1.
MOOCS:
THE
POWER
OF
COLLABORATIVE
LEARNING
AND
THE
COMMUNITIES
OF
KNOWLEDGE
Marta
Cáceres-­‐Piñuel
UNED
PhD
Researcher
GO-­‐GN
Member
OCWC
Lujbljana
23th
April
2014

2. PhD
AIM
&
HYPOTHESIS
• AIM:
• To
analize
MOOCs
and
Beyond
(MOOCs
as
New
online
spaces
for
Open
Knowledge;
New
Methodologies,
innovaYve
social
dynamics,
and
renewed
insYtuYonals
designs
associated
for
creaYng
Open
CommuniYes
of
Knowledge)
• HYPOTHESIS
1. MOOCs
enable
much
more
than
massive
spaces
for
scalable
online
courses.-­‐
MOOCs
create
new
online
spaces
for
CommuniYes
of
Knowledge.
2. MOOCs
can
permeate
remove
borders
in
(formal/non
formal)EducaYon
and
enlarge
open
knowledge
sharing
in
two
direcYons.
–
They
offer
soluYons
for
EducaYonal
InsYtuYons
(Secondary
Schools/UniversiYes/Colleges…)
to
offer
Open
and
Massive
educaYon
(formal/non
formal).
– They
offer
Open
Knowledge
Networks
to
different
stakeholders
(companies,
insYtuYons/
individuals…).
Networks
to
access
knowledge,
to
organise
knowledge,
to
share/exchange
knowledge
with
others.
3. MOOCs
are
a
powerful
tool
in
combinaYon
with
other
social
tools
(P2P
acYviYes,
fora,
Q&A…)
for
Global
Open
Knowledge
Networks.
Knowledge
networks
(academic,
professional,
communiYes
of
pracYce)
can
be
connected
in
a
region
or
even
globally.

3. THEORETICAL
FRAMEWORK
• Networking
Analisys
Theory
(Sociological
ProspecJve)
• Networkig
analysis
is
based
on
an
assumpYon
of
the
importance
of
relaYonships
among
interacYng
units.
The
social
network
perspecYve
encompasses
theories,
models,
and
applicaYons
that
are
expressed
in
terms
of
relaYonal
concepts
or
processes.
Actors
and
their
acYons
are
viewed
as
interdependent
rather
than
independent,
autonomous
units(…)(1).(Wasserman,
S.
and
K.
Faust,
1994,
Social
Network
Analysis.Cambridge:
Cambridge
University
Press.
• ConnecJvism
(
EducaJonal
ProspecJve)
• ConnecYvism
is
a
hypothesis
of
learning
which
emphasizes
the
role
of
social
and
cultural
context(1).
The
relaYonship
between
work
experience,
learning,
and
knowledge,
as
expressed
in
the
concept
of
‘connecYvity,
is
central
to
connecYvism,
moYvaYng
the
theory's
name.The
phrase
"a
learning
theory
for
the
digital
age”(2)
indicates
the
emphasis
that
connecYvism
gives
to
technology's
effect
on
how
people
live,
communicate
and
learn.(
George
Siemens.
ConnecYvism:
A
Learning
Theory
for
the
Digital
Age)
• (1)ConecYvism
and
Previous
Theories:
ConnecYvism
is
oien
associated
with
and
proposes
a
perspecYve
similar
to
Vygotsky's
'zone
of
proximal
development'
(ZPD),
an
idea
later
transposed
into
Engeström's
(2001)
AcYvity
theory.
It
is
somewhat
similar
to
Bandura's
Social
Learning
Theory
that
proposes
that
people
learn
through
contact.

4. DATA
ANALYSIS
MOOC
survey
to
Students
and
Learning
AnalyYcs
TOOLS:
Survey
to
Students
and
Learning
AnalyYcs
from
2
different
MOOC
Plamorms
UNED
COMA:
The
MOOC
strategy
of
the
NaYonal
Distance
University.
Spain.Removing
borders
of
Distance
EducaYon
in
Spanish
UNX:
The
open
LaYnamerican
Plaoorm
for
Entrepreneurship
Training
and
CreaYng
Networworking
for
new
Entrepreneurs
RATIONAL
OF
THE
MOOC
DATA
ANALYSIS
• MOOCs
collect
valuable
data
on
student
learning
behavior;
essenYally
complete
records
of
all
student
interacYons
in
a
self-­‐contained
learning
environment,
and
analize
their
opinions
and
moYvaYon
with
the
benefit
of
large
sample
sizes.
• Our
main
objecYve
here
is
to
show
how
the
huge
amount
of
data
available
in
MOOCs
offers
a
unique
research
opportunity,
permirng
not
only
to
study
detailed
student
profile
,
interest
and
behavior,
but
also
analize
how
these
students
interact
with
other
peers
in
a
new
online
environment
creaYng
a
new
space
for
Knowledge
ang
Networking.

