An overview of OERs and MOOCs for research, teaching and learning
Utilization of Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) in...
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Utilization of Massive Open Online Courses (MOOCs) and Open
Educational Resources (OERs) in Engineering
Education
Mahmoud Abdulwahed31st of March 2014, Qatar University
CC BY Mahmoud Abdulwahed http://www.linkedin.com/pub/mahmoud-abdulwahed/61/175/652
Intended Outcomes of Today’s Seminar
• Brief knowledge of available high quality free or inexpensive online courses and open educational materials offerings by reputable institutions (e.g. MIT, Stanford, Harvard, etc.)
• Brief Knowledge of relevant platforms of MOOCs and Open Educational Resources• Brief Knowledge of creating own CENG MOOCs• An Overview of some Innovative student-centered pedagogies and ways of utilization of
MOOCs and OER in CENG courses• Brief overview of Open Education Movement• Brief Knowledge of Licensing issues in MOOCs and OERs• A look backward and forward: A revolution undertaking place in HE, teaching, and learning • Some Actions or Plans for pilot experiments on MOOCs and OER for Engineering Education
with interested Faculty
From OCW towards MOOCs
MIT Administration posed two Questions to the Faculty Committee in 2000:
How is the internet going to change education?
What is MIT going to do about it?
Former MIT President Charles Vest
CC BY Andy Lane
Where it was Rooted?
The Birth of MIT Open CourseWare, 2001
MOOCs, the Initial Birth
Early experiments took place around 2008, 2009, and 2010; by George Siemens, the father of notion of connectivism, Alec Couros and others
MOOCs, ….
MOOCs gained a lot of public attention in 2012 with the deployment and birth of a number of courses and platforms, in particular developed by Elite Universities (MIT, Harvard, and Stanford)
MOOCs in the US
• Movements in MOOCs transferred to the US with Experiments in Washington and Stanford in 2011
• Courses on Digital Story telling, Artificial Intelligence, and Machine Learning were offered
• Artificial Intelligence course of Sebastian Thurn from Stanford attracted 160 000 student
The Birth of Platforms: 2010 till now
• Udacity (by Sebastian Thurn, from Stanford) – For Profit• NovoEd (Stanford)• Coursera (by Andrew NG, and Daphne Coller, from Stanford) – for
Profit• Edx (by MIT and Harvard) – Non for Profit • And many others
MOOCs Platforms
MOOCs Platforms
MOOCs Platforms
MOOCs Platforms
Activity 1 (5 Minutes)
• Visit one of the following Platforms:• Edx: https://www.edx.org/ • Coursera: https://www.coursera.org/• NovoEd: https://novoed.com/ • Udacity: https://www.udacity.com/ • Open2study: https://www.open2study.com/ • FutureLearn: https://www.futurelearn.com/ • Or any other platform
• Browse different offerings in these platforms• Identify 1 or more courses you would be personally (or your think one of your colleagues
would be personally) interested to follow for your (or his/her) own professional development• Discuss among the audience, why do you think this course(s) is useful for you as a faculty
member to follow
MOOCs Demo
• As with other MOOC style offerings edX students will have a little interaction or won’t have interaction with faculty or earn credit toward an MIT degree.
• For a small fee students can take an assessment which, if successfully completed, will provide them with a certificate from edX.
• EdX offers honor code certificates, ID verified certificates, and XSeries certificates (successfully completing a series of courses)
• edX platform used to conduct experiments on how students learn and how faculty can best teach. Assessing course data, from mouse clicks to time spent on tasks, to evaluating how students respond to various assessments.
Pedagogy of Edx and Other MOOCs
CC BY Paul Stacy
• Initial edX aim was to improve teaching and learning of tuition paying on-campus students. Have revised aim to developing best practices to enhance the student experience and improve teaching and learning both on campus and online
• Pedagogy very similar to Udacity and other platforms• Regrettably the rich body of research about online learning is
not being used• Focus of edX so far is not on pedagogy but on engineering an
open source MOOC platform
Pedagogy of EDx
CC BY Paul Stacy
Pedagogy of Classical MOOCs
Innovative MOOCs PedagogiesDS106 Digital Storytelling (started since 2011 in its first offering) at the University of Mary Washington is a course that registered students at that university can take for credit, and is also open for free for non-credit learners.In Fall 2013, experiment was undertaken to offer the course without a teacher
http://ds106.us/
Innovative MOOCs Pedagogies• Assignments created
by students• No teacher in Fall
2013 experiment• Course has its own
radio station!
Activity 2 (5 Minutes)
• Discuss in Pairs or Triplets the following:• Can MOOCs be integrated into UG and PG courses?• How?• What are the advantages?• What are the risks?
