Post on 18-Aug-2020
_________________________________________________________________________________________________________________________
1_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
OpenVirtualMobilityO6-A2GuidelinesfordesigningOpenVM
MOOC- Finaldraft-
Outcome6Activity2VirtualMobilityMOOC
Documentsubmissionandreviewinformation
Declaredduedateofdeliverable
31August2018
Reviewedduedateofdeliverable
31July2018
Actualsubmissiondate
11July2018
Organisationnameofleadcontractor
RomaTREUniversity
Revision
Authorandreviewerinformation
Nameoftheauthor AntonellaPoce,FrancescoAgrusti,MariaRosariaRe,FrancescaAmenduni
Affiliationoftheauthor RomaTREUniversity
Nameofthereviewer GemmaTurandSantosUrbina
Affiliationofthereviewer UIB
Copyrightlicence:ThisworkislicensedunderaFreeCultureLicenceCreativeCommonsAttribution-ShareAlike4.0InternationalLicense.
Thecreationoftheseresourceshasbeen(partially)fundedbytheERASMUS+grantprogramoftheEuropeanUnionundergrantno.2017-1-DE01-KA203-003494.NeithertheEuropeanCommission
_________________________________________________________________________________________________________________________
2_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
northeproject'snationalfundingagencyDAADareresponsibleforthecontentorliableforanylossesordamageresultingoftheuseoftheseresources.
ImprintImprint:ThispublicationisO6oftheOpenVirtualMobilityErasmus+strategicpartnershipfoundedbytheEuropeanCommission2017-2020under2017-1-DE01-KA203-003494,URL:https://www.openvirtualmobility.eu/ThispaperistodiscussanddescribetheconceptofOpenVMMOOC.ThisdocumentisproducedaspartofOutcome6“OER,MOOCandPilots”andaimsatdesignVMOERandtheVMMOOCwithaseriesofdifferentthemesandactivitiesforbothforhighereducationstudentsandteachers,bymeansofinnovativedesignmethodssuchasthe“MOOCDesignCanvas”,the“CrowdCreation”and“OpenLearningthroughDesign”.
PDFdownload
Afull-textPDFofthisreportisavailableasafreedownloadfrom: https://www.openvirtualmobility.eu/
SocialmediaFindusonTwitter:@openVM_erasmusGiveusyourfeedbackonsocialmediawiththefollowinghashtag:#openvirtualmobility
Suggestedcitation
PoceA.,AgrustiF.,ReM.,AmenduniF.:GuidelinesfordesigningOpenVMMOOC.OpenVirtualMobilityErasmus+(2017-2020).Berlin,Germany.Retrievedfromhttps://www.openvirtualmobility.eu/topics/outputs
CorrespondingauthorFrancescoAgrusti-ViadelCastroPretorio,20-00185Rome,ITALY-francesco.agrusti@uniroma3.it
_________________________________________________________________________________________________________________________
3_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Executivesummary 4Whataretheobjectivesofthispaper? 4Whoisthispaperfor? 4Whattopicsareaddressedinthispaper? 4MOOCs,VirtualMobility,MOOCCanvas,MOOCquality,OpenMOOC.. 4
Contributors 4
1.AimsandScope 5
3.Methodology 9
4.Expectedresults/Intermediateresults 11
5.Nextsteps 19
6.References Errore.Ilsegnalibrononèdefinito.
Attachments 20
_________________________________________________________________________________________________________________________
4_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
ExecutivesummaryThepresentpaperdescribewhichdesignprincipleswehavebeenfollowingfortheMOOCdesignanddelivery.TheguidelinesareinspiredbypreviousexperiencesofVMandliteratureanalysisandtheycanbeusefultodesignfutureVMexperiences.
Whataretheobjectivesofthispaper?TheobjectivesofthispaperistodeliveraframeworkandguidelinesforMOOCsdesignandcreationtobeusedasabasisonwhichbuildingthedefinitionofasharedVMMOOCwithaseriesofdifferentthemesandactivitiesforHEteachersandstudents.
