Participative Design of qMOOCs with Deep Learning and 3d Virtual Immersive Environments: - The case of MOOCAgora The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs. Presentation for a paper in the EU MOOC Workshop, EC TEL 2014 conference, Graz Sep 16th 2014

1. MOOCs
Game
of
the
Learning
Thrones

2. Towards
a
Crowd-­‐sourced
Open
Educa;on
Strategy
for
Employment
in
Europe
with
Qualifica;on-­‐
focused
MOOCs
Stylianos
Mystakidis
&
Eleni
Berki
HOME
conference,
Mapping
the
European
MOOC
Territory,
27/11/14,
Porto

3. Stylianos
Mystakidis
MSc,
PMP,
Phd
cand.
• Learning
Manager
&
Innovator
@
Center
for
Voca;onal
Training,
University
of
Patras
(Greece)
• Adjunct
Faculty
@
University
of
the
West
of
England
(UK)
&
Open
University
of
Catalonia
(Spain)
• Teaching
Mentor
@
University
of
Washington
(USA)
• Research
Interests:
E-­‐learning,
Open
Educa;on,
3d
Virtual
Worlds,
Gamifica;on,
Problem-­‐Based
Learning,
Digital
Storytelling

4. 4
Axes
of
Systemic
Analysis
1. Strategy
/
Policy
Aims
(why?)
2. Organiza;on
(who?)
3. Business
Model
(€€€)
4. Pedagogy
/
Instruc;onal
Design
(how?)
Disclaimer:
alpha
version!
(PhD
study)

5. Fast-­‐track
version
1
Strategy/Policy
Aim
3
Challenges
2
Organiza;on/Business
Recommenda;ons
3
Pedagogy
Recommenda;ons

6. Fast-­‐track
version
We
can
produce
more,
faster
and
be.er
MOOCs
to
address
skill
gaps
in
Europe
by
mul;-­‐partner
alliances
in
a
(new)
crowd-­‐sourced
virtual
Marketplace
for
MOOCs
(MOOCAgora)
for
the
development
of
Quality-­‐
and
Qualifica;on-­‐
focused
MOOCs
(qMOOCs)
that
feature
deep
learning
through
Problem-­‐Based
Learning
and
3d
Virtual
Immersive
Environments

7. Inspira;on
• 1st
(GR)
informal
Big
Open
Online
Course
(BOOC)
• Blended
(sync
&
async)
• 3d
VIEs
(Second
Life)
• 2011-­‐2013
• 220
par;cipants

8. Seal
of
Good
Teaching
Prac;ce
#mathisi20

9. University
of
Washington
Maya
Island,
Best
Educa;onal
Prac;ce
in
Virtual
Worlds
Award,
VWBPE
2012

10. I.
The
Challenges

11. Winter is
coming
#got

12. In
Higher
Educa?on…
MOOCs
are
coming

15. Policy
Recommenda;on
“Address
the
e-­‐skills
shortage
challenge
amidst
of
record-­‐high
European
youth
unemployment
through
open
educa?on
for
flexible
mass
scale
upskilling”
Digital
Agenda
Assembly
2012
(Jobs
&
Skills)

16. Three
Challenges
for
Mass
Open
Educa<on
for
Employment
1. Design
and
offer
more
MOOCs
in
more
EU
countries
[more2
MOOCs]
2. Create
new
models
to
accelerate
MOOC
produc;on
to
address
e-­‐skills
needs,
and
finally
[faster
MOOCs]
3. Facilitate
the
design
of
different
and/or
beier
MOOCs
especially
focused
for
webskills
[be.er
MOOCs]

17. Change?

18. more2
MOOCs

19. Faster
MOOCs

20. II.
MOOCAgora

21. MOOCAgora
1/2
• Virtual
plajorm
where
governments,
industries,
professional
associa;ons,
educa;onal
ins;tu;ons
and
cer;fica;on
providers
meet
to
address
skill
gaps
through
open
educa;on
• Mechanism
for
offer
and
demand
of
MOOCs
for
employment
(a.k.a.
‘MOOC
Store’)
• Based
on
Open
Innova;on
and
online
Communi;es
of
Prac;ce
(CoPs)

22. MOOCAgora
2/2
• Open
Educa;on
Ideagora
• Crowd-­‐founded
ecosystem
• Mul;ple
partners
• Open
biding
• Demand-­‐
and
Offer-­‐driven
• Qualifica;on-­‐focused
• Accountability

23. 8-­‐stage
MOOC
for
Employment
Business
Circle

24. 8
Stages
1. Job
Market
Monitoring
2. Skills
Shortage
Iden;fica;on
3. Set
Qualifica;on
Aims
(linked
with
stage
7)
4. Ac;on
Decision
5. qMOOC
Design
6. qMOOC
Provision
7. Qualifica;ons
Cer;fica;on
8. Job
Market
Impact

25. Partner
Roles
1. Coordinator
2. Instruc;onal
Designer
3. Technology
Provider
4. Content
Provider
5. Problems
Provider
6. Cer;fica;on
Provider

26. qMOOCs

27. be.er
MOOCs

28. III.
MOOC
Pedagogy
Recommenda;ons

30. 1.
Deep
Learning
• Development
of
condi;onalized
knowledge
and
metacogni;on
through
Communi;es
of
Prac;ce
• Manifold
Thinking
Skills
(crea;ve,
cri;cal,
caring
and
reflec;ve)

31. 2.
Problem-­‐Based
Learning
(PBL/PFE)
i. Begins
with
a
problem
ii. Presents
the
problem
as
a
real-­‐life
situa;on
iii. Supports
students
́manifold
thinking
and
working
in
a
group
iv. Encourages
students
to
iden;fy
their
own
learning
needs
and
take
responsibility
of
their
own
learning
processes
v. Encourages
assessment
and
evalua;on
of
the
learning
process
and
its
learning
outcomes

32. Mozilla
Webliteracy
framework

33. 3.
3d
VIEs
&
MOOCs
• Formal
and
informal
learning
experiences
• Iden;ty
and
avatar
psychology
• Enhanced,
immediate
synchronous
e-­‐learning
interac;ons
• Experien;al
and
social
learning
• Virtual
teamwork
• Forma;on
of
virtual
learning
communi;es
• Effec;ve
behavior-­‐changing
learning
experiences

34. Synopsis
We
can
produce
more,
faster
and
be.er
MOOCs
to
address
skill
gaps
in
Europe
by
mul;-­‐partner
alliances
in
a
(new)
crowd-­‐sourced
virtual
Marketplace
for
MOOCs
(MOOCAgora)
for
the
development
of
Quality-­‐
and
Qualifica;on-­‐
focused
MOOCs
(qMOOCs)
that
feature
deep
learning
through
Problem-­‐Based
Learning
and
3d
Virtual
Immersive
Environments

35. • High
Level
Conference
Brussels,
Dec.
11th
2014
• 3
Themes
– Increasing
the
Quality
of
Learning
– Increasing
the
Impact
of
Educators
(!)
– Addressing
Inequali;es
through
Access
• Opportunity
to
accelerate
Innova;on!
• Join
the
preconference
online
dialog
#EdDigEra
in
Social
Media!