• Share with the Audience your Thoughts
Activity 3 (5 Minutes)
• Visit one of the following Platforms:• Edx: https://www.edx.org/ • Coursera: https://www.coursera.org/• NovoEd: https://novoed.com/ • Udacity: https://www.udacity.com/ • Open2study: https://www.open2study.com/ • FutureLearn: https://www.futurelearn.com/ • Or any other platform
• Browse different offerings in these platforms• Identify 1 or more courses you think that students (UG or PG) in your field of expertise or
teaching area can use it as an alternative/or addition to a similar course in their degree • Discuss among the audience, why do you think this course(s) is useful for these students• Discuss among audience potential innovative pedagogies that these courses could be
utilized for
Initial MOOCs Integration Experiments in QU
Integration with Graduate and Undergraduate QU Courses in Spring 2014
Initial MOOCs Experiments in QU
• Development QU MOOCs• One course from College of Sharia; Expected deployment May 2014• One course from College of Engineering; Expected deployment May
2014• Foundation program course(s); Expected deployment Fall 2014• Etc
Building your Own MOOC
• Building your own MOOC is not difficult process• You need to plan ahead, and ask the following questions:
• Why would you be interested in developing your MOOC• What course• For which audience• What are the course objectives and learning outcomes • What content • What pedagogy• What assessment • Which platform• Etc.
Hints for Building an Effective MOOCs • Participate in a MOOC to get sense of it• Identify your audience, and build a course contextualized for them• Build or offer a MOOC with others (e.g. faculty, TA/GTA, excellent student, etc.)• Develop clear learning outcomes of your MOOC, and then design its materials
accordingly• Develop assessment plan and strategies that fosters self-paced and peer learning • The shorter the MOOC, the better; try to aim for 6-8 week long MOOC • Utilize a modular structure based on weekly modules• Try to have everything students will need available in the MOOC (e.g. avoid
building a MOOC around a hardcopy textbook that need to be bough)
Building your Own MOOC: How To?
• Develop a Syllabus with clear learning outcomes• Develop content for your course:
• Videos• Slides and handouts• Activities• Assessments and grading scheme
• Develop an attractive promotion video of your MOOC, e.g. 1-2 minutes• Keep your videos short and divide them around concepts• Each concept is normally followed by an assessment (e.g. multiple
choice questions, and/or an activity)
Videos Recording
There are many options for developing your videos professional video recording:
• Professional recording • Classroom video capture
(Eco360 in QU)• Desktop capture (e.g. Camtasia)
Camtasia for Video Recording
Building your Own MOOC: Platform?
Udemy Demo
Activity 4 (5 Minutes)
• Go to Udemy.com • Register as a teacher • Familiarize yourself with the course publishing platform
• Do you think you will utilize the platform for developing a MOOC in the future?
Activity 5 (5 Minutes) – MOOCing CENG Courses• Discuss in groups the following ideas:
• What about MOOCing CENG courses of large enrollment and using MOOCed formats for our students; e.g. the General Engineering Courses?
• GENG106 Computer Programming?• GENG107 Skills and Ethics? • GENG 200 Probability and Statistics? • GENG 360 Engineering Economy? • GENG 300 Numerical Analysis? • GENG 111 Engineering Graphics?
• If MOOCed; what do you think the lecture time could be used for?• What disadvantages and advantages could be obtained by MOOCing these courses? • Other CENG courses for MOOCing?
• Share your discussions outcomes with the audience
Open Education
• Education builds the future.• Education is sharing.• Open allows more rapid building and
sharing at a larger scale.• Free quality resources is an enabler for
democratizing Education
Open Education starts with basic ideas:
CC BY Open CourseWare Consortium
Open EducationTerms Open Educational ResourcesOpenCourseWareOpen Educational PracticeOpen Textbooks
= Free and Open
CC BY Open CourseWare Consortium
OER are teaching, learning, and research materials that permit their free use and re-purposing by others.
Open Educational Resources (OER)
CC BY Open CourseWare Consortium
OER involves lots of groups and organisations around the world
• OER are explicitly funded by:• Foundations• Governments• NGOs• Institutions• Donations
• OER can be found in:• funded institutional repositories • funded and non-funded community based initiatives • proprietary channels • websites of projects, groups and individuals
• OER are being supported via• International and national consortia• Commercial activities and organizations • Infrastructure activities and organizations
CC BY Andy Lane
Open Education • Open Educational Resources Repositories and Catalogues
• OER Commons• MERLOT• JORUM • Etc.
• Open Textbooks:• C-K12• ConneXions
• Open CourseWare Movement• MIT Open CourseWare• Open CourseWare Consortium • Etc.
• xMOOCs is the new wave of Open CourseWare
Free no cost
OpenNo cost + permission to change
By Adam Bartlett http://www.flickr.com/photos/atbartlett/2432704579/
By Sean MacEntee http://www.flickr.com/photos/smemon/4518528819/
CC BY Open CourseWare Consortium
OER are building blocks for innovation in higher education
bdesham http://www.flickr.com/photos/bdesham/2432400623
CC BY Open CourseWare Consortium
The OCW Movement—What is OCW?
OCW is a type of Open Educational Resource (OER).
OER are a type of Open Content.
OpenEducationalResources
Open Content
OCW
CC BY Andy Lane
What is OpenCourseWare?
