Presentation of training: Designing sustainable MOOCs in Europe. Dates: Madrid, 12-16 December 2016. SCORE 2020 Project: http://score2020.eadtu.eu/ EADTU contact: Darco Jansen darco.jansen@eadtu.eu UNED contact: Tiberio Feliz Murias tfeliz@edu.uned.es Licence: CC BY - Recording on Youtube: https://goo.gl/BLrsgB

1. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
Designing MOOCs (1): the levels of the
design. The general framework. Macro-level
Darco Jansen
EADTU

2. At what level?
Macro
Meso
Micro
Cross-institutional – society
Organisation-community
Individual - group

3. Why is Europe so much more involved in MOOCS?
Darco Jansen

4. MOOC offering in Europe
• European institutions are more involved in MOOCs than the US
• Large US and EU differences:
• ECTS framework
• Difference between higher educational systems.
Continental European related to state funding - most institutions
have equal resources
Market-based US model has mixed private-public funding and
provision with large differences between HEIs.
• Differences between European countries?
• Govermental involvements – supportive policies
• Joint collaboration between HEIs (and civil society?)
• Is Eastern Europe going to be involved significantly as well?
• In Czech Republic 66% is planning a MOOC
• In Poland 24%

6. Designing course related to macro level
• Designing to incorporate social values of society
your MOOC participants are part off….
• US MOOC model used in
• European context
• Developing countries
• Consequences are that MOOC participants are
mainly white – well educated etc.
• What are the consequences of social values in designing a
MOOC?

7. Designing course related to macro level
• What is the added value of MOOCs at a macro
level?
• What is the added value the ‘designer’ needs to achieve
MOOCs at a macro level?
• Related to macro drivers behind education

8. Quality education for all !!
• MOOCs are (or were originally) seen as the next step in
the quest for greater access to quality education for all.

10. Making Sense of MOOCs: A Guide for Policy Makers in
Developing Countries
• MOOCs are still a powerful tool to provide quality education for all
• MOOCs should essentially be about
• Open(ing up) education
• Scalability by the use of online tools
• As such we should embrace diversity – equity and increase accessibility
MOOC provision (and collaboration on shared services) should account for
diverse languages, cultures, settings, pedagogies and technologies
• Generic MOOC model needs to be re-engineered to allow for a broad
spectrum of approaches and contexts.
• As such different regional strategies are necessary to leverage the full
potential of online learning and MOOCs for education and development.
• Cross-institutional and cross-continental collaboration needed.
Darco Jansen

11. Drivers for learners - MOOCs for Opening up Education
MOOCs should be designed such that all unnecessary barriers to
learning are removed, while aiming to provide students with a
reasonable chance of success in education.
• All unnecessary barriers to learning should be removed, both at the
entry into learning and along the learning path
• Learners should be facilitated with appropriate incentives to make
progress and to succeed in their learning efforts

12. Barrier Could MOOCs remove the barrier?
1 Economic YES, they do
2 Entry requirements YES, they do (formally)
3 Location YES, they do (but not for exams)
4 Scheduling NO (generally), but YES is possible
5 Network connectivity NO (external factor)
6 Digital literacy YES (by offering a dedicated MOOC)

13. Barrier Could MOOCs remove the barrier?
7 Accessibility over time PROBLEMATIC, but YES is possible
8 Accessibility to all PROBLEMATIC
(language, sanctioned countries)
9 Cultural PROBLEMATIC
(dominant ‘Western’ perspective)
10 Legal YES, but ONLY with open licensing
11 Quality YES, to some EXTENT
(no systems guarantee!)

14. Incentive Could MOOCs offer the incentive?
Satisfaction YES, but it’s a constant CHALLENGE
(motivation, lay-out/text-graphics-video,
learning environment, interaction)
Completion YES, but ONLY with DEDICATION to:
online pedagogics, independent learning,
context sensitivity, small units
Recognition YES, but PRIMARILY with the OPTION
of formal credit & credit transfer (far from reality)

15. Sustainable Development Goals
• MOOCs as a means of achieving higher quality education
by making more quality learning materials available.
• MOOCs as a means of training teachers, thereby
increasing the quality of teachers and hence of education.
• MOOCs as a means to disseminate educational materials
on subjects that can help with achieving other goals —
e.g., learning materials to raise awareness about poverty
(Goal 1), health and well-being (Goal 3), gender equality
(Goal 5), decent work and economic growth (Goal 8),
industry, innovation, infrastructure (Goal 9) or action on
climate change (Goal 13).

16. How MOOCs may benefit society
• Widening participation in higher education
• Equality in and democratisation of education
• The ROI of tertiary education for society
• The potential to reduce education costs
MOOCs are just another milestone in the process of
transforming HE into a more open, accessible, flexible,
affordable, transparent and accountable entity.

17. Freemium business models and open
• Open source and free software
• Open access journals
• Open textbooks
• OER
The basic product is free for end-users, and an open licence
allows modifications of the original source

18. Freemium at MOOC level
Formal certificates
Individual coaching/tutoring during the MOOC
Tailored courses for employees as part of company
training (e.g., a SPOC based on a MOOC)
Tailored follow-up resources based on participants’
data in the MOOC
Remedial courses
Training to qualify for access to universities

19. Freemium at Institutional level
MOOCs
… can offer a good marketing model
… can attract better and/or more on-campus students
… can attract new kinds of students
… provide innovation in educational provision
… result in scalable educational services
… can improve the quality of on-campus education
… can reduce the costs of regular course provision
… can be a research area
… can be mass environments for exploring research
questions

21. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
Titel
Spreker
fotovoorbeeld

22. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
Titel
Spreker
fotovoorbeeld

23. Freemium at B2B level
MOOC platform
Course aggregator
Global marketing and increasing reputation
Learning analytics tools
Translation services
Certification services
Quality label for institutions/MOOCs
Training in how to design/develop MOOCs
Using (anonymised) data for recruitment

24. Business models MOOCs
• Modes demonstrate that varies elements are important,
liks added value, organization, customers next to finances

27. Designing course related to macro level
• What is the added value of MOOCs at a macro
level?
• What is the added value the ‘designer’ needs to achieve
MOOCs at a macro level?
• Related to macro drivers behind education

29. Designing course related to macro level
• What is the role of MOOCs at a macro level?

30. Modes of MOOCs development
• The national or centralised scenario (e.g., France
Université Numérique, FUN);
• The industrial scenario, facilitated by private companies
(e.g., Coursera, FutureLearn);
• The collaborative–decentralised scenario, promoting
diversity by embracing the strength of local–regional
implementation (e.g., OpenupEd, ECO).

31. Macro
Meso
Micro
General context
Technical design
Operative actions
General framework
Focus on competences
Very operative

32. At what level?
Macro
Meso
Micro
Cross-institutional – society
Organisation-community
Individual - group
General framwork

33. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe