Sir Timothy O'Shea (Principal, University of Edinburgh)
"Strategies for deploying MOOCs in Higher Education"
Abstract:
In this talk I will review ways of using MOOCs drawing heavily on University of Edinburgh experience. I will provide a taxonomy of MOOC types and discuss how MOOC platforms vary. I will conclude by focussing on the various hybrid modes in which we can usefully deploy MOOCs.
This panel features a variety of very different MOOC providers with successful strategies.
Moderator: Thomas Staubitz. Hasso-Plattner-Institut, Germany
Panelists:
Surveys into MOOC uptake in HE Institutions across Europe indicate that interest in MOOCs is on the increase, and reveal a more positive attitude towards MOOCs compared to their American counterparts. However, the rationale behind HEI investment in MOOCs varies very much, demonstrating the current challenges regarding positioning of Institutions in a changing and global education market place. Beyond branding and increasing on-campus student enrollments, this session looks at the role MOOCs play in Institutional strategy, including issues like internationalization, flexible educational offering, sustainability and the all-important issue of credentialing.
Moderator: Martin Wirsing (LMU Munich, Germany)
Panelists:
The main objective of this session is to discuss the different points of view about formal certification for MOOCs with a special focus on the different approaches towards identifying and proctoring the participants throughout courses and exams.
Moderator: Brenda Padilla, Universidad Autónoma de Nuevo León , Mexico
Panelists:
EMOOCs Keynotes 3 and 4
Rick Levin (CEO, Coursera):
"Five Years After the Year of the MOOC: Where are we now?"
Abstract:
Five years ago, the MOOC gained global visibility with the emergence of Coursera, edX, Udacity, and other new platforms amid expectations that higher education would soon be transformed. Five years later, higher education has not changed much, but the labor market is undergoing a major transformation as micro-credentials have become a new currency. This talk will assess the current and potential future impact of open online education.
Simon Nelson (CEO, FutureLearn):
"The Digital Transformation of HE"
Abstract:
Advances in technology are changing the face of many industries with the prolific use of new digital platforms and higher education is no exception. The higher education landscape is changing and it's become more relevant than ever to develop new strategies to meet the changing needs of both students and universities in this evolving era.
In this keynote, Simon will discuss:
There will also be an opportunity to ask questions at the end of the presentation.
Moderator: Thomas Staubitz, Hasso-Plattner-Institut Potsdam, Germany
Panelists:
This session will address the potential of MOOCs to respond to the challenges relating to changing societal needs in a global and digital economy, and to the modernization of Higher Education. On a European level, although differences are observed between certain countries, it seems that strong European involvement in MOOCs is widespread. However, the strongest involvement is seen in those regions with supportive policies and structures. Institutional policies at national and regional level seem to be a determinant factor in the uptake of MOOCs. Prominent questions to be addressed are, amongst others: why should governments (not) care about MOOCs, what are the reasons for governments to stimulate MOOCs, what are the potential benefits to society from a MOOC-based strategy, etc.
MOOCs do not automatically imply a better access to the higher education system. Without any formal credits for MOOC completion, MOOCs are just in-/nonformal learning. Moreover, access to higher education system requires in addition that those credits do count as part of a formal degree. Gradually we see a shift from producing MOOCs based on regular courses to a mode where open education offering is becoming a part of formal degrees (for example with Micromasters and Nanodegrees).
Recognition of MOOC credits is for some part hindered by the lack of adequate legislation for regulating open and online education, both by HEI and by regulations regarding national accreditation. Next recognition requires trust between HEIs about the quality of MOOCs offered. Quality Assurance ranges from systems which check compliance to norms and standards, to systems that aim at quality enhancement by focusing on (institutional) process. This panel will reflect and discuss on these Quality assurance and recognition of MOOCs issues.
The main objective of this session is to discuss how the potential of MOOCs can be leveraged for companies. Either by providing their own MOOCs or by using existing MOOCs to train their employees. The session will be started by an introduction to the BizMOOC project, which explores the potential of MOOCs within companies and is the publisher of the MOOC Book.