Whoisthispaperfor?● TechniciansinterestedinusingMOOCsinOpenVirtualMobility● PedagoguesanddidacticiansinterestedindesigningMOOCsfortheirownOpenVirtual
Mobilityexperience● Researchersinterestedindiscussionandpresentationofcurrentlyexistingchallengesinthe
fieldofMOOCsinOpenEducationandOpenVirtualMobility
Whattopicsareaddressedinthispaper?
MOOCs, Virtual Mobility, MOOC Canvas, MOOC quality, Open MOOC..
ContributorsAntonellaPoce,UniversityofRomaTreFrancescoAgrusti,UniversityofRomaTreMariaRosariaRe,UniversityofRomaTreFrancescaAmenduni,UniversityofRomaTre
_________________________________________________________________________________________________________________________
5_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
1.AimsandScopeThemainaimofthisactivityistodefinetheOpenVMMOOCdesign.TheMOOCwilloffereducatorsandstudentsanopportunitytoreflectonandexpandtheirteachingandlearningapproachestoVirtualMobility.Inaddition,participantswilldocumenttheireffectivepracticesinformofePortfoliosenhancedwithOpenBadges.TheaimoftheMOOCistohelpeducatorsandstudentsdevelopasetofVirtualMobility(lookatparagraph4)skillsandapplythemtoVirtualandBlendedMobilityprograms,actionsandactivitiesinvariousacademicdisciplines.
2.Backgroundandrationale(StateoftheArt)TheMOOCphenomenonstartedin2008,whenthetermMOOCwasusedforthefirsttimeforthecourseConnectivismandConnectiveKnowledge(CK08)oftheUniversityofManitobainCanada.Itwasofferedforfreeonlineanditreached2200studentsenrolled.ThiscoursewasheldbyG.Siemens,S.DownesandD.Cormier.In2011,S.ThrunandP.NorvigofferedonlinetheMOOConTheIntroductiontoAIwhichattractedover160.000enrollments.TheywerefollowedquicklybyotherMOOCincomputersciencesbyA.NgandD.Koller.TheMOOCphenomenonwasstartedandthetermMOOCwasthebuzzwordinanylearningcongressorsymposium.
Figure1bymathplourdeonFoter.com/CCBY
_________________________________________________________________________________________________________________________
6_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Quicklynewelearningplatformsstartedtoappear:ThrunfoundedUdacity,NgandKollerestablishedCoursera.In2012,theMassachusettsInstituteofTechnology(MIT)andHarvardUniversityfoundededX:anopensourceplatformforMOOCs.Atlast,butnotleast,theU.K.OpenUniversitycreatedtheFutureLearnplatform.
Figure2©ofDhawalShahfromClassCentralClassCentralcountsmorethan9400MOOCsglobally,providingalistoftop5MOOCprovidersbyregisteredusers.ThesenumbershighlightthatMOOCssatisfyrelevantneeds.
1. Coursera–30million2. edX–14million3. XuetangX–9.3million4. Udacity–8million5. FutureLearn–7.1million
Downes(2012)definedtwodifferentclassificationforMOOC:
● xMOOCsarethemajorityofMOOCs,Theyareofferedthroughthementionedprovidersandtheyarebasedmainlyonvideolecturesandcomputerassistedtests,includingsomesimpleformsofsocialinteractionwithpeers.
● cMOOCsaretheMOOCsbasedonaconnectivistapproach,providingthemaparticulardesignbasedonopenness,networkingandinparticularonheavycontentcontributionsfromtheparticipantsthemselves.
xMOOCsarebyfarthemostcommonMOOCprovided,evenifteachershavealotofflexibilitytocreateanxMOOC,Bates(2015)highlightsthefollowingcommondesignfeatures:“
1. speciallydesignedplatformsoftware:xMOOCsusespeciallydesignedplatformsoftwarethatallowsfortheregistrationofverylargenumbersofparticipants,providesfacilitiesforthestoringandstreamingondemandofdigitalmaterials,andautomatesassessmentproceduresandstudentperformancetracking.
