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Integra(ng	
  MOOCs	
  in	
  Tradi(onal	
  Higher	
  
Educa(on	
  
Dr.	
  Diana	
  Andone	
  
Dr.	
  Andrei	
  Ternauciuc,	
  Vlad	
  Mihaescu,	
  Prof.dr.	
  Radu	
  Vasiu	
  
Politehnica	
  University	
  of	
  Timisoara,	
  Romania	
  
#eMOOCs2015	
  
Digital Natives
March	
  2014,	
  www.deloi8e.com/us/tm8rends	
  
Communication & Technology Renaissance
Sharing & creating
knowledge,
education,
information,
life experiences,
Using (open & free) technology
Worldwide	
  Par@cipa@on	
  in	
  Higher	
  Educa@on	
  is	
  
Expected	
  to	
  Grow	
  ~60%	
  by	
  2025…	
  
2011	
   2025	
  
Worldwide Participants in Tertiary
Education, 2011 and 2025 Projected
In order to
accommodate these
98 million new
students, four major
universities of
30,000+ students
would need to open
every week for the
next 15 years
Source:	
  h*p://www./meshighereduca/on.co.uk/features/a-­‐different-­‐world/2001128.ar/cle;	
  OECD	
  indicators	
  Educa/on	
  at	
  a	
  Glance	
  2012	
  
and	
  Trends	
  in	
  Global	
  Higher	
  Educa/on:	
  Tracking	
  an	
  Academic	
  Revolu/on,	
  UNESCO	
  2009	
  
	
  
165M	
  
263M	
  
What	
  about	
  HE	
  in	
  countries	
  with	
  less	
  widely	
  used	
  languages?	
  
NMC	
  Horizon	
  2015	
  
h8p://www.nmc.org/pdf/2015-­‐horizon-­‐he-­‐
preview.pdf	
  
Blending	
  MOOCs	
  in	
  university	
  courses	
  -­‐	
  EdX	
  
„We	
  are	
  taking	
  what	
  we	
  are	
  learning	
  and	
  the	
  technologies	
  we	
  are	
  developing	
  in	
  
the	
  large	
  and	
  applying	
  them	
  in	
  the	
  small	
  to	
  create	
  a	
  blended	
  model	
  of	
  
educa@on	
  to	
  really	
  reinvent	
  and	
  reimagine	
  the	
  classroom.”	
  
We	
  need	
  to	
  go	
  from	
  lectures	
  on	
  the	
  blackboard	
  to	
  online	
  exercises,	
  online	
  
videos.	
  We	
  have	
  to	
  go	
  to	
  interac(ve	
  virtual	
  laboratories	
  and	
  
gamifica(on.	
  To	
  go	
  to	
  completely	
  online	
  grading	
  and	
  peer	
  
interac(on	
  and	
  discussion	
  boards.	
  
Everything	
  really	
  has	
  to	
  change.”	
  
Anant	
  Agarwal,	
  2013.	
  Why	
  massive	
  open	
  online	
  courses	
  (s/ll)	
  ma*er.	
  	
  
A	
  TED	
  presenta@on,	
  ted.com/talks/
anant_agarwal_why_massively_open_online_courses_s@ll_ma8er.html	
  
OPEN	
  ….	
  
Flipped	
  classroom	
  	
  
•  Use	
  of	
  OERs	
  
•  Integra@ng	
  MOOCs	
  
•  Interna@onal	
  co-­‐
opera@on	
  for	
  in	
  
class	
  ac@vi@es	
  
•  Opening	
  educa@on	
  
•  cMOOCs	
  
cMOOCs	
  
cMOOCs	
  provide	
  great	
  opportuni@es	
  for	
  non-­‐
tradi@onal	
  forms	
  of	
  teaching	
  approaches	
  and	
  
learner-­‐centered	
  pedagogy	
  where	
  students	
  
learn	
  from	
  one	
  another	
  (Dron,	
  2014)	
  	
  
cMOOCs	
  
Connect	
  
Network	
  
Learner-­‐centered	
  
Peer	
  founded	
  
OERs,	
  xMOOCs	
  
xMOOCs	
  
Placorm	
  
Academic	
  oriented	
  
Assessment	
  
Linear	
  	
  
	
  
Variants	
  of	
  blending	
  MOOCs	
  in	
  university	
  courses	
  	
  
Holotescu,	
  C.,	
  Grosseck,	
  G.,	
  Cretu,	
  V.,	
  Naaji,	
  A.	
  (2014).	
  	
