This document discusses using MOOCs to increase lifelong learning skills. It proposes blending MOOCs into classroom lessons to make learning more passionate and self-regulated. An ongoing project combines MOOCs with content and language integrated learning (CLIL) in French and English classes. Preliminary results show increased student motivation and digital literacy, as well as teachers learning to offer guidance while trusting students. The document advocates shifting towards lifelong learning for all by creating personal, passionate learning journeys using open educational resources like MOOCs.
9. Don’t talk about it, Do It
Meta-learning is not (always) taught, it is Done and Felt. Don’t talk about how
to learn in a MOOC, give them the experience.
Like ping pong, you mention the pad, the ball… but smashing is learned by
doing.
11. What is a MOOC?
• Massive: everyone can join, no limits on enrolment
• 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.
12. But what is it really?
• A source of (quality) curated, topic specific
content for passionate people
• Jack Andraka (15y cheap, paper-based
biomarker for pancreatic cancer)
13. So let’s use them!
MOOC: build by the few, free, available, &
curated for the many. Ideal for blending.
15. 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
16. Building a (new) lesson plan
It is free, somewhat available and curated!
Saves time (curation), and offers mixed media
17. 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:
18. Transfer high school => college / Uni
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.
20. CLIL and MOOC?
• Content and Language Integrated Learning
(English and French)
• Massive Open Online Courses (EdX, FUN,
Coursera, FutureLearn).
21. 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
22. Target population
• 3 Teachers
• 42 Students (aged 16 – 17 y)
• Academic qualifications: human sciences, Latin &
sciences/mathematics…
• Optional course
23. EdX – France TV - FutureLearn – Coursera - FUN
23
24. 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
25. 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
26. GroupMOOC
• People choose a MOOC
• Teacher narrows down the options/ learning to
‘pick the cherries’
• Fora are replaced by discussion on digital school
platform (LMS)
27. Peer reviews in MOOC
Rémi Bachelet http://www.slideshare.net/bachelet/emoocs2015-does-peer-
grading-work-r-bachelet
Paper p224: http://www.emoocs2015.eu/sites/default/files/Papers.pdf
28. Evaluation
• Logbook students: 5 min per 2h class
• SAM-scale (Attitude and skills)
• Self-esteem and motivation (research part)
• Process throughout the year
28
29. 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 …
30. Student/teacher Pro’s
• Motivated pupils
• Good preparation for higher education
• Way to meet learners from all over the world
• Process assessment
• Strengths of blended learning
33. Evidence-based research results
Pilot => Ensure at least continued self-esteem and
motivation from learners
Develop instruments and approach (cartoon attr)
34. Instruments used in class
(open science/access)
• Adapted SAM scale view here (Scale for
Attitudes and Skills) – used by teachers
• Weekly logbook – used by students
35. Instruments used outside of class
• Self-regulated questionnaire view here:
monitoring self-esteem, motivation, digital
literacy
36. 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
38. School values
• Open
– academic success + responsible adults
– skills and competences > lifelong learning
• Opportunities
– to learn + to grow as a person
– mistakes and second chances
39. 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
41. Surplus students w learning difficulties
• Review material (online content)
– Retention and understanding
– Repetition in a safe environment
• Transcripts, mixed media options
47. Students
• 11% increase motivation
• 13% increase future usefulness
Motivated to learn more, interact more.
48. Teachers
• Self-reported increase in digital literacy
• Learned to trust their students while offering
generic guidance
• Enthusiastic, promoting and using MOOC
49. Shift towards lifelong learning for all
Creating a personal, passionate lifelong learning
journey for all
50. Helping each
other to
reach further
International
or EU
Project (p. 53)
The
Knowledge,
the Tech, the
Power
Picture and picture attrib
51. Questions, networking…
51
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