This document discusses challenges in conceptualizing MOOCs for vulnerable learner groups. It notes that most MOOC participants have higher education degrees and come from countries with high human development indices. Lower completion rates are seen for those from low HDI countries. While MOOCs provide opportunities, they may not be a good alternative to traditional courses. The document advocates for inclusion strategies to reach socially excluded groups and ensure MOOCs give voice to local knowledge. It addresses tensions like digital divides, informal vs formal learning, local vs global knowledge, and post-colonial North-South dynamics. The document concludes more needs to be done to ensure inclusion and success for vulnerable learners beyond top-down collaborations.

1. Challenges for conceptualising
EU MOOC for vulnerable learner
groups
Inge de Waard (Belgium/UK), Michael Sean
Gallagher (Korea/UK), Ronda Zelezny-Green
(US/UK/Kenya), Laura Czerniewicz (South
Africa), Stephen Downes (Canada), Agnes
Kukulska-Hulme (UK) , Julie Willems (Australia)

2. Full paper with extended references and
argumentation can be found here:
eMOOCs2014 full paper on the topic

3. MOOC = education for all?
What is said  What is done
Heard during #eMOOCs2014:
• 79,8 % MOOC participants bachelor’s degree or higher
(Christensen, 2013) from Tharindu Liyanagunawardena.
• Low human development index (HDI) biggest factor on completion
rates and ranking of the learner experience => lower score for low
HDI - Matthieu Cisel
• “MOOCs are good support material. However they do not offer a
good alternative for ex-cathedra courses” – this affects sole online
learners and their education (opening speech Patrick Aebischer)
• Social change coming from MOOC gets highlighted, but exceptions
• 2iE taxi brousse African MOOC
• UNx => unemployed transform to entrepreneural
• MOOC integrated in local (African) course

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cooperation/collaboration on papers on the
subject
MOOC is not the educational solution,
change & inclusion are

5. OpenupEd 8 foci
• Openness to learners (learner needs)
• Spectrum of diversity (language, culture)
• Digital openness
• Learner centered approach
• Independent learning
• Media-supported interaction
• Recognition options
• Quality focus
See more on the slidedeck from Darco Jansen and Fred
Muller
Visit the OpenupEd portal here.

6. OpenupEd MOOC portal
What is meant by cultural and linguistic
diversity, openness… if vulnerable groups such
as migrants come into the picture?
What must WE address?

7. Potentially vulnerable learners
Groups established by Include-Ed: women, young
people, migrants, cultural groups (e.g. Roma) and
people with disabilities … but MOOC also attract
virtual migrant learners (residing in other parts of
the world and potentially vulnerable)

8. Portmess (2013)
Knowledge in itself without a larger narrative of
purpose lacks moral meaning

9. Digital and Social exclusion(s)
Digital divide (age, gender, ethnic
clustering, financial
conditions, work insecurity, social
insecurity…)
Solution? Reaching social
inclusion by planning a
consciously inclusive education
from early on, and by embedding
inclusive strategies for all
vulnerable groups. Giving all
groups an active, knowledgeable
voice.

10. Increasing diversity of learner groups
Non-participation in adult and lifelong
learning is deeply entrenched in
‘trajectories’ based on
class, gender, generation, ethnicity and
geography, established at an early age.
• Solution? Digital literacies/skills that
accompany MOOC participation need
to be taught and made measurable
(indicators) to track the reach of
MOOCs among
migrants, women, youth, specific
cultures and disabled learners from all
backgrounds.

11. Formal and informal learning
The more informal the nature of the
online learning activity, the more the
factors beyond involuntary
exclusion, become important.
Solution? A MOOC can have
informality embedded in its format.
(let course foci come from learners:
effectively dealing with
unemployment challenges, how to reenter the job market, etc.).

12. Local versus global
The tension between local and global
regions is increased as digital
communication has become a global
reality. This glocalisation of education
risks perpetuating the status quo of
existing power relations between
regions.
• Solution? In order to avoid the
disappearance of local knowledge and
cultures, special attention needs to
be given to both the experts as well
as the citizens with vulnerable from
those regions and language groups, as
well as specific vulnerable cultures.

13. North – South postcolonial tensions
Education in society always reflects
the values of the dominant political
ideology. A new postcolonial
tension.
• Solution? Reflect on new courses
initiatives, special care in the
design and implementation of
MOOCs, to mitigate these
potential effects.

14. Closed versus Open Educational
Resources (OER)
OER can, and does include full
courses, textbooks, streaming
videos, exams, software, and any other
materials or techniques supporting learning
(OER Foundation, 2011, p. 1). But what people
think others need is not always that content
which is really needed. Content is contextual.
• Solution? Open educational resources
(OERs) allow for the greatest possible use
and reuse in the MOOC context due to
their availability and adaptation while
ensuring quality (e.g. translation, changes
toward authentic context).

15. Digital identity
Identity negotiation and its relationship to societal power and status relations is also
clearly implicated in the phenomenon of ‘stereotype threat’, it can seriously
undercut the achievement of immigrant and minority students
• Solution? In order to avoid alienating learners from vulnerable groups, a diversity
in identities should be provided in the examples accompanying MOOC content.
Course content and activity that promotes a diversity of identity should be
encouraged. Pre-course design check for actors in course.

16. Learner access, ubiquity and success
Low participation rates have
implications for social and economic
development, especially given poor
completion rates in education.
Access, ubiquity is important.
• Solution? The most pressing result
needed is success (by whichever
definition) in order to safeguard the
vulnerable groups from the
downward spiral towards exclusion.

17. A lot is done => collaborations, but per
course inclusion needs to be ensured
But top-driven collaboration does not ensure
societal wide inclusion. True learner
participation needs to be ensured, enabling all
citizens to keep themselves out of the pitfalls of
the knowledge society (e.g. poverty, exclusion).
For the people by the people + the personal is
political

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