_________________________________________________________________________________________________________________________
7_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
2. videolectures:xMOOCsusethestandardlecturemode,butdeliveredonlinebyparticipantsdownloadingondemandrecordedvideolectures.Thesevideolecturesarenormallyavailableonaweeklybasisoveraperiodof10-13weeks.Initiallythesewereoften50minutelectures,butasaresultofexperiencemostxMOOCsnowareusingshorterrecordings(sometimesdownto15minutesinlength)andthustheremaybemorevideosegments.Overtime,xMOOCcourses,aswellasthevideos,arebecomingshorterinlength,somenowlastingonlyfiveweeks.Variousvideoproductionmethodshavebeenused,includinglecturecapture(recordingface-to-faceon-campuslectures,thenstoringthemandstreamingthemondemand),fullstudioproduction,ordesk-toprecordingbytheinstructorontheirown.
3. computer-markedassignments:studentscompleteanonlinetestandreceiveimmediatecomputerisedfeedback.Thesetestsareusuallyofferedthroughoutthecourse,andmaybeusedjustforparticipantfeedback.Alternativelythetestsmaybeusedfordeterminingtheawardofacertificate.Anotheroptionisforanendofcoursegradeorcertificatebasedsolelyonanend-of-courseonlinetest.MostxMOOCassignmentsarebasedonmultiple-choice,computer-markedquestions,butsomeMOOCshavealsousedtextorformulaboxesforparticipantstoenteranswers,suchascodinginacomputersciencecourse,ormathematicalformulae,andinoneortwocases,shorttextanswers,butinallcasesthesearecomputer-marked.
4. peerassessment:somexMOOCshaveexperimentedwithassigningstudentsrandomlytosmallgroupsforpeerassessment,especiallyformoreopen-endedormoreevaluativeassignmentquestions.Thishasoftenprovedproblematicthoughbecauseofwidevariationsinexpertisebetweenthedifferentmembersofagroup,andbecauseofthedifferentlevelsofinvolvementinthecourseofdifferentparticipants.
5. supportingmaterials:sometimescopiesofslides,supplementaryaudiofiles,urlstootherresources,andonlinearticlesmaybeincludedfordownloadingbyparticipants.
6. asharedcomment/discussionspacewhereparticipantscanpostquestions,askforhelp,orcommentonthecontentofthecourse.
7. noorverylightdiscussionmoderation:theextenttowhichthediscussionorcommentsaremoderatedvariesprobablymorethananyotherfeatureinxMOOCs,butatitsmost,moderationisdirectedatallparticipantsratherthantoindividuals.Becauseoftheverylargenumbersparticipatingandcommenting,moderationofindividualcommentsbytheinstructor(s)offeringtheMOOCisimpossible.Someinstructorsoffernomoderationwhatsoever,soparticipantsrelyonotherparticipantstorespondtoquestionsorcomments.Someinstructors‘sample’commentsandquestions,andpostcommentsinresponsetothese.Someinstructorsuseteachingassistantstocombfororidentifycommonareasofconcernsharedbyanumberofparticipantsthentheinstructororteachingassistantswillrespond.However,inmostcases,participantsmoderateeachother’scommentsorquestions.
_________________________________________________________________________________________________________________________
8_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
8. badgesorcertificates:mostxMOOCsawardsomekindofrecognitionforsuccessfulcompletionofacourse,basedonafinalcomputer-markedassessment.However,atthetimeofwriting,MOOCbadgesorcertificateshavenotbeenrecognisedforcreditoradmissionpurposesevenbytheinstitutionsofferingaMOOC,orevenwhenthelecturesarethesameasforon-campusstudents.NoevidenceexiststodateaboutemployeracceptanceofMOOCqualifications.
9. learninganalytics:AlthoughtodatetherehasnotbeenagreatdealofpublishedinformationabouttheuseoflearninganalyticsinxMOOCs,thexMOOCplatformshavethecapacitytocollectandanalyse‘bigdata’aboutparticipantsandtheirperformance,enabling,atleastintheory,forimmediatefeedbacktoinstructorsaboutareaswherethecontentordesignneedsimprovingandpossiblydirectingautomatedcuesorhintsforindividuals.”(Bates,2015p.153/CCBY-NC4.0).
