Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo

1. 16/09/14
1
Can
MOOCs
Save
Europe's
Unemployed
Youth?
Carlos
Delgado
Kloos,
U.
Carlos
III
de
Madrid
Davinia
Hernández-­‐Leo,
U.
Pompeu
Fabra
Papers
Ê S.
White,
H.C.
Davis,
M.
León,
K.
Dickens:
The
case
for
employability
through
MOOC
participation:
affordances
of
the
personal
learning
environment
Ê F.
Brouns,
K.
Tammets,
C.L.
Padrón-­‐Nápoles:
1.
How
EMMA
approach
can
help
to
foster
the
EU
employability
2.
How
can
the
EMMA
approach
to
learning
analytics
improve
employability?
Ê S.
Mystakidis,
E.
Berki:
Participative
Design
of
qMOOCs
with
Deep
Learning
and
3D
Virtual
Immersive
Environments:
the
case
of
MOOCAgora
Ê R.
Di
Fuccio,
R.
De
Rosa,
M.
Calise,
D.
Marocco,
O.
Miglino:
PLEs
EMMA1&2
Virgilio
THE
VIRGILIO
PROJECT.
Using
Moocs
and
Serious
Games
to
support
students
decision
making
for
an
informed
selection
of
university
curriculum
Ê T.
Liyanagunawardena,
K.
Lundqvist,
P.
Parslow,
S.
Williams:
MOOCs
and
Retention:
Does
it
really
matter?
MOOCAgora
Retention

2. 16/09/14
2
PLEs:
Summary
Ê MOOC
Learners'
Motivations
Ê Personal
projects
Ê Personal
development
Ê CV
improvement
Ê MOOC
Affordances
Ê Situated
learning
Ê Participation
in
Communities
of
Practice
Ê Digital
cognitive
apprenticeship
Ê Increase
learners'
self-­‐efficacy
Ê Increase
employability
PLEs:
Comments
Ê Potential
Ê Evidences
about
the
emerging
impact
of
MOOCs
on
employability
(or
enhance
professional
development)
Ê Tensions
and
challenges
Ê Actual
PLE
vs.
selection
of
MOOCs
Ê How
to
increase
employability
more
efficiently?

3. 16/09/14
3
EMMA
1:
Summary
Ê EU
Key
Competences
Framework
Ê Difficult
in
formal
settings
Ê But
could
be
transversal
outcomes
Ê MOOCs
Ê Open,
online,
and
good
Ê For
LLL
Ê EMMA
Ê Personalized
learning
goals
and
paths
Ê Multilingual
transcription
and
translation
services
Ê Learning
analytics
(drop-­‐in)
EMMA
1:
Comments
Ê Potential
Ê Self-­‐organized
learning
according
to
needs
and
preferences
Ê More
opportunities,
language-­‐independent
access
Ê Tensions
and
challenges
Ê How
can
personal
plans
foster
employability?
Ê Learn
from
previous
similar
efforts
(e.g.
TENCompetence)?
Ê Diverse
technologies/MOOC
platforms,
dependence
between
units

4. 16/09/14
4
EMMA
1:
Comments
Ê Content
is
abundant,
low-­‐hanging
fruit
Ê Can
we
adapt
it
(a
posteriori)
to
individual
needs?
Ê Learning
goals,
language,
LA-­‐driven
Ê What
success
stories
are
there?
Ê What
can
be
done
a
priori
to
help
adaptation?
Ê How
to
parameterize
content?
Ê Flexible
meta-­‐content?
Ê Design
for
adaptability?
EMMA
2:
Summary
Ê Micro-­‐level
Learning
Analytics
Ê Progress
and
performance
Ê Uptake
of
knowledge
Ê Architecture
Ê xAPI,
LRS

5. 16/09/14
5
EMMA
2:
Comments
Ê Potential
Ê Feedback
aligned
with
expectations
Ê Tensions
and
challenges
Ê From
ideas
to
actual
implementation
and
evaluation
MOOCAgora:
Summary
Ê MOOCAgora:
Crowd-­‐sourced
open
education
community
ecosystem
Ê qMOOCs:
q
for
Qualification
and
Quality
Ê Problem
Focused
Education
for
Deep
Learning:
Motivational
Design
in
MOOC
Canvas
Design
Framework
Ê 3D
Virtual
Worlds:
Immersive
simulations
for
experiential
and
social
learning

6. 16/09/14
6
MOOCAgora:
Comments
Ê Potential
Ê Open
participatory
mechanism
to
identify
MOOC
needs
for
EU
employment
and
form
coalitions
to
provide
the
MOOCs
Ê Framework
towards
quality
assurance:
instructional
design
-­‐
expected
learning
outcomes
Ê Tensions
and
challenges
Ê More
MOOCs
vs.
quality
MOOCs
Ê Scalability
of
active
pedagogies
and
assessment
of
skills
Ê Common
EU
Qualification
framework
for
e-­‐skills,
Mozilla
Web
Literacy
Map?
Virgilio:
Summary
Ê Support
students
to
choose
university
curriculum
Ê MOOCs
enhanced
with
Serious
Games
Ê Methologies
from
ENACT
project
Ê FEDERICA
platform
Ê Adaptive
Tutoring
System