  
Integra(ng	
  MOOCs	
  in	
  Blended	
  Courses	
  
Web	
  Programming,	
  2013-­‐14/2014-­‐15,	
  III	
  CTI	
  
•  HTML/HTML5,	
  Javascript,	
  CSS,	
  XML,	
  Perl,	
  PHP,	
  MySQL,	
  Ajax;	
  
•  Web2.0/Social	
  Media	
  (blogging,	
  microblogging,	
  social	
  networks,	
  collabora(ve	
  
applica(ons,	
  cura(on/collabora(ve	
  bookmarking	
  systems,	
  RSS	
  feeds,	
  mash-­‐ups),	
  Open	
  
Educa(onal	
  Resources	
  and	
  Crea(ve	
  Commons	
  licenses,	
  Massive	
  Open	
  Online	
  Courses.	
  
Holotescu,	
  C.,	
  Grosseck,	
  G.,	
  Cretu,	
  V.,	
  Naaji,	
  A.	
  (2014).	
  	
  
Integra(ng	
  MOOCs	
  in	
  Blended	
  Courses	
  
 
announcements	
  
modules	
  
	
  
	
  
	
  
collabora(ve	
  
exercises	
  	
  
	
  
learning	
  from	
  the	
  
stream	
  
	
  
	
  
mul(media	
  
messages	
  
	
  
opennes	
  to	
  (small)	
  
OERs	
  
polls/quiz/	
  
comments	
  via	
  
SMS	
  (f2f)	
  
valida(ons	
  -­‐	
  	
  
interac(ons	
  
with	
  users/
experts/	
  
groups	
  
Web	
  Programming	
  Blended	
  Course	
  
Cirip.ro:	
  msLMS	
  
Steps	
  for	
  MOOCs	
  Integra(on	
  
•  1.MOOCs	
  discovery	
  and	
  selec(on	
  -­‐	
  #mooc:	
  
• openeduca(oneuropa.eu	
  
• mooc-­‐list.com	
  
• futurelearn.com	
  
• class-­‐central.com	
  
•  2.Par(cipa(on	
  in	
  MOOCs	
  –requirement:	
  at	
  least	
  10%	
  of	
  the	
  ac(vi(es	
  
•  3.MOOCs	
  par(cipa(on	
  evalua(on:	
  survey	
  with	
  55	
  responders/70	
  students	
  
MOOCs	
  Par(cipa(on	
  Evalua(on	
  
•  knew	
  about	
  MOOCs	
  before	
  the	
  course	
  (49%)	
  
•  followed	
  MOOCs	
  before	
  the	
  course	
  (29%)	
  
•  will	
  follow	
  MOOCs	
  aher	
  the	
  course	
  (100%)	
  
•  ac(vi(es	
  completed	
  in	
  MOOCs	
  (66%:	
  >	
  50%,	
  24%:	
  100%)	
  
Followed	
  MOOCs:	
  
Coursera	
  (44%),	
  
Udemy	
  (23%),	
  
Udacity,	
  edX,	
  Khan	
  
Academy,	
  
Codecademy,	
  
FutureLearn,	
  but	
  
also	
  European	
  
MOOCs	
  found	
  on	
  
Open	
  Educa(on	
  
Europa	
  
	
  
In	
  the	
  same	
  (me	
  	
  
MOOCs	
  for	
  other	
  
disciplines	
  
Instruc(onal	
  Technologies	
  course	
  	
  
27	
  students	
  –	
  2nd	
  year	
  Master	
  in	
  Mul@media	
  Technologies	
  
To	
  a8end	
  ac@vely	
  a	
  MOOC,	
  comment,	
  produce	
  a	
  report	
  and	
  
analyze	
  
	
  –	
  25%	
  final	
  mark	
  
Instruc(onal	
  Technologies	
  course	
  	
  
•  MOOCs	
  &	
  OERs:	
  	