5.
CASE
STUDY:
MOOC:
Transversal
Competencies
for
Entrepreneurship.
(Course
offered
in
both
plaoorms)
• Total
Students:261.480
• In
the
Course:
5602
• Sample:210
surveys
• DescripYon:
Clasic
xMOOC
Academic
Plamorm
(Language,Spainish)
• Features:
(OpenMOOC)
– (Video,
test,
Self-­‐assessment,
online
and
presenYal
cerYficaYon)
– Some
social
tools
(Fora,
Curator,
Facilitator
P2P
acYviYes,
P2P
Assesment,
open
badges)
• Total
Studens:38.881
• In
the
Course
2262
• Sample:
82
surveys
• DescripYon:
ThemaYc
cMOOC
Plamorm
focused
on
Entrepreneurship
(MOOC
layar
+Community
layar)
(Languages
Spanish
&Portuguese)
•
Features:
(WeMOOC)
• MOOC
Plamorm
(video,test,
self-­‐assessment,
online
cerYficaYon)
• Social
Layar:
(Karma,
system
of
voYng,
fora,
Q&A,
Tool
for
friendship,
Content
upload
by
users
,
Supply
&
demand
ads,
events,
Facebook,
twiuer,…)

6. QUESTIONS
FOR
ANALYSIS
1. Who
is
behind
the
MOOC?
Sociodemographic
Profile
of
students
2. Why
do
they
register
in
a
MOOC?
MoJvaJon
3. What
is
the
level
of
Drop
out?
CompleJon
Rate
and
CerJficaJon
availability
4. What
is
the
level
of
Social
parJcipaJon
in
the
online
environment?.InteracJon
with
peers.
5. How
do
students
learn
in
a
MOOC
environment?
Tools
Used
and
learning
style
6. How
to
measure
MOOC
success?
Beyond
the
scalability
of
the
online
learning
experience;
Level
of
saJsfacJon
and
outputs
(For
students
and
InsJtuJons)
7. Where
are
the
MOOC
borders?
Language
and
internaJonalizaJon
8. Lessons
Learned

7. SOCIODEMOGRAPHIC
PROFILE
¿What
is
the
profile
of
the
students
in
the
Case
Study?
(I)
• Note:
NO
significant
sociodemographic
differences
between
plamorms,
or
with
other
MOOC.
0%
35,37%
46,34%
13,41%
4,88%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
<15
years
15-­‐30
31-­‐45
46-­‐55
>55
years
Age
of
MOOC
students
(%)
Age
of
MOOC
students
(%)
36,59%
63,41%
Sex
of
MOOC
Students
%
Women
Men
AGE
GENRE

8.
¿What
is
the
profile
of
the
students
in
the
Case
Study?
(II)
11,11%
88,89%
Place
of
residence
%
Rural
Urban
0%
7,32%
14,63%
37,80%
40,24%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
EducaJon
%
EducaYon
%
SOCIODEMOGRAPHIC
PROFILE

9. SOCIODEMOGRAPHIC
PROFILE
¿What
is
the
profile
of
the
students
in
the
Case
Study?
(III)
10,98
32,93
37,8
12,2
6,1
0
5
10
15
20
25
30
35
40
Job
SituaJon
(%)
Job
SituaYon
(%)
10,98
70,33
12,2
6,1
Student
Worker/Self-­‐employed
Unemployed
Other
situaYon

10. MOTIVATION
(To
Register
in
the
MOOC)
92,68
91,46
53,66
48,78
0
10
20
30
40
50
60
70
80
90
100
InteresYng
Subject
To
Entrepreneur
To
find
a
job
To
Improve
my
current
job
MoJvaJon
%
78
4
6
1
10
0
50
100
IntesYng
Subject
Profesional(to
find
a
job)
Curiosity
CerYficaYon
Other
moYvaYon
(to
entrepreneur)
MoJvaJon
%

