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Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-LeoTRANSCRIPT
16/09/14
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Can MOOCs Save
Europe's Unemployed Youth? Carlos Delgado Kloos, U. Carlos III de Madrid
Davinia Hernández-‐Leo, U. Pompeu Fabra
Papers
Ê S. White, H.C. Davis, M. León, K. Dickens: The case for employability through MOOC participation: affordances of the personal learning environment
Ê F. Brouns, K. Tammets, C.L. Padrón-‐Nápoles: 1. How EMMA approach can help to foster the EU employability 2. How can the EMMA approach to learning analytics improve employability?
Ê S. Mystakidis, E. Berki: Participative Design of qMOOCs with Deep Learning and 3D Virtual Immersive Environments: the case of MOOCAgora
Ê R. Di Fuccio, R. De Rosa, M. Calise, D. Marocco, O. Miglino: THE VIRGILIO PROJECT. Using Moocs and Serious Games to support students decision making for an informed selection of university curriculum
Ê T. Liyanagunawardena, K. Lundqvist, P. Parslow, S. Williams: MOOCs and Retention: Does it really matter?
MOOCAgora
EMMA1&2
PLEs
Retention
Virgilio
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PLEs: Summary
Ê MOOC Learners' Motivations Ê Personal projects Ê Personal development
Ê CV improvement
Ê MOOC Affordances Ê Situated learning Ê Participation in Communities of Practice
Ê Digital cognitive apprenticeship Ê Increase learners' self-‐efficacy
Ê Increase employability
PLEs: Comments
Ê Potential Ê Evidences about the emerging impact of MOOCs on
employability (or enhance professional development)
Ê Tensions and challenges Ê Actual PLE vs. selection of MOOCs
Ê How to increase employability more efficiently?
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EMMA 1: Summary
Ê EU Key Competences Framework
Ê Difficult in formal settings Ê But could be transversal outcomes
Ê MOOCs Ê Open, online, and good Ê For LLL
Ê EMMA Ê Personalized learning goals and paths Ê Multilingual transcription and translation services Ê Learning analytics (drop-‐in)
EMMA 1: Comments
Ê Potential Ê Self-‐organized learning according to needs and preferences Ê More opportunities, language-‐independent access
Ê Tensions and challenges Ê How can personal plans foster employability?
Ê Learn from previous similar efforts (e.g. TENCompetence)?
Ê Diverse technologies/MOOC platforms, dependence between units
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EMMA 1: Comments
Ê Content is abundant, low-‐hanging fruit
Ê Can we adapt it (a posteriori) to individual needs? Ê Learning goals, language, LA-‐driven
Ê What success stories are there?
Ê What can be done a priori to help adaptation? Ê How to parameterize content?
Ê Flexible meta-‐content?
Ê Design for adaptability?
EMMA 2: Summary
Ê Micro-‐level Learning Analytics Ê Progress and performance
Ê Uptake of knowledge
Ê Architecture Ê xAPI, LRS
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EMMA 2: Comments
Ê Potential Ê Feedback aligned with expectations
Ê Tensions and challenges Ê From ideas to actual implementation and evaluation
MOOCAgora: Summary
Ê MOOCAgora: Crowd-‐sourced open education community ecosystem
Ê qMOOCs: q for Qualification and Quality
Ê Problem Focused Education for Deep Learning: Motivational Design in MOOC Canvas Design Framework
Ê 3D Virtual Worlds: Immersive simulations for experiential and social learning
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MOOCAgora: Comments
Ê Potential Ê Open participatory mechanism to identify MOOC needs for
EU employment and form coalitions to provide the MOOCs
Ê Framework towards quality assurance: instructional design -‐ expected learning outcomes
Ê Tensions and challenges Ê More MOOCs vs. quality MOOCs
Ê Scalability of active pedagogies and assessment of skills
Ê Common EU Qualification framework for e-‐skills, Mozilla Web Literacy Map?
Virgilio: Summary
Ê Support students to choose university curriculum
Ê MOOCs enhanced with Serious Games Ê Methologies from ENACT project
Ê FEDERICA platform
Ê Adaptive Tutoring System
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Virgilio: Comments
Ê Potential Ê Relevant aspect: orientation in university and studies selection
Ê Tensions and challenges Ê Simplification
Ê How to serve students at diverse levels (undergrad, grad, …)?