Figure3byGiuliaForsytheonFlickr/CC0GiventheOpenVMmainaim,itappearsclearlythattheOpenVMMOOCwillfollowthedesignprovidedbythexMOOCdefinition.
_________________________________________________________________________________________________________________________
9_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
3.MethodologyTheVMMOOCwillbedesignedusingsuchmethodsastheMOOCDesignCanvas,LearningbyDesignandothercollaborativecoursedevelopmentmethodsandtools.TheMOOCdesignandimplementationwillbeaniterativeprocessinwhichallthestepsarecloselyconnected,andundergocontinuousrevisionandimprovement,asagreedintheQualityAssuranceFrameworkdevelopedinOutput7.OpenEducationalResourceswillbepulledtogetherfromO6-A1andfinalisedbyprojectpartnerstoensurequalityinalignmentwithO7.Eachprojectpartnerwillberesponsibleforprovidingacertainnumberofquality-assuredOERinEnglishlanguage.Thisworkloadwillbesharedamongpartners.BesidestheOpenContent,theMOOCwillincludetheMatchingTool(O3),E-Assessment(O4)andOpenCredentials(O5)aswellasallthenecessarydescriptions,explanationsofthetopics,bibliographicalreferences,introductionstosessionsandsupplementalmaterial.TheMatchingTool(O3)willbeusedforgroupformation,i.e.connectingusersforjointlearningactivitiesincludingthe“OpenLearningbyDesign”processinwhichuserwillcreateOERandMOOCsessionstogether.TheE-Assessment(O4)willbeusedtoassessownVMSkillsandOpenCredentials(O5)willbeusedtorecogniseVMSkillsacquiredthroughtheMOOCdesignprocessbutalsoelsewherefollowingtheprinciplesofdistributedassessment.EachpartnercontributestothedesignoftheMOOC.ThequalityassuranceoftheMOOCswillbecarriedoutinalignmentwithOutput7.FollowingtheMOOCGuidelinesbasedonbestpracticesbySpyropoulou,PierrakeasandKameas(2014)itispossibletofollowsomeexamplesprovidedbythemajorMOOCprovidersandinstructors.
_________________________________________________________________________________________________________________________
10_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Table1.Coursecurriculumandconfigurationbestpractices(Spyropoulouetal.,2014,p.6984).Moreovertheauthorsprovidedalsoexamplesforeducationalmaterial:
_________________________________________________________________________________________________________________________
11_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Table2.Educationalmaterialsbestpractices(Spyropoulouetal.,2014,p.6986-7).
4.IntermediateresultsFourareashavebeenidentifiedasmaincontentfortheOpenVMMOOC(OVMOOC):
1. InterculturalCompetences2. DigitalSkills3. OpenVirtualMobilityKnowledge4. SelfRegulatedLearning
_________________________________________________________________________________________________________________________
12_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Threelevelsarethenidentifiedforeacharea:beginner,intermediate,advanced.Definingtheeightareaswiththethreelevelsgivesthefollowingimage
Figure4-OpenVMMOOCstructure.EachcombinationbetweencontentandlevelhasbeencalledSubMOOC.ASubMOOCisasectionoftheOVMOOCandithasthefollowingcharacteristics:
1. Itscharacteristicsaredescribedfollowingthesteps5to11ofMOOCCANVASconceptualFramework.
2. Ithasanentrancetesttoverifytheleveloftheparticipant.IftheparticipanthasalreadyobtainedtheOpenBadgefromthepreviouslevel,thistestwillbeomitted.
3. Itisreferringonlytoacomplexitylevel(beginner,intermediate,advanced).4. Itisreferringonlytoacontent(InterculturalCompetences,DigitalSkills,OpenVirtual
MobilityKnowledge,SelfRegulatedLearning).5. Itcontains1or2videos(maximumlength9mins,minimumlength2mins).6. Itcontainsatleast1presentationand1hypertextdocument.7. TheintermediateandadvancedSubMOOCshavealsoonlineliteraturereferencesincluded
(online-bookoronlinearticles).8. Oncetheparticipantcompletedit,anOpenBadgewillbeissued.9. Itlasts1week.