  Course	
  external	
  resources	
  	
  
•  16	
  courses	
  (45%	
  edX,	
  34%	
  Coursera,	
  
FutureLearn,	
  iVersity,	
  Udacity	
  )	
  	
  
•  Open2Study,	
  duolingo,	
  open2study,	
  nu,	
  Saylor,	
  
khanacademy.org,	
  gymnasium.aquent.com	
  
Instruc(onal	
  Technologies	
  course	
  	
  
•  33%	
  live	
  MOOCs	
  
•  93	
  %	
  completed	
  with	
  cer@ficate	
  
•  87	
  %	
  previously	
  a8ended	
  another	
  MOOC	
  
•  Online	
  discussion	
  in	
  course	
  blog,	
  wiki	
  and	
  face-­‐
to-­‐face	
  	
  	
  
•  Evalua@on	
  as	
  a	
  MOOC	
  course	
  report	
  
(instruc@onal	
  and	
  technological)	
  
•  Survey	
  
Instruc(onal	
  Technologies	
  course	
  	
  
•  57	
  %	
  students	
  considered	
  ac@vi@es	
  in	
  MOOC	
  as	
  
normal	
  higher	
  educa@on	
  ac@vi@es	
  
•  Comparing	
  with	
  regular	
  university	
  materials:	
  45	
  
%	
  similar	
  quality	
  	
  
•  73%	
  accessed	
  courses	
  from	
  mobile	
  	
  
•  The	
  best	
  reasons	
  to	
  a8end:	
  free,	
  easy	
  access,	
  
any@me	
  learning:	
  5	
  (scale	
  1-­‐5)	
  
Instruc@onal	
  Technologies	
  course	
  
1	
  
6	
  
4	
  
1	
  
2	
  
0	
  
1	
  
2	
  
3	
  
4	
  
5	
  
6	
  
7	
  
diifcult	
  
communica@on	
  
lack	
  of	
  
communica@on	
  with	
  
peers	
  
no	
  communica@on	
  
with	
  tutor	
  
to	
  many	
  materials	
  
to	
  easy,	
  not	
  helping	
  
me	
  
What	
  students	
  disliked	
  during	
  the	
  MOOC	
  
Instruc@onal	
  Technologies	
  course	
  
0	
  
0.5	
  
1	
  
1.5	
  
2	
  
2.5	
  
3	
  
3.5	
  
4	
  
4.5	
  
5	
  
more	
  tutor	
  interac@vity	
  	
  
more	
  peer	
  interac@vity	
  
more	
  videos	
  
more	
  text	
  resources	
  
more	
  general	
  resources	
  
more	
  ac@vi@es	
  
links	
  with	
  (facebook,	
  twi8er,	
  
linkedin,	
  etc)	
  
more	
  up-­‐to-­‐date	
  informa@on	
  
to	
  be8er	
  know	
  the	
  peers	
  
new	
  courses	
  
What	
  students	
  want	
  more	
  from	
  a	
  MOOC	
  
Instruc(onal	
  Technologies	
  course	
  	
  
•  More	
  specific	
  assessment	
  	
  
•  More	
  interac@on	
  
•  More	
  prac@cal	
  subjects	
  
•  Need	
  for	
  qualita@ve	
  feedback	
  	
  
•  as	
  a	
  personaliza@on	
  of	
  learning,	
  possibility	
  to	
  
choose	
  which	
  of	
  the	
  learning	
  pedagogies	
  
•  New	
  experience,	
  will	
  follow	
  new	
  courses,	
  learned	
  
new	
  things	
  	
  
Integra@ng	
  MOOCs	
  in	
  HE	
  course	
  
ac@vi@es	
  and	
  pedagogical	
  benefits	
  	
  
	
   Ac(vi(es	
  in	
  the	
  HE	
  course	
  (in	
  CVUPT) Pedagogical	
  benefits
Face-­‐to-­‐face	
  ac@vi@es
Discussions	
  for	
  deeper	
  understanding	
  of	
  
the	
  course	
  topics/requirements
Learner-­‐centric	
  teaching
Feedback	
  on	
  assignments
Online	
   ac@vi@es	
   on	
  
CVUPT
Follow	
  course	
  materials	
  
Self-­‐paced	
   study	
   for	
   different	
  
learning	
   styles,	
   enhanced	
   focus	
  
and	
  a8en@on
Discussions	
   of	
   OER,	
   MOOCs	
   and	
   CC	
  
licenses	
  	
  
	
  
Openness	
   to/culture	
   of	
  
knowledge-­‐sharing	
   and	
   re-­‐use,	
  	
  
exploita@on	
   of	
   the	
   OER	
  
movement	
   benefits,	
   cri@cal	
  
thinking
Project	
   work:	
   online	
   course/	
   training	
   /	
  
ICT	
  help	
  development
Collabora@on	
   in	
   local	
   learning	
  
community
Ac(vi(es	
  in	
  the	
  HE	
  course	
  (in	
  
CVUPT)
Pedagogical	
  benefits
Group work Online course project
Skills for collaborative work: challenge
assumptions, delegate roles and
responsibilities, share diverse
perspectives, find effective peers to
emulate, collaborative tools usage
MOOC
Study MOOC materials (short
videos, podcasts, presentations)
and answer to corresponding
quizzes
Self-paced/active learning
Solve assessments Retrieval learning, gamification
Evaluation of peer assignments
Peer-assessment, assuming objectivity
and responsibility
Discussions / feedback in MOOC
forums
Participation in global learning
communities, instant feedback
MOOC selection
Skills for continuing and for learning
autonomy, self-assessment of learning
objectives
 For	
  students:	
  
•  autonomy	
  in	
  assessing	
  their	
  own	
  learning	
  needs	
  for	
  
choosing	
  the	
  MOOCs	
  in	
  which	
  to	
  par@cipate	
  
•  New	
  digital	
  skills	
  
•  Interac@on	
  and	
  collabora@on	
  	
  
•  the	
  curated	
  use	
  of	
  informa@on	
  	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  –	
  analyse	
  &	
  sythesis	
  
Holotescu,	
  C.,	
  Grosseck,	
  G.,.	
  (2014).	
  	
  
Integra(ng	
  MOOCs	
  in	
  Blended	
  Courses.
Benefits/Challenges	
  of	
  MOOCs	
  
integra(on	
  in	
  flipped	
  classrooms	
  
Contradic@ons	
  &	
  Challenges	
  	
  
	
  
•  For	
  teachers:	
  
•  to	
  oppose	
  uniformity	
  and	
  self-­‐sufficiency	
  	
  
New	
  skills	
  and	
  tasks:	
  
•  complex	
  course	
  design/management	
  
•  OERs	
  and	
  MOOCs	
  cura@ng	
  
•  New	
  evalua@on	
  and	
  assessments	
  methods	
  
•  New	
  digital	
  skills	
  
Image:	
  h8p://www.spafuturethinking.com/blog/	
  
Advantages	
  
•  Fading	
  tradi@onal	
  educa@on	
  barrier	
  
•  developing/improving	
  digital	
  skills	
  
•  always	
  connected	
  to	
  real-­‐life	
  situa@ons	
  
•  access	
  to	
  latest	
  technology	
  
•  	
  experiencing	
  a	
  more	
  fundamental	
  form	
  of	
  
self–educa@on	
  and	
  open-­‐educa@on	
  
•  learning	
  from	
  the	
  stream:	
  there	
  are	
  thousands	
  
of	
  colleagues/prac@@oners/experts	
  from	
  all	
  
over	
  the	
  world	
  to	
  interact	
  with	
  
Wicked	
  
•  elimina@ng	
  the	
  confusion	
  with	
  distance	
  
educa@on:	
  universi@es	
  that	
  already	
  have	
  
implemented	
  this	
  model,	
  use	
  informa@on	
  
technology	
  as	
  a	
  support	
  for	
  educa@on,	
  and	
  not	
  
as	
  an	
  alterna@ve	
  
•  for	
  MOOCs	
  in	
  HE	
  facilitators,	
  prior	
  experience	
  
in	
  designing	
  and	
  running	
  online	
  courses	
  is	
  
needed	
  
•  a	
  strategy	
  for	
  assessment	
  	
  
•  Credits	
  transfer	
  
Master the technology!
ENGAGE	
  
make	
  xMOOCs	
  more	
  close	
  to	
  cMOOCs	
  
h8p://rubyforwomen.com/wp-­‐content/uploads/2015/02/Weakness_Strength.jpg	
  
Have	
  you	
  included	
  MOOCs	
  in	
  your	
  HE	
  
class?	
  
