Online Educa Berlin: MOOCs in Schools: preparing for Lifelong Learning
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This presentation is a start of a session at Online Educa Berlin. By using an existing project that uses CLIL and MOOC to enhance lifelong learning skills within 16 - 17 year old students, a brainstorm is started to come up with additional options and answers to existing challenges.
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Online Educa Berlin: MOOCs in Schools: preparing for Lifelong Learning
- 1. MOOCs in Schools: Digital & Lifelong Learning skills Kathy Demeulenaere, Heidi Steegen & Inge (Ignatia) de Waard
- 2. MOOC CLIL learners YouTube learners + class views
- 3. Goal of this session? Why are you in this session? What do you want to get out of it? (Now and before brainstorm and roadmap)
- 4. Exchange experiences International or EU Project (p. 53) Apps & stuff EdTech Picture and picture attrib
- 5. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Effects on Learners & Teachers Getting our heads together Share your thoughts
- 6. What is a MOOC? • Massive: everyone who wants to join can join, no limits on enrolment numbers • Open: all the information (content and interactions) is open to all / on the Web closed eLearning • Online: all the content and discussions happen online • Course: limited in time, organised by institution/corporation Participants learn in cohort (central location/deadlines) Interactions happen synchronous and asynchronous The learning is often public, social and networked.
- 7. EdX – France TV - FutureLearn – Coursera - FUN 7
- 8. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
- 9. MOOC additions to class / curriculum MOOC video or multimedia sources in class (eg. OER) Access to texts, video or documents • Depends on platform • Agreement with organising university (intellectual property) Norm: a few months, if you registered for that particular course
- 10. Flipped classroom? MOOC media first => viewing previously provided online/digital sources, followed by classroom interactions, and possible hands-on activity. Full presentation on Flipped Classroom here. Picture attribution:
- 11. Transfer high school => college / Uni MOOC used to bridge the digital divide: university students entering with low preparation but following MOOCs outperformed students entering university with credentials to become biology majors Jiang, S., Williams, A. E., Warschauer, M., He, W., & O'Dowd, D. K. (2014). Influence of incentives on performance in a pre-college biology MOOC. The International Review of Research in Open and Distance Learning, 15(5). Paper here.
- 12. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
- 13. CLIL and MOOC? • Content and Language Integrated Learning (English and French) • Massive Open Online Courses (EdX, FUN, Coursera, FutureLearn).
- 14. Situating project • GUSCO-school • Academic year 2015 – 2016 • Three classes in ‘vrije ruimte’ (free space): 2 English groups, 1 French group • 2 hours per week
- 15. Target population • 3 Teachers • 42 Students (aged 16 – 17 y) • Academic qualifications: human sciences, Latin & sciences/mathematics… • Optional course
- 16. Lessonplan (work in transition) Three major parts: • GroupMOOC: introducing MOOC, the elements, platforms, interactions… Class progress • EigenMOOC (OwnMOOC): students choose from a selection, grouped per 3. • Evaluation & production: evaluate the whole process and build an intro for next year’s students GroupMOOC OwnMOOC Evaluate and Produce
- 17. Roadmap first lessons • Introduction overall • Explaining evaluation and approach • Situating groupMOOC: The Rise of Superheroes and Their Impact on Pop Culture (EdX). Concrete - Lesson 2 : Overview assessment system – useful language tools (overview online translation machines/explanatory dictionaries/thesaurus/… and exercises on how to use them efficiently
- 18. GroupMOOC • People choose a MOOC in groups of 4 or 5 • Teacher narrows down the options/ learning to ‘pick the cherries’ • Fora are replaced by discussion on digital school platform (LMS) • -> Evade starting date problems • -> Less overwhelming for the students • -> Teacher/coach can keep an overview
- 19. Evaluation • Logbook students: 5 min per 2h class • SAM-scale (Attitude and skills) • Self-esteem and motivation (research part) • Process throughout the year 19
- 20. I did the course DemoX, in this course I learned how to use edX. I found it rather easy questions but it was a handy way of learning how to use edX. I now understand how to use the website. The English was sometimes hard to understand but I used an online dictionary to help me understand the words. I think it’s a good idea to use the forum because then you can discuss your problems with the others. They can find ways to help you if you don’t understand things. Student logging in action …
- 21. Student/teacher Pro’s • Motivated pupils • Good preparation for higher education • Way to meet learners from all over the world • Process assessment • Strength of blended learning
- 22. Student/teacher Challenges • Mostly practical • Focus teacher – pupil • Self-regulated learning -> creepy for secundary school teachers!