_________________________________________________________________________________________________________________________
13_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
10. Itcontainsatleast1formativeassessmentquizcomposedbycloseditems(MCQ,FIB,T/F,Matching)withincludedfeedback.
11. Itcontainsatleast1summativeassessmentquizcomposedbyMCQitemswithincludedfeedback.
12. TheintermediateandadvancedSubMOOCshaveapeerassessmentbasedontheTuneModelsofPeerAssessmentdescribedbyPiechandothers(2013).
Figure5-ExampleofOpenVMMOOCstructure.
_________________________________________________________________________________________________________________________
14_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Figure6-SubMOOCFlowchartDetailedskillsforeacharea(reclusteringfromO1)
_________________________________________________________________________________________________________________________
15_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
1. Interculturalskills
GainingculturalknowledgeGainingknowledgeabouttheculturethey“visit”;Gettingtoknowothercultural-basedperspectivesofeducation.
UnderstandingculturalperspectivesImprovingunderstandingofinterculturalissuesatgeneralanddisciplinarylevel;Gettingafeelingofhowlearning(orteaching)islikeinadifferentcountry.
EnhancingownculturalidentityGainingknowledgeaboutownculture;Becomeself-awareoftheirownculturalidentity.
EnhancingculturalunderstandingGaininginternational,interculturalexperiences;Experiencingdifferentculturalsettings(inallitsfacets)throughonlinecourses;Exposuretodifferentworkingandculturalbackgrounds.
DemonstratingculturalunderstandingDirectinteractionwithpeersfromotherculturalsettingsduringVMactivities;Exchangeknowledgewithpeerfromdifferentculturalsettings;Beingabletodealwithinterculturalissues.
ApplyinginterculturalawarenessinculturallychallengingcircumstancesLearningtoreservejudgmentonthepeopleyouworkwith,toavoidculturalmisunderstandings;Becomingself-awareoftheculturalprejudices;Candealwithinterculturalissues;Feelingconfidentininteractingwithpeoplefromothercultures.
2. Collaborativelearning
HavingenhancedteamworkskillsEnhancingteamworkskills
CollaboratingwithpeersfromdifferentdisciplinesExchangingknowledgewithpeersfromdifferentdisciplines;Interactingandcollaboratingwithpeersfromdifferentdisciplines.
CollaboratingwithpeerswithinthecontextofaninternationallearningexperienceExperiencingdifferentlearningmethodologies;Havingalearningexperiencedifferentfromlearningofflineandinowncountry;Collaboratingintheopendigitalcontexts.
InteractingwithauthenticinternationalresourcesinaforeignlanguageInteractingwithlibrariesanddatabases,inothercountriesinaforeignlanguage;Accesstoanduseofauthenticresourcesinaforeignlanguage.
3. Autonomy-drivenlearning
_________________________________________________________________________________________________________________________
16_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Demonstratingself-directednessindecision-makingonownlearningDevelopinglearningself-regulationstrategies;Developingpersistenceandcreativityinorganizingone’sownstudy.
DemonstratingindependentlearningBeingabletostudyinaflexibleway,independentoftimeandplace;Enhancinglifelonglearningskills;AdaptingandfurtherdevelopingknowledgeofOpenEducationICTtools;Learninginanopendigitalcontext.
4. Networkedlearning
EngagingindigitalnetworkingBeingabletousenetworks(being“networkingsavvy”)forlearning;LearningtoworkandcooperateinaninternationalsettingwiththeuseofICTandsocialplatforms;Enhancinginternationalanddigitalcompetence.
DealingwithcomplexityinnetworkedlearningCrossingboundariesinlearning;Learninghowtodealwithcomplexsituations;Learninghowtodealwithambiguity.
5. Mediaanddigitallearning
DemonstratinglearnercontrolBringingahighlevelofself-regulationcompetencytotheonlinecollaborationaspect;Settingone’sownlearningobjectives;Organizingcontentandschedules;
BeingproficientinusingonlinelearningtechnologiesAwarenessofthedifferencesbetweenon-andoffline;Proficiencyinsearchingfornewcourses&resources;Proficiencyinusingdigitalplatforms;Proficiencyofindependentuseoftoolsforonlinecommunication.