• Materials organized as courses
• Generally includes course planning documents, thematic content, learning activities and evaluation instruments
lecture notes
syllabi
course calendar
assignments, projects, tests
videos or recordings of lectures
demonstrations and illustrations of concepts
CC BY Andy Lane
What is OpenCourseWare? Summary:
An opencourseware (ocw) is a free and open educational resource for faculty, students, and self-learners throughout the world.• An ocw is not a distance-learning initiative: there are no
degrees granted, no student/faculty interactions and no transcripts.
• An ocw is a collection of high-quality learning materials presented in the form of courses.
• OCW materials are there for using and re-purposing. Modifications welcome!
CC BY Andy Lane
OCW Movement
Stanford & Berkeley
http://www.flickr.com/photos/usaid_images/6462458071/CC-BY-NC-SA by USAID images
CC BY Open CourseWare Consortium
Licensing
Conditions CC licenses
Attribution
ShareAlike
NonCommercial
NoDerivatives
CC BY Open CourseWare Consortium
CC BY Open CourseWare Consortium
most free
Most restrictiveCC BY Open CourseWare Consortium
CC BY Open CourseWare Consortium
Wikipedia: Over 77,000 contributors working on over 22 million articles in 285 languages CC BY Open CourseWare Consortium
http://open.umich.edu/education/lsa/physics140/fall2007CC BY Open CourseWare Consortium
Attribution
http://open.umich.edu/education/lsa/physics140/fall2007 This course is licensed CC-BY • You are free to use, modify and distribute all or any
part of this course, including for commercial use• You must give attribution to the University of
Michigan and cite the source CC BY Open CourseWare Consortium
MOOCs Licensing
No, all rights reserved.
No, non-OER license.
No, all rights reserved.Note: some institutions using CC anyway.
Yes, CC BY or CC BY-SA
Partial, CC BY-NC on some
Most MOOCs are open only in the sense of free enrollment.
CC BY Paul Stacy
Example, Coursera terms of serviceYou may access the course for personal use only, you may not modify or reuse without permission. Anything you contribute to the course can be used, modified, distributed by Coursera without notification or further permission from you.
CC BY Open CourseWare Consortium
A Look Backwards and to the Future
Early Invention of Schooling: Ancient Middle East ca. 5500 to 6000 Years Ago
Source: http://stravaganzastravaganza.blogspot.com/2011/12/sumerian-family-life.html
Sumerian School, Ancient Iraq, ca. 3rd Millennium BX
Schooling and Universities Today!
At least we got a projector as an update of the thousands years old model of schooling!
CC BY Sean McEntee, Flickr
CC BY Punainenkala, Flickr
What's the I’m really doing in
School!
CC BY Rick Lomas, Flickr
Whats going in Education in the digital revolution Era!
Disruptive Models are Emerging
Synchronous Lectures Cross Continents!
Soon in Qatar University!http://ipodia.usc.edu/technology/
CC BY Mary Lou Forward
Disruptive Models are Emerging
Peer to Peer University!
Disruptive Models are Emerging
Open Educational Resources University!
The OER university is a virtual collaboration of institutions committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognized education institutions.
CC BY Mary Lou Forward
Disruptive Models are Emerging
Open/Social Study and Peer Learning
CC BY Mary Lou Forward
Disruptive Models are Emerging
Competency Based Education & Deep LearningConcept Based & Embedded Assessment
Competency-based education model.Knebel et al. Human Resources for Health 2008 6:17 doi:10.1186/1478-4491-6-17
Space 2: Workplace and/or Authentic Real-life ContextSpace 2: Workplace and/or Authentic Real-life Context
Space 1: Educational and/or Training SystemSpace 1: Educational and/or Training System
Abdulwahed et al., 2013: Semantic Systemic Model of Mechanistic and Ontological Relationships between Content
Knowledge, Skills, Attributes, and Competencies
Preliminary Content
Knowledge
Intrinsic Attribute or Character
Apply in a Context
Skill Development
Apply in a Context
Competency Development
Contextual Content
Knowledge
Higher order Intrinsic Attribute or Character
Complex Conditions
Shared Development Area (Context, Content Knowledge, Emerging Skill)
Shared Development Area (Context, Content Knowledge, Emerging Skill)
CC-BY-SA billsoPHOTO http://www.flickr.com/photos/billsophoto/4175299981
Disruptive Models are Emerging
New Models of Certifications!
What is the future look like??
• More openness in education• Traditional publishing textbook will loose good size of the market
share for open textbooks• Disruptive models of degrees, certifications, and recognitions of
competencies for the job market• Universities will have to re-invent themselves, or become OBSELETE!• Innovation on pedagogies, teaching, and learning will advance • Higher shift in the role of teacher from content delivery towards
coordination and coaching; More focus on students
Activity 6 (5 Minutes)
• What do you recommend for the following questions/thoughts? • How do you think CENG or QU should proceed forward in digital learning?• What kind of experiments do you think need to be conducted?• What organizational or policy structure do you recommend to have to support
CENG or QU faculty to conduct innovation in digital learning?• What kind of research CENG or QU need to conduct in this area?
• Please discuss your thoughts in groups• Share your thoughts with the Audience
Thanks; Q & A?