MOOC: Challenges for HE Institutions
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Transcript of MOOC: Challenges for HE Institutions
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MOOC: Challenges for HE institutions
Robert Schuwer &
Darco Jansen
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About me
• Robert Schuwer• MSc Mathematics; MSc Computer Science• PhD Knowledge Base Systems (1993)• Professor Open Educational Resources @ Fontys
University of Applied Sciences (since 2014)• Formerly @ Open University Netherlands• Since 2006 OER and other forms of open education
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Attribution
Slides on the HOME survey 2015 are from Darco Jansen (program manager OER @EADTU)
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Agenda
• MOOCs in Europe: strategies• Challenges• Credentials and recognition
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CC-BY Hester Jelgerhuis
MOOCs in Europe: strategies
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Survey
• Sample methodology: Open• Total sample: potentially all HE institutions in Europe• # Institutions responded: 150
S2015
Survey 2015 available in English, French and TurkishSurvey conducted Nov-Dec2015 : http://home.eadtu.eu/
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S2015: response per country
Turkey
Canada
Portugal
Lithuania
Italy
Czech
Republic
Finland
Ireland
Israel
Romania
Denmark
Belgium
Germany
Netherlands
Cyprus
Iceland
PolandSpain
Switzerla
nd
United Kingdom
Australia
Austria
Bangladesh
Estonia
Greece
Hungary
Mexico
Nigeria
Slovakia
Sweden0
5
10
15
20
25
30
24
18
1211
109 9 9
76
43 3 3
2 2 2 2 2 21 1 1 1 1 1 1 1 1 1
Number of institutional responses by country
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Per country (S2015; N=150)
N=7
N=11
N=9
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CC-BY Ria Jacobi
Challenges
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Meeting objectives
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Sustainability?
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Learn about online pedagogy?
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Credentials
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CC-BY Hester Jelgerhuis
Credentials & recognition
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Scenario
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Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016). Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred). EUR 27660 EN; doi:10.2791/809371
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf
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http://ec.europa.eu/education/library/publications/2015/ects-users-guide_en.pdf
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Credential vs recognition
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Proctoring
• Supervision at examination• Online proctoring
– Webcam– Recordings– Typing pattern
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Factors of interest
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Robustness of assessment
Level Description
0 No assessment
1 Self assessment or peer assessment without ID-verification
2 ID-verification, no proctoring
3 ID-verification, on site exam or online proctoring, ORRPL, conducted by recognized experts
NVAO (2014). MOOCs and Online HE: A Survey, The Hague: Accreditation Organisation of the Netherlands and Flanders (NVAO), Available at http://www.nvao.net/page/downloads/NVAO_MOOCs_and_online_HE_A_survey_June_2014.pdf
Verstelle, M., Schreuder, M. & Jelgerhuis, H., (2014). Recognition of MOOCs in the Education Sector. 2014 Open Education Trend Report, (March), pp.24–25. Available at: https://www.surf.nl/en/knowledge-and-innovation/knowledge-base/2014/2014-open-education-trend-report.html
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Challenges
• Online assessment and proctoring are considered less valuable/trustworthy
• Little integration between open learning and existing mechanisms for recognition
• Tension between affordability and uncertainty about recognition of open learning
• Unbundling of learning, assessment and credentials• Little support for MOOC-learners on opportunities for
recognition
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Thank you!
@fagottissimo
bassoonvenlo
http://nl.linkedin.com/in/robertschuwer
robertschuwer.nl
+31 - 6 1446 9300