MOOC -related practices for an Open Educator
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This document discusses open education practices at the University "Ioan Slavici" of Timisoara in Romania. It defines open education and describes some key open education practices at the university, including: [1] ongoing innovation of blended courses through the integration of open educational resources (OERs) and massive open online courses (MOOCs); [2] continuing teacher training through participation in MOOCs and communities of practice; and [3] participation in open education initiatives in Romania. The benefits and challenges of integrating MOOCs into blended courses and flipped classrooms are also outlined.
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MOOC -related practices for an Open Educator
- 1. MOOC-related practices for an Open Educator Carmen Holotescu Professor PhD, Dean Director Center for Open Education „Ioan Slavici” University of Timisoara, Romania Grassroots open educators at work: challenges and ideas March 7, 2018 - #openeducationwk
- 2. Contents Open Education Definition Open Education practices in university MOOC-related practices Open Education Initiatives in Romania
- 3. Open Education Definition Core and Transversal Dimensions Open education is a mode of realising education, enabled by digital technologies aiming to widen access and participation to everyone. It offers multiple ways of teaching and learning, building and sharing knowledge, as well as a variety of access routes to formal and non- formal education, bridging them. Open education means access to content, courses, support, assessment and certification in ways that are flexible, and accommodate diverse needs. Barriers, as regards for example entry or cost, are reduced or eliminated. Source: OpenEdu JRC IPTS Report “Opening up Education: a support framework for HE institutions”, 2016 ec.europa.eu/jrc/en/open-education
- 4. 1. Ongoing innovation of the blended courses, integration of OERs and MOOCs: • course / practical activity recognition for participating in MOOCs • integrating MOOCs in university courses. 2. Continuing training of teachers: • participation in MOOCs related to open education, but also to topics of courses and research directions • community of practice for teachers to exchange good practice, peer-mentoring. 3. Active participation in the Coalition for Open Educational Resources. 4. Co-organizing conferences and workshops related to open education: OEE Tour 2015, OEW Tm, eLSE Workshop, SMART Conference. 5. Issue certificates on Blockchain Open Education Practices at University “Ioan Slavici” of Timisoara
- 5. Blending MOOCs in university courses „We are taking what we are learning and the technologies we are developing in the large and applying them in the small to create a blended model of education to really reinvent and reimagine the classroom.” We need to go from lectures on the blackboard to online exercises, online videos. We have to go to interactive virtual laboratories and gamification. To go to completely online grading and peer interaction and discussion boards. Everything really has to change.” Anant Agarwal, 2013. Why massive open online courses (still) matter. A TED presentation, ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter.html
- 6. Variants of blending MOOCs in university courses
- 7. Courses: Multimedia, Object Oriented Programming, Blockchain Development The first university course on Blockchain in Romania
- 8. Mobile learning features • Allow students to become familiar (aware) with the MOOC phenomenon and trends: •the most important players/platforms/offers, types of learning, interaction and specific pedagogies •to be able to search and evaluate useful and quality MOOCs; • To enlarge knowledge/topics of the course: to obtain an auxiliary support for students’ group project development; for personal/professional development • Allow students to have concrete views, opinions and proposals on MOOCs and to critically evaluate their usefulness for personal development and for different ways of integration in formal higher education courses. Aims of integrating MOOCs
- 9. Steps for MOOCs Integration • 1.MOOCs discovery and selection - #mooc: •openeducationeuropa.eu •mooc-list.com •futurelearn.com •class-central.com • 2.Participation in MOOCs –requirement: at least 30%/50% of the activities • 3.Learning Experience as Digital Story • 4.MOOCs participation evaluation
- 10. A Model for MOOCs Integration
- 11. - For teachers: - new skills and tasks: - complex course design/management - OERs and MOOCs curation - evaluation of distributed/collaborative activities of students, - facilitation of the local learning community and nurture of its integration in the global communities of MOOCs - improving knowledge in their own area of expertise - improving their competencies/skills for adopting new models of OEP - For students: - autonomy in assessing their own learning needs for choosing the MOOCs in which to participate - exposing to: - high quality materials created with top educational technologies - collaboration in global learning communities - a broader range of experiences Benefits/Challenges of MOOCs integration in blended courses/flipped classrooms make xMOOCs more close to cMOOCs
- 12. Open Education Initiatives in Romania educatiedeschisa.ro poerup.referata.com/wiki/Romania researchgate.net/publication/260987116_Integrating_MOOCs_in_Blended_Courses https://www.slideshare.net/cami13/mooc-initiatives-in-romania
- 13. Thank you! Carmen Holotescu Twitter: @cami13 tinyurl.com/cholotescu