Ê Efficiency for developers and users wrt to objectives?
Retention: Summary
Ê Retention: right metrics to measure success? Ê No fee for learners
Ê No commitment by learners
Ê Learners may drop in for specific parts
Ê In cMOOCs more important than in xMOOCs
Ê McLuhan 2001: "Our official culture is striving to force the new media to do the work of the old”
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Retention: Comments
Ê Potential Ê General agreement that retention shouldn’t be the only metrics
Ê Tensions and challenges Ê Metrics from two perspectives: learners and MOOC providers
Ê Metrics aligned with diverse learners’ expectations
Ê Metrics aligned with MOOC providers’ goals
Retention: Comments
Ê How to measure success for a bestseller? Ê Count the persons that
browse a book at the bookshelf, without buying it
Ê Count the persons that buy a book and read it
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Retention: Comments
Ê P. Dillenbourg: "Metrics?", Dagstuhl Seminar, Mar. 2014
Overall Comments
Ê Replace MOOC by BOOK. Does everything still apply?
Ê Need to relate MOOCs and employability more closely
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Workshop Objectives
Ê 1. MOOCs and employability Ê Can MOOCs truly address the skills gap in web and mobile technology?
If so, what are the necessary conditions, risks and limitations?
Ê 2. MOOCs and equality Ê Do MOOCs offer opportunities to those who cannot access formal education?
Do they currently only cater to the privileged? How can we ensure equitable access to these learning opportunities?
Ê 3. MOOCs and gender Ê The field of web and mobile innovation appears to be male-‐dominated.
Are MOOCs reducing the gender gap or exacerbating it?
Ê 4. Quality of MOOCs Ê Can MOOCs offer a comparable quality of learning experience to formal
education? Are they fundamentally inferior, or can they surpass traditional forms? How do we establish clear standards of quality?
Workshop Objectives
Ê 5. Learning design for MOOCs Ê What are the appropriate pedagogical models for MOOCs? How can providers be
supported in developing high-‐quality learning experiences, appropriate for their target audience, and aligned with their educational objectives?
Ê 6. Assessment, accreditation and verification of acquired skills Ê How can MOOC participants demonstrate to potential employers
that they have acquired the desired skills and competencies?
Ê 7. Business models for MOOCs Ê What are the true costs of MOOCs? What are the revenue opportunities, or other
benefits, which make them a viable and sustainable endeavour for providers?
Ê 8. Technological factors Ê What are the necessary qualities of online learning environments to support effective
learning in MOOCs? How are these qualities manifested in current MOOC platforms?
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1) Skills Gap
Ê Natural Languages
Ê Programming Languages
Natural Languages
Ê duolingo.com
Ê livemocha.com
Ê busuu.com
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Programming Languages
Ê code.org
Ê code.google.com/p/blockly
Ê codehs.com
Ê codecademy.com
Ê codecombat.com
Ê codeavengers.com
Ê fr.openclassrooms.com
2) MOOCs and equality
Ê miríadaX: Latin-‐America
Ê edX, Coursera: Asia, Africa
Ê FUN: French-‐speaking Africa
Ê RESCIF: French-‐speaking Africa
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3) MOOCs and gender
Ê girlswhocode.com
Ê railgirls.com
Ê www.girldevelopit.com
4) Quality in MOOCs
Ê Yes
Ê Best practices
Ê Tool support
Ê Patterns
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5) Learning Design for MOOCs
Ê A possible action could be the formulation of pedagogical patterns for MOOCs
Ê Some first efforts going on
5) Learning Design for MOOCs
Ê Not just video length
Ê Intra-‐video design
Ê Flexible path
Ê Misconceptions
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6) Assessment, accreditation and verification of acquired skills
Ê Challenge of scale and distance
Ê Technology improving
Ê Proctoring companies: ProctorU, …
7) Business models for MOOCs
Ê tbd
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8) Technological factors
Ê Technology pulls pedagogy
Can MOOCs Save Europe's Unemployed Youth?
Ê Yes, but no silver bullet
Ê Those who are less motivated, need more personal support
Ê Need to better identify the profile of the audience
Ê Need to engage all stakeholders
Ê MOOCs merge with other ways of instruction
Ê Many possible uses: retraining, get a feeling of an industry, …