Moderator: Karina Piersig, Germany
Panelists:
The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve Goal 4 of the 2030 Agenda for Sustainable Development. This panel session will address the possibilities of how MOOCs can facilitate equality and inclusion and in some cases, specifically target increased social mobility and broader access to the critical thinking, multi-cultural and digital skills necessary for today’s workforce. The panel will discuss the promises behind MOOCs in general, address the opportunities they offer for society, and examine how they may impact society and those people who are (potentially) left behind.
Moderator and introducer:
Vincent Zimmer (Kiron, Germany)
Panelists:
Many debates about MOOCs have been geared towards potential futures. Now, with 5 years experience, let’s focus on what our community achieved. As gurus have left the field and over-expectations have vanished, panelists can now be very concrete about their successes and failures, about their perception of the field as compared to these expectations at the first EMOOCs conference in 2013. I will ask 5 questions to the panelists that I won’t disclose in advance. I invite the audience to send me questions before EMOOCs 2017 simply by an email with subject « 10Q » sent to pierre.dillenbourg@epfl.ch
Leveraging Learning Analytics to Identify and Overcome Barriers to MOOCs in a Foreign Language
Ayse Saliha Sunar*, Gulustan Dogan**, Adriana Wilde*, Ismail Duru** (* The University of Southampton, UK, ** Yildiz Technical University, Istanbul, Turkey)
https://moocprediction.wordpress.com
Programme of Part 1
12:30-12: 45: Welcome
12:45-13:10: Introduction (Ayse Sunar)
13:10-13:40: Use of LA in a MOOC research (Ismail Duru)
13:40-13:55: Q&A and discussion
13:55-14:00: Closing the session
In our workshop, we are going to discuss how we can identify the MOOC participants whose first language is different from the language used in a course. We are going to share our analysis on these learners’ behaviours in MOOCs. The other very relevant themes are Educational Data mining in MOOCs and Tools / Methods for processing large amounts of MOOC data. We plan to show how we used numbers of technological tools to mine the MOOC data and produce sensible analysis on MOOCs participants. The workshop is also secondarily relevant to Adaptivity and Personalization Studies since platforms may use our analyses to enhance the user experience of foreign language speakers in an English speaking MOOC.
Our objective is to raise attention of researchers on international participants in MOOCs. Therefore, we plan to do discuss the topic with the attendees and we will present the ideas raised in the workshop in the workshop’s blog. This workshop will also help us to shape our research based on the discussions of the workshop. As the topic is a multidisciplinary topic, we will get the different views of the audience from different backgrounds.
This workshop has 3 parts.
1. First part- Introduction:
Introductory part gives the attendees an overview of how learning analytics are used in general and specifically in MOOCs. We are planning to give examples from the recent literature.
2. Second part- Sharing our experience:
In this part of the workshop, we are going to share how we leveraged on learning analytics to identify the MOOC participants of whom their first language is different from the language of the course. We are going to share the results of our analysis and to highlight the challenges that we have faced along the way.
3. Third part- Brain storming with the attendees over given cases:
The last part of the workshop will be an interactive session. The attendees will be given a case scenarios which include the challenges that we have addressed in the previous part. We are expecting that the attendees will do brain storming about which technique they would have used or which approach they would have taken to solve the stated issues in the scenarios.
Designing your MOOC Design Method
Annemieke van den Bijllaardt, Monique Snijder (Centre for Innovation, Leiden University)
The three main objectives of this workshop are:
A good start is half the battle. Taking a step back to set up a course design will result in a smooth development process and a coherent course. This is why the Online Learning Lab takes at least two days for every course, working together with the instructors to create a well thought out course design. With the start of product development being so important, this workshop is an opportunity to engage with our audience. Sharing our knowledge, we can co-create the best possible course design method. We will introduce our audience to the course design method we normally use to create our online learning experiences at Leiden University. This workshop will be a design session to create a design method.
