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Methods and Models of MOOCs Integration in Traditional Higher Education
The document discusses the integration of MOOCs (Massive Open Online Courses) into traditional higher education, focusing on methods and models for enhancing learning in diverse student populations. It highlights the challenges faced by non-English speaking countries and emphasizes the importance of developing digital skills, particularly for lifelong learning. The findings from a case study at Politehnica University of Timisoara illustrate the positive impact of MOOCs on student engagement and the need for new teaching methodologies in the 21st century.
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Methods and Models of MOOCs Integration in Traditional Higher Education
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- 2. Worldwide Par8cipa8on in Higher Educa8on is Expected to Grow ~60% by 2025… 2011 2025 Worldwide Participantsin Tertiary Education, 2011 and 2025 Projected In order to accommodate these 98 million new students, four major universities of 30,000+ students would need to open every week for the next 15 years Source: h*p://www./meshighereduca/on.co.uk/features/a-different-world/2001128.ar/cle; OECD indicators Educa/on at a Glance 2012 and Trends in Global Higher Educa/on: Tracking an Academic Revolu/on, UNESCO 2009 165M 263M What about HE in countries with less widely used languages?
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- 7. Flipped classroom with OER and MOOCs • Use of OERs • Integra8ng MOOCs • Interna8onal co- opera8on for in class ac8vi8es • Opening educa8on • Online study skills for students • cMOOCs
- 8. Flipped classroom & blended learning • Giving students more opportuni8es to work collec8vely • new methods of teaching STEM subjects and new approaches to engineering educa8on • Online Study skills for students’ lifelong learning • Awareness and experimenta8on in a (some- what) supervised environment
- 9. Integra8ng MOOCs in UPT, Romania • 5 professors • 11 courses at UG and Master level • Since 2013 • MOOCs used as OER, course addi8onal resources, project work • Some students a#ended 2 courses with MOOCs integra8on as a flipped classroom & blended learning model
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- 11. MOOCs for Master students in Mul2media Technologies • MOOCs & OERs: Course addi8onal resources and project work • Students own selec8on of the a#ended MOOCs • CVUPT - University VLE- blog, wiki for discussions and analyse • Students submi#ed final evalua8on report of their experience in MOOCs, following the topics: the technical environment, the plaWorm usability, quality of learning materials, ac8vi8es performed and communica8on tools • Online ques8onnaire and in-class discussion
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- 13. MOOCs for Master students in Mul2media Technologies • 33% live MOOCs • 93 % completed with cer8ficate • 87 % previously a#ended another MOOC • Online discussion in course blog, wiki and face- to-face • Evalua8on as a MOOC course report (instruc8onal and technological) • Students’ percep8on of MOOCs technical environment and usability
- 14. • 57 % students considered ac8vi8es in MOOC as normal higher educa8on ac8vi8es • Comparing with regular university materials: 45% similar quality • 73% accessed courses from mobile • The best reasons to a#end: free, easy access, any8me learning: 5 (scale 1-5) Students’ Learning analysis of different MOOC plaWorms
- 15. Integra8ng MOOCs in HE course ac8vi8es and pedagogical benefits Ac2vi2es in the HE course (in CVUPT) Pedagogical benefits Face-to-face ac8vi8es Discussions for deeper understanding of the course topics/requirements Learner-centric teaching Feedback on assignments Online ac8vi8es on CVUPT Follow course materials Self-paced study for different learning styles, enhanced focus and a#en8on Discussions of OER, MOOCs and CC licenses Openness to/culture of knowledge-sharing and re-use, exploita8on of the OER movement benefits, cri8cal thinking Project work: online course/ training / ICT help development Collabora8on in local learning community
- 16. Ac2vi2es in the HE course (in CVUPT) Pedagogical benefits Group work Onlinecourse project Skills for collaborative work: challenge assumptions, delegate roles and responsibilities, share diverse perspectives, find effective peers to emulate, collaborative tools usage MOOC Study MOOC materials (short videos, podcasts, presentations) and answer to corresponding quizzes Self-paced/active learning Solve assessments Retrieval learning, gamification Evaluation of peer assignments Peer-assessment, assuming objectivity and responsibility Discussions / feedback in MOOC forums Participation in global learning communities, instant feedback MOOC selection Skills for continuing and for learning autonomy, self-assessment of learning objectives
- 17. For students: • autonomy in assessing their own learning needs for choosing the MOOCs in which to par8cipate • New digital skills • Developing study skills for lifelong learning • Interac8on and collabora8on • the curated use of informa8on – analyze & synthesize Benefits/Challenges of MOOCs integra2on in flipped classrooms
- 18. Contradic8ons & Challenges • For teachers: • to oppose uniformity and self-sufficiency New skills and tasks: • complex course design/management • OERs and MOOCs cura8ng • New evalua8on and assessments methods • New digital skills Image: h#p://www.spafuturethinking.com/blog/
- 19. Wicked • elimina8ng the confusion with distance educa8on – it is just 21st century learning • for MOOCs in HE facilitators, prior experience in designing and running online courses is needed • a strategy for assessment • Credits transfer • Strategy for co-opera8on (virtual mobility, Erasmus, etc)
- 20. European collabora8on • Open tracks for developing/improving digital skills for independent learners • experiencing a more fundamental form of self–educa8on and open-educa8on • learning from the stream: there are thousands of colleagues/prac88oners/ experts from all over the world to interact with
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- 23. CONTACT Dr. Diana Andone Director e-LearningCenter Email: [email protected] Web Elearning.upt.ro/diana.andone @diando70 h#p://www.slideshare.net/diando70/ EDEN Fellow 2011 WOW! Europe embraces MOOCs, Rome, 2015