A short mind map with 4 scenarios how MOOCs can be used in post secondary education: The 4 C Creat learning opporutnities, complement institutional learning scenarios, contribute to degree eductaion, combine open modules to full open curricula

1. www.efquel.org

2. Post-Secondary Education
• Vocational Education and Training
• Higher Education
• Lifelong Learning
• Formal
• Informal

3. What happens if you
open the cages?

4. Create learning
opportunitites for
individuals: LLL
Scenario 1
Complement
institutional
learning scenarios
Contribute to
degrees/
qualifications
Recognition
Scenario 2
- Legislation
- Validation (tech.)
- Validation (org.)
- Flexibilisation
Use of
MOOCs
Scenario 3
Scenario 4
Combine learning
to open
currciualy
www.efquel.org
3 Characteristics
- Pleasure
- Self-Development
- Skill-Upgrade
Assessment
- Example:
Edinburgh MOOCs

5. The MOOC Quality Project
12 weeks, 12 experts, 12 posts,
15.000 Readers, >150 comments
mooc.efquel.org

6. 1. Massive Target Audience?
• Change from „no target audience―-thinking
to having one in mind, even if it is wide.
Take into acount new participation profiles.
Lurkers
Drop-ins
MOOC
Active participants
Passive
participants
HILL, P. (2013) ―The Four Student Archetypes Emerging in MOOCs‖ [Online] e-Literate
blog post 02/03/13 [accessed 19/04/13]. Available: http://mfeldstein.com/the-fourstudent-archetypes-emerging-in-moocs/

7. 2. Mixing Groups?
• Be aware that inviting the world
means to bring in the worlds
opinion (existing groups might
be disturbed)
• Mixing campus and MOOC
Students might be challenging:
drive in/by learners vs. highly
motivated learners who want a
masters degree.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
www.efquel.org

8. 3. Learning Across Contexts
• Be aware that the quality paradigm ―fitness
for purpose‖ is not working for MOOCs
because MOOCs mean learning across
contexts and purposes.
• Quality measures become individualized,
quality methods like self- & peerassessment and –reflection are suitable.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg

9. 4. Support Self-Organization
• Be open about your requirements of selforganization, provide scaffolding for those
who lack that self-organization.
www.efquel.org
http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg

10. 5. Declare What‘s in it!
Be precise about the content and
purpose of the MOOC (selfdeclaration) and keep promises! (Use
a MOOC description model)
1.
2.
3.
4.
5.
6.
the degree of openness,
the scale of participation
(massification),
the amount of use of multimedia,
the amount of communication,
the extent to which collaboration
is included,
the type of learner pathway
(from learner centered to
teacher-centered and highly
structured),
1.
2.
3.
4.
5.
6.
the level of quality assurance,
the extent to which reflection is
encouraged,
the level of assessment,
how informal or formal it is,
autonomy,
and diversity.
(Conole 2013)

11. 6. Peer-to-Peer Pedagogy
• Use peer-to-peer pedagogy: peer-learning,
peer-review, peer-assessment,
collaborative learning, multiple learning
pathways and exploratory learning
• Understand that teaching is not a
prerequsite of learning.
http://www.naset.org/uploads/pics/choice.gif

12. 7. MOOCs Support Choice Based
Learning
• Get away from
– the notion that „ending a MOOC early― means
dropping out
– looking at MOOCs like (structured, paced,
timebound) courses
• Be aware that MOOC learning is an opt-in/out
learning model
• MOOCs follow voluntary sequencing and
are based on choices. The choices they
offer make their attractiveness.
www.efquel.org
http://www.naset.org/uploads/pics/choice.gif

13. WWW.EFQUEL.ORG
EFQUEL office in Brussels
Rue des deux Eglises 35
B – 1000 BRUSSELS
BELGIUM
Tel : + 32 2 639 30 32
Fax : + 32 2 644 35 83
Email : info@efquel.org
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