	
  
What	
  are	
  the	
  biggest	
  threats	
  for	
  HE	
  with	
  
regards	
  of	
  MOOCs	
  (non-­‐widely	
  spoken	
  
languages	
  countries)?	
  
	
  
	
  
CONTACT
Dr. Diana Andone
Director
e-Learning Center
Email: diana.andone@upt.ro
Web
Elearning.upt.ro/diana.andone
UPT	
  –	
  CeL	
  	
  Campus	
  Virtual	
  	
  	
  	
  www.cv.upt.ro	
  
@diando70
h8p://www.slideshare.net/diando70/	
  	
  
EDEN Fellow 2011

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Integrating MOOCs in Traditional Higher Education- eMOOCs15

  • 1. Integra(ng  MOOCs  in  Tradi(onal  Higher   Educa(on   Dr.  Diana  Andone   Dr.  Andrei  Ternauciuc,  Vlad  Mihaescu,  Prof.dr.  Radu  Vasiu   Politehnica  University  of  Timisoara,  Romania   #eMOOCs2015  
  • 4. Communication & Technology Renaissance Sharing & creating knowledge, education, information, life experiences, Using (open & free) technology
  • 5. Worldwide  Par@cipa@on  in  Higher  Educa@on  is   Expected  to  Grow  ~60%  by  2025…   2011   2025   Worldwide Participants in Tertiary Education, 2011 and 2025 Projected In order to accommodate these 98 million new students, four major universities of 30,000+ students would need to open every week for the next 15 years Source:  h*p://www./meshighereduca/on.co.uk/features/a-­‐different-­‐world/2001128.ar/cle;  OECD  indicators  Educa/on  at  a  Glance  2012   and  Trends  in  Global  Higher  Educa/on:  Tracking  an  Academic  Revolu/on,  UNESCO  2009     165M   263M   What  about  HE  in  countries  with  less  widely  used  languages?  
  • 6. NMC  Horizon  2015   h8p://www.nmc.org/pdf/2015-­‐horizon-­‐he-­‐ preview.pdf  
  • 7. Blending  MOOCs  in  university  courses  -­‐  EdX   „We  are  taking  what  we  are  learning  and  the  technologies  we  are  developing  in   the  large  and  applying  them  in  the  small  to  create  a  blended  model  of   educa@on  to  really  reinvent  and  reimagine  the  classroom.”   We  need  to  go  from  lectures  on  the  blackboard  to  online  exercises,  online   videos.  We  have  to  go  to  interac(ve  virtual  laboratories  and   gamifica(on.  To  go  to  completely  online  grading  and  peer   interac(on  and  discussion  boards.   Everything  really  has  to  change.”   Anant  Agarwal,  2013.  Why  massive  open  online  courses  (s/ll)  ma*er.     A  TED  presenta@on,  ted.com/talks/ anant_agarwal_why_massively_open_online_courses_s@ll_ma8er.html  
  • 9. Flipped  classroom     •  Use  of  OERs   •  Integra@ng  MOOCs   •  Interna@onal  co-­‐ opera@on  for  in   class  ac@vi@es   •  Opening  educa@on   •  cMOOCs  
  • 10. cMOOCs   cMOOCs  provide  great  opportuni@es  for  non-­‐ tradi@onal  forms  of  teaching  approaches  and   learner-­‐centered  pedagogy  where  students   learn  from  one  another  (Dron,  2014)     cMOOCs   Connect   Network   Learner-­‐centered   Peer  founded   OERs,  xMOOCs   xMOOCs   Placorm   Academic  oriented   Assessment   Linear      
  • 11. Variants  of  blending  MOOCs  in  university  courses     Holotescu,  C.,  Grosseck,  G.,  Cretu,  V.,  Naaji,  A.  (2014).     Integra(ng  MOOCs  in  Blended  Courses  
  • 12. Web  Programming,  2013-­‐14/2014-­‐15,  III  CTI   •  HTML/HTML5,  Javascript,  CSS,  XML,  Perl,  PHP,  MySQL,  Ajax;   •  Web2.0/Social  Media  (blogging,  microblogging,  social  networks,  collabora(ve   applica(ons,  cura(on/collabora(ve  bookmarking  systems,  RSS  feeds,  mash-­‐ups),  Open   Educa(onal  Resources  and  Crea(ve  Commons  licenses,  Massive  Open  Online  Courses.   Holotescu,  C.,  Grosseck,  G.,  Cretu,  V.,  Naaji,  A.  (2014).     Integra(ng  MOOCs  in  Blended  Courses  
