. DO YOU MOOC?
An exploratory view for Romanian academic landscape
Gabriela GROSSECK
Laura MALIȚA
West University of
Timisoara
10th International Conference on Virtual Learning Timisoara 31 October 2015
ICVL2015

2. 1. carry out a serious
analysis of the ways in
which MOOCs can be
integrated in blended
university courses
2. evaluate own
competences and
knowledge in using
MOOCs
THE ACTIVIST’S APPROACH
EVERYperson who wants to run a MOOC
SHOULD
(after the exploratory stage)

3. So who is a MOOC activist
and what does he/she do?
• participates in MOOCs as a continuous learner
• integrates MOOCs in own courses
• encourages peers and students to enroll in MOOCs
• organizes academic events about specific MOOCs
• adapts contexts from other MOOCs
• is a MOOC curator
• acts as an informed advocate

4. HOW
difficult
is it
to start
a MOOC
… therefore …

5. MOOCs LANDSCAPE
•quality in education
•needs of society and labor markets
•adaptation to globalization
•Europe’s position as world leader in education
•access to higher education
•valorization of new technologies
European challenges

6. http://www.openuped.eu/
http://home.eadtu.eu/
Higher Education Online: MOOCs the European way
Fostering international Higher Education
collaboration though ICT and open education
http://www.menon.org/projects/emundus
The European Multiple MOOC Aggregator
http://platform.europeanmoocs.eu
http://mooc.efquel.org/
http://home.eadtu.eu/
The European Association of
Distance Teaching Universities
European Foundation for Quality in e-Learning

7. NATIONAL LANDSCAPE
Developing MOOCs
Integrating MOOCs in blended
academic courses
Organizing scientific events
Publishing studies

8. Upsets
•not certified yet
•overcrowded class
•low rate of graduation
•staying motivated
•the absence of real human interaction
•a fallible grading system
There is NO basic model

9. Liberalization & Opening of Education
WHAT IS THE
IMPACT OF
DEVELOPING A
MOOC?

10. ‘How to plan
and run a MOOC
in 9 easy steps’
1. pick your topic and audience
2. find someone to teach/collaborate with
3. determine content
4. plan spaces
5. plan interactions
6. plan your continued presence
7. promote learner creation and activities
8. get the word out; promote and share
9. iterate and improve
George SIEMENS
http://www.slideshare.net/gsiemens/designing-and-running-a-mooc

11. Personal
Overview of
Online
Competencies
POOC
Checklist

12. Purpose
Pick an
area of
knowledge
People
Persuasion
Possibilities
&
Perspectives
Pedagogy
Plan:
→ spaces of interaction
→ peer-interaction
→ *your* continued presence
Platforms
Price
Partners
Profitable
Positioning Packaging
Peer:
→Feedback
→Evaluation
→Enhancement
Processing data
Promotion
and sharing
Production and maintenance
POINTS for further consideration
https://www.researchgate.net/publication/274854292_A_CHECKLIST_FOR_A_MOOC_ACTIVIST
•From pilot projects to mainstream implementation.
•To provide a sustainable model by:
-following the Perestroika Effect (restructure, reform education for
changing the economic paradigm of universities);
-avoiding the Pandora Box Effect.
•Passport for the future: Positioning MOOC in Europe / Global community.

13. The project team:
Gabriela Grosseck
Laura Malița
Vlad Chiriac
Ramona Bran
Laurențiu Țîru
Carmen Holotescu
Mihai Vîlcea
Alex Topârceanu
Dorin Neagoe
Contact: gabriela.grosseck@e-uvt.ro
This work was supported by a grant of the Romanian National Authority for Scientific Research and
Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2040:
NOVAMOOC – Development and innovative implementation of MOOCs in Higher Education

14. Thank you for your attention!
The images belongs to the authors