Nu2014 mooc ossiannilsson creelman_ehlers
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MOOCs och kvalitet - en omöjlig kombination?
Ebba Ossiannilsson, Alastair Creelman och Ulf-Daniel Ehlers
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CC BY-SA Some rights reserved by AJC1
Låg genomströmning
Oftast högutbildade, digitalt kompetenta
Överföringspedagogik
Når inte nya studentgrupper
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Fokus på innehåll
Fokus på lärprocesser
Copyright Öppen (OER)
MOOC-kompass
Image: Open Clipart, public domain
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MOOC-kvalitet – i betraktarens öga?
CC BY-NC-SA Some rights reserved by Insight Imaging: John A Ryan Photography on Flickr
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MOOC-kvalitet
• Tydligt syfte med kursen• Transparens• Hantera förväntningar• Stöd och återkoppling• Hoppa på i stället för hoppa av• Underbart är kort• Flexibilitet
CC BY-ND Some rights reserved by Mufidah Kassalias
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12 MOOC-dimensioner
• Öppenhet• Skala• Multimedia• Kommunikation• Kollaboration• Learning
pathway
Ref: Conole, G. (2014) A new classification schema for MOOCs. International Journal for innovation and Quality in Learning, Issue 3.
• Kvalitets-säkring
• Reflektion• Certifiering• Formellt
lärande• Autonomi• Diversitet
CC BY-NC Some rights reserved by Fonk on Flickr
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MOOCathon, Barcelona 2013
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Publicering
Perspectives on MOOC quality - An account of the EFQUEL MOOC Quality Project (Creelman, Ehlers, Ossiannilsson)
International Journal for Innovation and Quality in Learning (INNOQUAL)Issue 3, Sept 2014.
http://cdn.efquel.org/wp-content/blogs.dir/6/files/2013/02/INNOQUAL-Issue-3-Publication-Sep-2014-FINAL-complete1.pdf
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The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/
We are here
In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)
Installation period
& technological revolutions
Bubble
Collapse
Deployment period
Gartner 2014
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Main message Xavier Prats-Monne of the EC
What can MOOCs do?” is not relevant any longer; rather, we have to ask "What should MOOCs do?”
Will affect higher education and that the traditional educational map must be redrawn with other structures, colors, models, pedagogy, organization, management
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Öppenhet gentemot den enskildeDigital öppenhetIndividcentreradSjälvständigt lärandeMedia stött lärandeKvalitet i fokusDiversitet
OpenupEd LABEL
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Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
Networked knowledge Distributed knowledge
Fit for success My career path
Universities play a key role:→ As professional training
providers→ As educational content
providers
Universities play a key role:→ As educational content
providers→ For certification and
accreditation
A global open research arena enables anybody to engage in research
Universities play a key role: → as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Where are the MOOCs???
CC IPTS2014
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Research
Content
Guidance
Assessment
Certification
Sele
ction
Today
Educ
ation
al In
stitu
tion
Research
Research
Research
MOOCs
MOOCs
2030
Research
Content
Guidance
Assessment
Certification
Selection
Selection
CC IPTS2014
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Research
Content
Guidance
Assessment
Certification
Research
Research
Research
MOOCs
MOOCs
2030
Fler frågor än svar:
Nya modeller (business models)
Finansieringsmodeller
Certifiering, erkännande, tillgodoräknanden
Utbildning- forskning
Experimentation Innovation!
CC IPTS2014
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Möjligheter…
Modell för kollaborativt
lärande
CC BY Some rights reserved by kevin dooley
Smakprov påhögre utbildning
Nationella öppnakurser
Livslångt lärande
Kommersiellamodeller
Hybridmodeller
Bite-sized learning
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..biggest challenge in innovation is envisioning a new paradigm and abandoning the old constructs
….growing disruption of higher education’s traditional business models, there is a steady move towards ‘openness’ that is driving innovation and has the potential to create a new paradigm in HE
…quality procedures for improvement aim at enhancing futureperformance rather than judging past performance
…time that we accept this challenge and recreate our institutions for service in a networked, lifelong learning context
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MobilitetSamarbeteÖppenhetIndividualiseringKvalitet