  • 13.   announcements   modules         collabora(ve   exercises       learning  from  the   stream       mul(media   messages     opennes  to  (small)   OERs   polls/quiz/   comments  via   SMS  (f2f)   valida(ons  -­‐     interac(ons   with  users/ experts/   groups   Web  Programming  Blended  Course   Cirip.ro:  msLMS  
  • 14. Steps  for  MOOCs  Integra(on   •  1.MOOCs  discovery  and  selec(on  -­‐  #mooc:   • openeduca(oneuropa.eu   • mooc-­‐list.com   • futurelearn.com   • class-­‐central.com   •  2.Par(cipa(on  in  MOOCs  –requirement:  at  least  10%  of  the  ac(vi(es   •  3.MOOCs  par(cipa(on  evalua(on:  survey  with  55  responders/70  students  
  • 15. MOOCs  Par(cipa(on  Evalua(on   •  knew  about  MOOCs  before  the  course  (49%)   •  followed  MOOCs  before  the  course  (29%)   •  will  follow  MOOCs  aher  the  course  (100%)   •  ac(vi(es  completed  in  MOOCs  (66%:  >  50%,  24%:  100%)   Followed  MOOCs:   Coursera  (44%),   Udemy  (23%),   Udacity,  edX,  Khan   Academy,   Codecademy,   FutureLearn,  but   also  European   MOOCs  found  on   Open  Educa(on   Europa     In  the  same  (me     MOOCs  for  other   disciplines  
  • 16. Instruc(onal  Technologies  course     27  students  –  2nd  year  Master  in  Mul@media  Technologies   To  a8end  ac@vely  a  MOOC,  comment,  produce  a  report  and   analyze    –  25%  final  mark  
  • 17. Instruc(onal  Technologies  course     •  MOOCs  &  OERs:    Course  external  resources     •  16  courses  (45%  edX,  34%  Coursera,   FutureLearn,  iVersity,  Udacity  )     •  Open2Study,  duolingo,  open2study,  nu,  Saylor,   khanacademy.org,  gymnasium.aquent.com  
  • 18. Instruc(onal  Technologies  course     •  33%  live  MOOCs   •  93  %  completed  with  cer@ficate   •  87  %  previously  a8ended  another  MOOC   •  Online  discussion  in  course  blog,  wiki  and  face-­‐ to-­‐face       •  Evalua@on  as  a  MOOC  course  report   (instruc@onal  and  technological)   •  Survey  
  • 19. Instruc(onal  Technologies  course     •  57  %  students  considered  ac@vi@es  in  MOOC  as   normal  higher  educa@on  ac@vi@es   •  Comparing  with  regular  university  materials:  45   %  similar  quality     •  73%  accessed  courses  from  mobile     •  The  best  reasons  to  a8end:  free,  easy  access,   any@me  learning:  5  (scale  1-­‐5)  
  • 20. Instruc@onal  Technologies  course   1   6   4   1   2   0   1   2   3   4   5   6   7   diifcult   communica@on   lack  of   communica@on  with   peers   no  communica@on   with  tutor   to  many  materials   to  easy,  not  helping   me   What  students  disliked  during  the  MOOC  
  • 21. Instruc@onal  Technologies  course   0   0.5   1   1.5   2   2.5   3   3.5   4   4.5   5   more  tutor  interac@vity     more  peer  interac@vity   more  videos   more  text  resources   more  general  resources   more  ac@vi@es   links  with  (facebook,  twi8er,   linkedin,  etc)   more  up-­‐to-­‐date  informa@on   to  be8er  know  the  peers   new  courses   What  students  want  more  from  a  MOOC  
  • 22. Instruc(onal  Technologies  course     •  More  specific  assessment     •  More  interac@on   •  More  prac@cal  subjects   •  Need  for  qualita@ve  feedback     •  as  a  personaliza@on  of  learning,  possibility  to   choose  which  of  the  learning  pedagogies   •  New  experience,  will  follow  new  courses,  learned   new  things    