- 23. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
- 25. School values • Open – academic success + responsible adults – skills and competences > lifelong learning • Opportunities – to learn + to grow as a person – mistakes and second chances
- 26. School values • Culture – global world – exchange programmes, language skills, … > CLIL • Quality – to empower our pupils, reach their full potential – through innovation: continually looking to improve – pilot projects ‘proeftuinen’
- 27. Policy challenges • Teachers – Flexibility – Work load – Continuity • Planning – Regulation – Long term planning vs changing circumstances
- 28. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
- 29. The research goal Pilot => Ensure at least continued self-esteem and motivation from learners Develop instruments and approach (cartoon attr)
- 30. Instruments used (open science/access) In class: • Adapted SAM scale view here (Scale for measuring Attitudes and Skills) – used by teachers • Weekly logbook => forum (major actions and feedback) – used by students Outside class: • Self-regulated questionnaire view here: monitoring self-esteem, motivation, digital literacy
- 31. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
- 32. Typical lesson MOOC -CLIL Normal lesson MOOC – CLIL lesson The content is pre-defined by the curriculum . It is tested. The content is suggested. Students are asked to understand it, reflect upon it and discuss it. Not to be tested. The teacher chooses content. The learner is increasingly asked to choose the content autonomously. Teacher-led Learner-led
- 33. Increase critical skills • Develop or sharpen critical thinking • Push towards autonomous learning • Support personal interests • Offer an alternative for speedy, bright students (extra curricular work)
- 34. Surplus students w learning difficulties • Option to review material as many times as necessary (online content) – Retention and understanding increases. Repetition in a safe environment (not in group) • Transcripts can add to the diversity of content delivery (audio, video, text) supporting different types of students
- 35. Surplus gifted students Extra information and projects at their fingertips Ada Lovelace (de eerste computer programmeur en grondlegger algoritme 35
- 36. The role of the teacher Picture: http://farm9.staticflickr.com/8527/8615353879_58a09c6cce_b.jpg The teacher supports the students. This means a shift in identity: guidance, generic skills, tech skills...
- 37. Introducing learner analytics Additional skill that creeps in
- 38. Challenge Bridging knowledge and experience • Upper-secondary students average MOOC learner • Scaffolded support by the teacher • Practicing in class prior to in MOOC • Small group action • Grading focuses on language action, less on content understanding/testing.
- 39. Shift towards lifelong learning for all In search for a global, institutional model: Continued Professional Development for teachers becomes pivotal
- 40. MOOC? MOOC use in Schools: done Our MOOC-CLIL project Policy & VisionThe Research Impact on Learners & Teachers Get our heads together Sharing ideas & thoughts
- 41. More information • Tasks using MOOC/CLIL elements • Self-Regulated Questionnaire • Scale for evaluation (SAM-scale) • https://drive.google.com/folderview?id=0B2G ekloYrdFQdWtTQWp0ZGpxSmc&usp=sharing
- 42. Goal of this session? Why are you in this session? What do you want to get out of it? (Now and before brainstorm and roadmap)
- 43. Exchange experiences International or EU Project (p. 53) Apps & stuff EdTech Picture and picture attrib
- 44. We, all of us, the network Heidi Steegen Heidi.Steegen (at) guldensporencollege.be Kathy Demeulenaere Kathy.demeulenaere (at) guldensporencollege.be Inge (Ignatia) de Waard Ingedewaard (at) gmail.com @ignatia
Hinweis der Redaktion
- Presenting us: name, what we do… general welcome.
- To run while people enter the session
- We can make this an flipboard list? (verbally mentioning options: EU project, strengthening the project, reflecting on integration for other institutional options. …) Maybe appoint champions who bring focus to this part?