BeingproficientinassessingqualityincoursesandresourcesfoundonlineProficiencyinassessingcourseandOERquality
6. Openmindedness
Beingopen-mindedandtolerantBeingopen-minded;Beingtolerant.
Demonstratingself-confidenceininteractionwithpeersandteachingstaffBeingnotafraidofinteractingwithpeersorteachersatotherinstitutions
ShowwillingnesstoimproveproficiencyinforeignlanguagesBeingproficientinforeignlanguages;Willingtofurtherimproveproficiencyinforeignlanguages
7. ActiveSelf-regulatedlearning
_________________________________________________________________________________________________________________________
17_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Beingabletoself-regulatelearningprocessesBeingself-responsible;Bingself-disciplined;Beingabletoplanandorganizeone’sownlearning;Beingself-disciplinedandpro-active.
Beingabletoself-reflectonlearningexperiencesBeingabletoreflectonone’sownlearningprocessBeingcommunicative
Demonstratingownershipoverownlearning(attitude)BeingmotivatedtolearnBeingconstructivetowardsthecoursegoal.Hasbothdigitalandculturalcompetences
8. VMknowledge
UnderstandingVirtualMobilityDemonstrateunderstandingofVirtualMobilitymodels;ImprovingunderstandingofopportunitiescreatedbyVirtualMobilitycontext.
UnderstandingOpenEducationDemonstrateunderstandingofOpenEducationmodels;ImprovingunderstandingofopportunitiescreatedbyOpenEducationcontext.
Pilotphasemini-Mooc:MediaandDigitalLiteracyThefirstmini-Moochasbeenrealisedtobetestedduringthepilotphaseanditisfocusedonthe5thskills“MediaandDigitalLiteracy”.Themaintopicsofthecourseareopeneducation,openresourcesandlicenses,thewebmechanismsthatcouldaffectlearningprocesses,andmedialanguages(multimediality,hypertextuality).Thepedagogicalapproachesusedtodesignthepre-pilotarecollaborativeandsociallearning(Andriessen,Baker,&Suthers,2013);reflectivepractices(Schön,2017),andself-regulatedlearning(Zimmerman,2013).Beforestartingthecourse,participantsarerequiredtofillinapre-assessment.Accordingtothescoreobtained,participantscouldbedirectedtothebasiclevel,totheintermediatelevelortotheadvancelevel.Foreachlevelstudentsneedtoreadtexts,e-booksorpdfs,watchvideosandparticipatetoforumdiscussions.Whentheycompleteallthetasks,theyfillinsummativequizzes,writeapostontheire-portfolios,makeandreceivepeer-assessmentinordertoobtainabadge.
_________________________________________________________________________________________________________________________
18_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Figure7-Pre-PilotTechnicalstructure.Thepilotphasewilllast2weeks,10daystocompleteallthetasksand4daystocompletethepeer-assessment.Inthepresenttableanoverviewofthekindsofcontentselectedforeachlevelispresented.
MINIMOOCMEDIAANDDIGITALLEARNING:anoverview
LEVEL KINDOFOERsandcontents
Basic 1e-book+1pdf+1video+1discussionforum+summativeassessment
Intermediate 2video+1pdf+1discussionforum+peerassessment
Advanced 1video+2scientificpapers+1discussionforum+peerassessment
Thelearningobjectivesdefinedforeachlevelarethefollowing.Basic level:
1. Define and describe the basic principles of fact-checking while working with web-based sources;
2. Define and describe the basics of copyright and creative commons; 3. Define and describe Council of Europe Common European Framework approach to
recognizing the role of culture in language learning; Intermediate level:
1. develop knowledge and awareness about filter bubble and how to avoid its traps. 2. develop knowledge and awareness about skills and competences students and teachers
need in the XXI century 3. develop knowledge and awareness about the power of advertisement for youtube users and
effect on brain
_________________________________________________________________________________________________________________________
19_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
4. Raise awareness of the term "network" as applied to the digital age and to learning. Understand the relevance of this theory to your own online learning experience and MOOCs
Advance level: 1. knowledge and deep insights about supertraces and digital footprints; 2. knowledge and deep insights about narratives as they have evolved from print to digital
media. 3. understanding what OERs are, how to collect and use them and have deep insights about
the merits and challenge around the use of OER
Thelearningoutcomesdefinedforeachlevelarethefollowing.Basiclevel:knowledgeisdemonstratedinshortonlinequizzes;Intermediate:knowledgeisdemonstratedinquizzesandawarenesscanbedemonstratedinablogpost,aportfoliopostandself-reflection.Advanced:knowledgeisdemonstratedinquizzesanddeepinsightcanbedemonstratedinablogpost,aportfoliopostandself-reflection.