7. 16/09/14
7
Virgilio:
Comments
Ê Potential
Ê Relevant
aspect:
orientation
in
university
and
studies
selection
Ê Tensions
and
challenges
Ê Simplification
Ê How
to
serve
students
at
diverse
levels
(undergrad,
grad,
…)?
Ê Efficiency
for
developers
and
users
wrt
to
objectives?
Retention:
Summary
Ê Retention:
right
metrics
to
measure
success?
Ê No
fee
for
learners
Ê No
commitment
by
learners
Ê Learners
may
drop
in
for
specific
parts
Ê In
cMOOCs
more
important
than
in
xMOOCs
Ê McLuhan
2001:
"Our
official
culture
is
striving
to
force
the
new
media
to
do
the
work
of
the
old”

8. 16/09/14
8
Retention:
Comments
Ê Potential
Ê General
agreement
that
retention
shouldn’t
be
the
only
metrics
Ê Tensions
and
challenges
Ê Metrics
from
two
perspectives:
learners
and
MOOC
providers
Ê Metrics
aligned
with
diverse
learners’
expectations
Ê Metrics
aligned
with
MOOC
providers’
goals
Retention:
Comments
Ê How
to
measure
success
for
a
bestseller?
Ê Count
the
persons
that
browse
a
book
at
the
bookshelf,
without
buying
it
Ê Count
the
persons
that
buy
a
book
and
read
it

9. 16/09/14
9
Retention:
Comments
Ê P.
Dillenbourg:
"Metrics?",
Dagstuhl
Seminar,
Mar.
2014
Overall
Comments
Ê Replace
MOOC
by
BOOK.
Does
everything
still
apply?
Ê Need
to
relate
MOOCs
and
employability
more
closely

10. 16/09/14
10
Workshop
Objectives
Ê 1.
MOOCs
and
employability
Ê Can
MOOCs
truly
address
the
skills
gap
in
web
and
mobile
technology?
If
so,
what
are
the
necessary
conditions,
risks
and
limitations?
Ê 2.
MOOCs
and
equality
Ê Do
MOOCs
offer
opportunities
to
those
who
cannot
access
formal
education?
Do
they
currently
only
cater
to
the
privileged?
How
can
we
ensure
equitable
access
to
these
learning
opportunities?
Ê 3.
MOOCs
and
gender
Ê The
field
of
web
and
mobile
innovation
appears
to
be
male-­‐dominated.
Are
MOOCs
reducing
the
gender
gap
or
exacerbating
it?
Ê 4.
Quality
of
MOOCs
Ê Can
MOOCs
offer
a
comparable
quality
of
learning
experience
to
formal
education?
Are
they
fundamentally
inferior,
or
can
they
surpass
traditional
forms?
How
do
we
establish
clear
standards
of
quality?
Workshop
Objectives
Ê 5.
Learning
design
for
MOOCs
Ê What
are
the
appropriate
pedagogical
models
for
MOOCs?
How
can
providers
be
supported
in
developing
high-­‐quality
learning
experiences,
appropriate
for
their
target
audience,
and
aligned
with
their
educational
objectives?
Ê 6.
Assessment,
accreditation
and
verification
of
acquired
skills
Ê How
can
MOOC
participants
demonstrate
to
potential
employers
that
they
have
acquired
the
desired
skills
and
competencies?
Ê 7.
Business
models
for
MOOCs
Ê What
are
the
true
costs
of
MOOCs?
What
are
the
revenue
opportunities,
or
other
benefits,
which
make
them
a
viable
and
sustainable
endeavour
for
providers?
Ê 8.
Technological
factors
Ê What
are
the
necessary
qualities
of
online
learning
environments
to
support
effective
learning
in
MOOCs?
How
are
these
qualities
manifested
in
current
MOOC
platforms?

11. 16/09/14
11
1)
Skills
Gap
Ê Natural
Languages
Ê Programming
Languages
Natural
Languages
Ê duolingo.com
Ê livemocha.com
Ê busuu.com

12. 16/09/14
12
Programming
Languages
Ê code.org
Ê code.google.com/p/blockly
Ê codehs.com
Ê codecademy.com
Ê codecombat.com
Ê codeavengers.com
Ê fr.openclassrooms.com
2)
MOOCs
and
equality
Ê miríadaX:
Latin-­‐America
Ê edX,
Coursera:
Asia,
Africa
Ê FUN:
French-­‐speaking
Africa
Ê RESCIF:
French-­‐speaking
Africa

13. 16/09/14
13
3)
MOOCs
and
gender
Ê girlswhocode.com
Ê railgirls.com
Ê www.girldevelopit.com
4)
Quality
in
MOOCs
Ê Yes
Ê Best
practices
Ê Tool
support
Ê Patterns

14. 16/09/14
14
5)
Learning
Design
for
MOOCs
Ê A
possible
action
could
be
the
formulation
of
pedagogical
patterns
for
MOOCs
Ê
Some
first
efforts
going
on
5)
Learning
Design
for
MOOCs
Ê Not
just
video
length
Ê Intra-­‐video
design
Ê Flexible
path
Ê Misconceptions

15. 16/09/14
15
6)
Assessment,
accreditation
and
verification
of
acquired
skills
Ê Challenge
of
scale
and
distance
Ê Technology
improving
Ê Proctoring
companies:
ProctorU,
…
7)
Business
models
for
MOOCs
Ê tbd

16. 16/09/14
16
8)
Technological
factors
Ê Technology
pulls
pedagogy
Can
MOOCs
Save
Europe's
Unemployed
Youth?
Ê Yes,
but
no
silver
bullet
Ê Those
who
are
less
motivated,
need
more
personal
support
Ê Need
to
better
identify
the
profile
of
the
audience
Ê Need
to
engage
all
stakeholders
Ê MOOCs
merge
with
other
ways
of
instruction
Ê Many
possible
uses:
retraining,
get
a
feeling
of
an
industry,
…