Par$cipa$ve Design of qMOOCs with Deep Learning and 3d Virtual
Immersive Environments: The case of MOOCAgora
Stylianos Mystakidis & Eleni Berki
#webmoocs Workshop, 16/9/14, ECTEL 2014
Stylianos Mystakidis MSc, PMP
• Learning Innovator @ Library & Informa$on Services, University of Patras (GR)
• Phd Candidate @ University of Jyväskylä (FI)
• Adjunct Faculty @ University of the West of England, Open University of Catalonia – UOC, University of Washington
University of Patras (Upatras)
• World Ranking*: #327 • Greece Ranking*: #2 • 24,460 students | 754 Faculty members • 24 Departments in 5 Schools • Prominent Research Center on ICT & Engineering • St Andrew (Patras’ patron Saint)
*Webometrics, 2012
Library & Informa$on Services
• Na$onal & European Research Projects • Ins$tu$on-‐wide Services (e.g. Repository) • ISO 9001:2000 • Openness-‐ & Innova$on-‐oriented
Overview & Workshop Focus
• Strategic / Policy Aims (why?) • Organiza$onal Recommenda$ons (who?)
• Business Aspect (€€€) • Pedagogical Recommenda$ons (how?)
• Warning: alpha version!
Inspira$on
• 1st (GR) informal Big Open Online Course (BOOC)
• 3d VIEs (Second Life) • 2011-‐2013 • 310 par$cipants
Open Workshop on Informa$on Literacy (OWIL)
• Open – For all!
• Workshop – Learning by doing
• Distance educa$on – E-‐learning
• Blended learning – Synchronous mee$ngs – Asynchronous ac$vi$es
• Syllabus (2011-‐12) – Informa$on Literacy | Life-‐long Learning | Academic Skills | Professional Development
Educa&onal Programs 2012-‐3
1. Research Innova$on & Crea$vity 2. Informa$on Literacy
3. Research Methodology Elements
4. Research Results: Authoring, Publishing & Presenta$on of Academic Work
5. Professional Development
Blended Learning a. Synchronous Workshops (weekly physical & virtual mee9ngs) • Library & Informa$on Services Lab • Virtual Immersive Learning Environment (Second Life)
b. Asynchronous Self-‐Study & Group work • Wiki (Community & Collabora$on) openworkshop.pbworks.com
Seal of Good Teaching Prac$ce
#mathisi20
I. Introduc$on
Grand Coali$on map
Policy Recommenda$on
“Address the e-‐skills shortage challenge amidst of record-‐high European youth unemployment through open educa:on for flexible mass scale upskilling”
Digital Agenda Assembly 2012 (Jobs & Skills)
Europe & MOOCs
Three Challenges for Mass Open Educa&on for Employment
1. Design and offer more MOOCs in more EU countries
2. create new models to accelerate MOOC produc$on to address e-‐skills needs, and finally
3. facilitate the design of different and/or bemer MOOCs especially designed for webskills
II. MOOCs & Europe
Winter is coming
MOOCs
Future of Educa$on
Personalised
Mass
Open, Collabora$ve
Change?
III. MOOCAgora
8-‐stage MOOC for Employment Business Circle
8 Stages
1. Job Market Monitoring
2. Skills Shortage Iden$fica$on 3. Set Qualifica$on Aims (also linked with stage 7)
4. Ac$on Decision 5. qMOOC Design
6. qMOOC Provision
7. Qualifica$ons Cer$fica$on 8. Job Market Impact
MOOCAgora
• Virtual plaporm where governments, industries, professional associa$ons, educa$onal ins$tu$ons and cer$fica$on providers meet to address skill gaps through open educa$on
• Crowd-‐sourced open educa$on ecosystem
• Offers mechanism for regulated offer and demand of MOOCs for employment
• Based on Open innova$on and online Communi$es of Prac$ce (CoPs)
IV. MOOC Pedagogy Recommenda$ons
1. qMOOCs
• New form of MOOCs • q stands for Qualifica$on and Quality • Empirical construc$on of specific qualifica$ons and skills, achieving visible and verified learning outcomes
• Flexible mul$-‐partner MOOC development
• Graduates: employable qualified, manifold thinkers
2. Deep Learning
• Development of condi$onalized knowledge and metacogni$on through Communi$es of Prac$ce
• Manifold Thinking Skills (crea$ve, cri$cal, caring and reflec$ve)
3. Problem-‐Focused Educa&on (PFE/PBL)
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$on of the learning process and its learning outcomes
Mozilla Webliteracy framework
Innova$ve MOOC instruc$onal design approaches
• Digital Storytelling -‐ MOOC as a unfolding story in episodes
• Quest-‐based Learning -‐ MOOC as the structured comple$on of learning quests of various nature
• Gamifica$on – MOOC structured as a game where the learner “levels up” as s/he completes learning ac$vi$es
• Evidence-‐Centered Design (e.g. for simula$ons)
4. MOOC Canvas Design Framework
• Addi$onal element: Mo$va$onal Design • Engage par$cipants purposefully in ac$ve learning experiences
• Supplement main learning ac$vi$es with mo$va$on enhancement strategies
5. 3d VIEs & MOOCs
• Formal and informal learning experiences • Iden$ty and avatar psychology • Enhanced, immediate synchronous e-‐learning interac$ons
• Forma$on of virtual learning communi$es
• Effec$ve behavior-‐changing learning experiences
• Experien$al and social learning
Lascaux Cave, UW Museum of Virtual Media
Engineering Gamifica&on Simula&on
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