5.NextstepsConductingthepilotphaseandassessit.Basedontheevidencecollected,assemble,design,structureanddeliveralltheothersubMOOCsthroughtheOpenVMlearninghub.
6. Conclusion Virtual Mobility represents a great opportunity to contribute to the students and educatorsinternationalisation. ICT are supposed to guarantee the same benefits as one would have withphysicalmobility,butwithout theneed to travel.Thus, it is required that technologiesemployedare carefully planned and continuous revised. This paper provides guidelines useful to design aVirtualMobilityexperiencebasedontheuseofMOOCsandOERs.Theguidelinesare inspiredbypreviousexperiencesofVirtualMobilityandliteratureanalysis.OurMOOCisstructuredin8mini-MOOCs,correspondingtothe8skillsidentifiedintheO1,thatareInterculturalskills,Collaborativelearning, Autonomy-driven learning, Networked learning,Media and digital learning, Active Self-regulatedlearning,OpenmindednessandVirtualMobilityknowledge.Eachmini-MOOCisdividedinabasic,intermediateandadvancelevel.Thisorganizationsupportself-regulatedprocesses,becausemakeclearfortheMOOCusersthelearningpathtofollow.Aftercompletingtheactivities,studentsare required to fill in different kinds of e-assessment such as summative assessment and peer-assessment(O4)necessarytoobtainanopenbadge(O5).
7.References
_________________________________________________________________________________________________________________________
20_____________________________________________________________________________________________________________________ OpenVirtualMobility,OutputX-MilestoneX,dateXXXX#openvirtualmobility@openVM_erasmus
Andriessen,J.,Baker,M.,&Suthers,D.D.(Eds.).(2013).Arguingtolearn:Confrontingcognitionsincomputer-supportedcollaborativelearningenvironments(Vol.1).SpringerScience&BusinessMedia.Bates,T.(2015)TeachinginaDigitalAge,OpenBookavailableathttps://opentextbc.ca/teachinginadigitalage/Downes,S.(2012)MassivelyOpenOnlineCoursesareheretostay,Stephen’sWeb,July20Fini,A.(2009).TheTechnologicalDimensionofaMassiveOpenOnlineCourse:TheCaseoftheCCK08CourseTools.InternationalReviewofResearchinOpen&DistanceLearning,10(5).Piech,C.,Huang,J.,Chen,Z.,Do,C.,Ng,A.,&Koller,D.(2013).TunedmodelsofpeerassessmentinMOOCs.arXivpreprintarXiv:1307.2579.Schön,D.A.(2017).Thereflectivepractitioner:Howprofessionalsthinkinaction.Routledge.Spyropoulou,N.,Pierrakeas,C.,&Kameas,A.(2014).CreatingMOOCGuidelinesbasedonbestpractices.Edulearn14Proceedings,6981-6990.Suen, H. K. (2014). Peer assessment for massive open online courses (MOOCs). The International Review of Research in Open and Distributed Learning, 15(3).Zimmerman,B.J.(2013).Theoriesofself-regulatedlearningandacademicachievement:Anoverviewandanalysis.InSelf-regulatedlearningandacademicachievement(pp.10-45).Routledge.
AttachmentsMOOC/MOOCProvidersList:https://docs.google.com/spreadsheets/d/1IkrXfVJkKUqha6TT57EwycPxKk5f_GlNfvyIORAPZro/edit#gid=0Note:LinkyourfirstdraftdocumenttoyourscopedocumentinGoogleTableinatabforyourO#A#(inthefield“Where?”)