11. RATE
OF
COMPLETION
¿
PotenYal
link
with
cerYficaYon?
• 37´8%
complete
the
course
• 1,23%
cerYficaYon
apply
(cerYficaYon
fee
for
ECTs
credits)
• 23´5%
Complete
the
course
• No
cerYficaYon
• DROP
OUT
PATH
0
500
1000
1500
2000
2500
CerYficaYon

12. PARTICIPATION
(InteracYon
with
peers)
• Level
of
ParJcipaJon
(Fora)
78,51%
0,65%
20,81%
Level
of
ParJcipaJon
(Karma)
Low
ParYcipaYon
High
ParYcipaYon
No
parYcipaYon
(observers)
4,60
8,25
87,85
ParJcipaJon
%
Low
ParYcipaYon
High
ParYcipaYon
No
parYcipaYon
(Observer)

13. USE
OF
TOOLS
FOR
LEARNING
0
10
20
30
40
50
60
70
80
Videos
Contents
Test
Selfassesments
P2P
Asessment
Facilitator
Support
Curator
Support
Peer
Support
Use
of
Social
Tools
0
20
40
60
80
100
120
Videos
Test
Selfassesment
Contents
P2P
AcYviYes
Facebook
(followers)
Twiuer
(followers)
Supply/demands
ads
Q&A
regarding
MOOCs
P2P
Direct
Contact
Fora
comments
VoYng
tool
Wrirng
in
personal
walls
Sharing
contents
Use
of
Social
Tools

14. LEVEL
OF
SUCCESS
SaYsfacYon
and
Outputs
• Percentage
of
SaJsfacJon
95%
0
25,61
29,27
45,12
0
10
20
30
40
50
No
ParYally
capable
Very
capable
Totally
Capable
Do
you
feel
capable
to
entrepreneur
aeer
the
MOOC
(%)?
Percentage
of
SaJsfacJon
98%
OUTPUT
OUTPUT
0
10
20
30
40
50
60
70
80
I
konw
beuer
UNED
University
I
would
like
to
parYcipate
in
other
UNED
MOOC
I
woull
like
to
parYcipate
in
Formal
Courses
in
UNED
I
will
not
parYcipate
in
formal
course
in
UNED
Aeer
the
MOOC
Experience…

15. 13.640
4.080
1.632
1.089
711
518
372
328
262
214
Visits
per
Country
Spain
Brazil
Mexico
Colombia
ArgenYna
Perú
Student
per
Country
Spain
Colombia
Mexico
ArgenYna
Peru
INTERNATIONALIZATION
Removing
Borders
with
Languages

16. PRELIMINARY
FINDINGS
1. Typical
sociodemographic
Profile:
man,
25-­‐35
years
old,high
educaYon,
worker
and
urban.
2. MoJvaJon:
Interest
in
academic
subject
and
job
purposes
(LLL)
3. The
level
of
drop
out
in
a
MOOC
could
be
linked
with
cerYficaYon
availability;
More
CompleYon
Rate
if
there
is
a
CerJficaJon
(specifically
in
academic
MOOC
environments)
4. The
tradiYonal
MOOC
environment
(xMOOCs)
promotes
less
interacJon
between
peers
than
communiYes
of
knowledge
(cMOOCs)
.
5.
Learning
style
in
MOOCs
is
Autonomous
but
ICT
and
Social
Tools
can
enable
more
collaboraJve
learning
style.
6. MOOC
success
must
be
measured
beyond
the
scalability
of
the
online
learning
experience;
Level
of
saJsfacJon
and
outputs
for
students
and
InsJtuJons
must
be
take
in
account.
7. Language
is
the
main
enabler
for
internaJonalizaJon
of
MOOC
8. Lessons
Learned
:
More
Learning
AnalyYcs
are
needed
and
a
standardized
framework
for
assessment.

17.
“IntuiYons
without
data
are
just
opinions”
THANK
YOU!!!

18.
Marta
Cáceres-­‐Piñuel
UNED
PhD
Researcher
Mail:
martacaceres@hotmail.com