At the end of the day, we will have a co-created course design method. During the course of next year, we would like our participants to try out this design and return to us with feed- back. At eMOOCs 2018, we will use the feedback to reflect on our course design method, further adjusting and refining it. We would like to report our findings in an article, focusing on the best practices of online course design methods.
Green Keen? Engaging Mini-Lectures With Green Screen Technology
Gabi Hurlen, Aslak Ormestad, Emma Vestli (Oslo and Akershus University College of Applied Sciences, HiOA)
Our topic is how to create mini lectures using green screen technology. Our objective is to engage a variety of participants; academics, administrative and business employees. We will let them experience how to make innovative use of green screen technology and how the entire production process can be streamlined. We are using NewTek ́s portable studio TriCaster Mini. This enables us to organize video production in offices, dedicated studios, a classroom or when traveling. It is a small with a variety of features for recording and streaming purposes and is affordable even for smaller educational institutions.
The topic of our workshop will be the change in the lecturing paradigm that many institutions of higher learning are experiencing. We move from an exploratory phase of MOOCs combined with flipped classroom approaches through a domestication process towards integral production models for all kinds of courses, seminars and even organizational procedures.
Bridging the need for multilingualism with the need for respecting cultural diversity in a digital platform, which, by its very nature, tends towards standardisation is very challenging. Participants in the workshop will be invited to explore how the concept of cultural diversity can be addressed in a MOOC platform.
Speaking on Camera: How to Enhance MOOC Performances
Laura Penn (The Public Speaking School, Founding Director, Gland, Switzerland)
The MOOC filming studio presents a starkly different environment from the classrooms, boardrooms or auditoriums which MOOC speakers (speakers) may be used to. A live audience, which normally delivers emotional feedback, is replaced by an inanimate camera lens; the generous space often available in teaching environments, is more restricted in a filming studio, limiting a speaker’s ability to “speak” with their bodies; and the use of a teleprompter can make a speaker’s gaze look frozen and lifeless. Furthermore, not all speakers have on-camera performance skills, which can limit the quality of what is filmed. Taken together, these varied elements can affect the quality of MOOC performances, resulting in content that may not be as good as it could be.
This groundbreaking, hands-on workshop intends to provide a forum to discuss, a platform to experience and a formula to solve how to help speakers perform at their best in front of the camera.
Las plataformas MOOCs abiertas y los nuevos procesos de certificación abren nuevas oportunidades a las universidades para llegar al mercado corporativo de formación.
Los MOOC se están convirtiendo rápidamente en el estándar de eLearning para universidades y entornos corporativos de capacitación en línea. No solo el éxito del formato está generando SPOC y pequeñas plataformas MOOC (como Learn4Sales o DataAcademy), sino que es una manera sencilla para las empresas de acceder a la siempre creciente oferta de cursos universitarios en plataformas como Miríada X. La clave para las universidades es abordar correctamente la demanda de formación cualificada en nuevos conocimientos, centrándose en el posicionamiento y la calidad, y ofrecerla a través de los nuevos procesos de certificación.
Armando Fox (Professor, University of California at Berkeley)
¿Pueden aportar algo las televisiones al desarrollo de los MOOCs? ¿Pueden aportar los MOOCs algo a la misión educativa de las televisiones de servicio público. Aunque las estrategias son diversas y las tradiciones en ambos ámbitos son bien distintas, es posible crear un campo de cooperación que sea fructífero para todos. La mesa planteará las posibilidades de cooperación entre el el mundo MOOC y el mundo de la televisión en Iberoamérica con participación de la Asociación de Televisiones Educativas Iberoamericana y Radio Televisión Española, uno de los servicios públicos de televisión más importantes del área.
Moderador:
Francisco Utray, Universidad Carlos III de Madrid, España
Participantes:
Clausura del congreso