- It is crucial to have a very clear understanding on the definition of a MOOC inside of the organisation. There are multiple MOOC formats out there, multiple experiences and a lot of ongoing debates on the pro’s and con’s of MOOCs, which means that different people have different views and experiences. Coming to a shared meaning of what a MOOC will make it easier to work as a team towards a succesfull MOOC.
- Jiang et al. (2014) looked at factors influencing enrollment and completion in a pre-college preparatory MOOC. University of California at Irvine (UCI) students of all preparation levels, defined by math Scholastic Aptitude Test (SAT) score, were invited to take a Bio Prep MOOC to help them prepare for introductory biology. Students with math SAT below 550 were offered the explicit incentive of an early change to the biology major upon successful completion of the MOOC and two additional onsite courses. Their study showed that university students entering with low preparation outperformed students entering who already had the credentials to become biology majors. These findings suggest that MOOCs can reach students, even those entering college with less preparation, and have the potential to prepare them for challenging science, technology, engineering, and mathematics (STEM) courses.
- Quick overview of CLIL and MOOC.
- Situating the actors, and the project environment – Kathy provides feedback on ‘vrije ruimte’.
- Ah, Engelse termen voor dit?
- Explaining the major parts.
- Concrete example of what is planned during the first lessons.
- Pros -different from usual classes Pupils like the self-regulated learning. -Good preparation for higher education -Way to meet learners from other countries, cultures, with different opinions. They get a broader view on certain topics, or can see things from an other angle and can share their experiences with people who share the same interests. -Process assessment rather than product assessment -> pupils who are not that strong, but are willing to learn benefit from this way of assessment -Pupils start to realize the strength of blended learning
- Challenges -Mostly practical : dates of MOOCS do not coincide with the school calendar (solution : own forum/hand in tasks with teacher -> Pupils don’t like that, they want to take the course ‘for real’, and discuss with co-learners from other countries, not only with their fellow pupils in the class -Focus teacher –pupils : different! Teacher : focus on enhancing digital skills (MOOC), the ability to work with the tools at hand, and improving English language (CLIL) Pupil : focus on content of MOOC Pupils are eager to get started on an individual MOOC, but we chose to evolve from a general class MOOC, to a MOOC in small groups (ca 4 pupils), and finally to an individual MOOC. This sometimes makes them impatient, and the class MOOC about Superheroes -Secondary school teacher : used to have full control of the learning process, challenge to let go and give more independence to the pupil.
- I will link to online versions of the instruments… always nice. Explain the used instruments one by one. In general not too detailed. We might put up the instruments in other screens, allowing us to show them at a glance.
- Bron foto http://www.gifteddyslexic.com/
- Classic eLearning Content feedback Learner data MOOC specific Tool for design improvement Learner dashboard (peer ranking) Access to more (global) data and insights Identify social learning Identify key learners inside organization
- This is a response to another comment of a reviewer. 16 – 17 year old students are still obtaining a lot of knowledge and experience. This puts them in a beginners position. On average the learners in a MOOC have obtained degrees higher than secondary schooling. This means that on average the prior knowledge of the average MOOC participants will outpace the knowledge and experience of these upper-secondary students. To bridge this gap two options have been taken: in a first stage the teachers will support the MOOC progress in class. Each of the different activities related to MOOCs will be practiced in the safe setting of the classroom before students will engage in the ‘public’ MOOC. In a later stage, once the students choose their own MOOC, they will work in small groups. By allowing them to discuss and prepare in smaller groups, we hope to ensure the students will help each other obtain a higher level of understanding. The MOOC assignments are only voluntary, but the progress of the learners through the course (e.g. indicated by the MOOC platform) will be monitored by the teachers. Additionally the grading is based on daring to take action (language) and a general approach to learning and collaboration. The willingness of grasping the content is of more importance, than the actual testing of content. In relation to CLIL: the content exposure and selection is of more importance than the content assimilation. Being able to select content of high quality, being able to find strong content is important in this project. + In a first stage, the teacher narrows down the options and selects MOOCs that are accessible to secondary pupils.
- Picture http://infed.org/mobi/wp-content/uploads/2012/12/lifelong_learning_michael_leone_cc.jpg
- We can make this an flipboard list? (verbally mentioning options: EU project, strengthening the project, reflecting on integration for other institutional options. …) Maybe appoint champions who bring focus to this part?