  • 23. Integra@ng  MOOCs  in  HE  course   ac@vi@es  and  pedagogical  benefits       Ac(vi(es  in  the  HE  course  (in  CVUPT) Pedagogical  benefits Face-­‐to-­‐face  ac@vi@es Discussions  for  deeper  understanding  of   the  course  topics/requirements Learner-­‐centric  teaching Feedback  on  assignments Online   ac@vi@es   on   CVUPT Follow  course  materials   Self-­‐paced   study   for   different   learning   styles,   enhanced   focus   and  a8en@on Discussions   of   OER,   MOOCs   and   CC   licenses       Openness   to/culture   of   knowledge-­‐sharing   and   re-­‐use,     exploita@on   of   the   OER   movement   benefits,   cri@cal   thinking Project   work:   online   course/   training   /   ICT  help  development Collabora@on   in   local   learning   community
  • 24. Ac(vi(es  in  the  HE  course  (in   CVUPT) Pedagogical  benefits Group work Online course project Skills for collaborative work: challenge assumptions, delegate roles and responsibilities, share diverse perspectives, find effective peers to emulate, collaborative tools usage MOOC Study MOOC materials (short videos, podcasts, presentations) and answer to corresponding quizzes Self-paced/active learning Solve assessments Retrieval learning, gamification Evaluation of peer assignments Peer-assessment, assuming objectivity and responsibility Discussions / feedback in MOOC forums Participation in global learning communities, instant feedback MOOC selection Skills for continuing and for learning autonomy, self-assessment of learning objectives
  • 25.  For  students:   •  autonomy  in  assessing  their  own  learning  needs  for   choosing  the  MOOCs  in  which  to  par@cipate   •  New  digital  skills   •  Interac@on  and  collabora@on     •  the  curated  use  of  informa@on                            –  analyse  &  sythesis   Holotescu,  C.,  Grosseck,  G.,.  (2014).     Integra(ng  MOOCs  in  Blended  Courses. Benefits/Challenges  of  MOOCs   integra(on  in  flipped  classrooms  
  • 26. Contradic@ons  &  Challenges       •  For  teachers:   •  to  oppose  uniformity  and  self-­‐sufficiency     New  skills  and  tasks:   •  complex  course  design/management   •  OERs  and  MOOCs  cura@ng   •  New  evalua@on  and  assessments  methods   •  New  digital  skills   Image:  h8p://www.spafuturethinking.com/blog/  
  • 27. Advantages   •  Fading  tradi@onal  educa@on  barrier   •  developing/improving  digital  skills   •  always  connected  to  real-­‐life  situa@ons   •  access  to  latest  technology   •   experiencing  a  more  fundamental  form  of   self–educa@on  and  open-­‐educa@on   •  learning  from  the  stream:  there  are  thousands   of  colleagues/prac@@oners/experts  from  all   over  the  world  to  interact  with  
  • 28. Wicked   •  elimina@ng  the  confusion  with  distance   educa@on:  universi@es  that  already  have   implemented  this  model,  use  informa@on   technology  as  a  support  for  educa@on,  and  not   as  an  alterna@ve   •  for  MOOCs  in  HE  facilitators,  prior  experience   in  designing  and  running  online  courses  is   needed   •  a  strategy  for  assessment     •  Credits  transfer  
  • 31. make  xMOOCs  more  close  to  cMOOCs   h8p://rubyforwomen.com/wp-­‐content/uploads/2015/02/Weakness_Strength.jpg  
  • 32. Have  you  included  MOOCs  in  your  HE   class?     What  are  the  biggest  threats  for  HE  with   regards  of  MOOCs  (non-­‐widely  spoken   languages  countries)?      
  • 33. CONTACT Dr. Diana Andone Director e-Learning Center Email: diana.andone@upt.ro Web Elearning.upt.ro/diana.andone UPT  –  CeL    Campus  Virtual        www.cv.upt.ro   @diando70 h8p://www.slideshare.net/diando70/     EDEN Fellow 2011