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16/09/14 1 Can MOOCs Save Europe's UnemployedYouth? Carlos Delgado Kloos, U. Carlos III de Madrid Davinia HernándezLeo, U. Pompeu Fabra Papers S. White, H.C. Davis, M. León, K. Dickens: The case for employability through MOOC participation: affordances of the personal learning environment F. Brouns, K. Tammets, C.L. PadrónNápoles: 1. How EMMA approach can help to foster the EU employability 2. How can the EMMA approach to learning analytics improve employability? S. Mystakidis, E. Berki: Participative Design of qMOOCs with Deep Learning and 3D Virtual Immersive Environments: the case of MOOCAgora 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 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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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-Leo

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Page 1: Comments cdk-dhl

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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,  …