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Challenges for conceptualising EU MOOC for vulnerable learner groups Inge de Waard, Michael Sean Gallagher, Ronda Zelezny-Green, Laura Czerniewicz, Stephen Downes, Agnes Kukulska-Hulme and Julie Willems versity of Prince Edward Island. Retrieved from http://www.elearnspace.org/Articles/MOOC_Final.pdf McGill, L. (2010). Open Educational Resources kit. Retrieved from https://openeducationalresources.pbworks.com/w/page/25168957/ Overcoming%20barriers%20and%20finding%20enablersOECD (2010). PISA 2009 results: Learning to learn – Student engagement, strategies and practices (Volume III). Paris: OECD. Retrieved from http://dx.doi.org/10.1787/9789264083943-en OER foundation. (2011). OER Foundation FAQs: What are OERs Retrieved from http://wikieducator.org/wikieducator:OER_foundation/ FAQs/Open_Education_Resources/ OpenupEd. (2013a). Homepage. Retrieved November 20, 2013 from http://www.openuped.eu/openuped-temp/59-about-openuped OpenupEd. (2013b). Openness to learners. Retrieved November 20, 2013 from http://www.openuped.eu/mooc-features/openness-to-learners. Ozdamli, F. (2013). Effectiveness of Cloud Systems and Social Networks in Improving Self-directed Learning Abilities and Developing Positive Seamless Learning Perceptions. Journal of Universal Computer Science, 19(5), 602-619. Portmess, L. (2013). Mobile Knowledge, Karma Points and Digital Peers: The Tacit Epistemology and Linguistic Representation of MOOCs. Canadian Journal of Learning and Technology, 39(2), n2. Retrieved from web http://cjlt.csj.ualberta.ca/index.php/cjlt/article/ viewFile/705/360 Saadatmand, M., & Kumpulainen, K. (2012). Emerging Technologies and New Learning Ecologies: Learners’ Perceptions of Learning in Open and Networked Environments. In Proc. of the 8th Int. Conf. on Networked Learning. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Siemens, G. (2012). What is the theory that underpins our MOOCs [blogpost]. Retrieved from http://www.elearnspace.org/ blog/2012/06/03/what-is-the-theory-that-underpins-our-MOOCs/ Schofield, J. W., & Bangs, R. (2006). Conclusions and further perspectives. In J. W. Schofield, Migration background, minority-group membership and academic achievement: Research evidence from social, educational, and developmental psychology. AKI Research Review 5. (pp. 93-102). Berlin: Programme on Intercultural Conflicts and Societal Integration (AKI), Social Science Research Center. Retrieved 21 December 2007 from http://www.wzb.eu/zkd/aki/files/aki_research_ review_5.pdf Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning,6(1), 27-42. Tuckett, A., & Aldridge, F. (2009). The NIACE Survey on Adult Participation in Learning 2009: Narrowing Participation. Leicester: NIACE. UNESCO (2012). Policy Guidelines on Mobile Learning, version 2.1. Retrieved from http://www.unesco.org/new/fileadmin/MULTIME- DIA/HQ/ED/pdf/UNESCO_Policy_Guidelines_on_Mobile_Learning_ DRAFT_v2_1_FINAL__2_.pdf Uosaki, N., Ogata, H., Li, M., Hou, B., & Mouri, K. (2013). Guidelines on Implementing Successful Seamless Learning Environments: a Practitioners’ Perspective. International Journal of Interactive Mobile Technologies (iJIM),7(2), pp-44. Viruru, R. 2005. The impact of postcolonial theory on early childhood education. Journal of Education 35:7–29. Wellman, B. (2002). Little boxes, glocalization, and networked individualism. In M. Tanabe, P. Van Besselaar, & T. Ishida (Eds.), Digital Cities II: Computational and sociological approaches (pp. 11- 25). Berlin: Springer. Wheatley, M.J. (1999). Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler Publishers. Willems, J., & Bateman, D. (2011). The potentials and pitfalls of social networking sites such as Facebook in higher education contexts. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.1329- 1331). Willems, J., & Bossu, C. (2012). Equity considerations for open educational resources in the globalization of education. Distance Education, 33(2), 185-199. Research Track | 42
Scaffolding Self-learning in MOOCs Israel Gutiérrez-Rojas, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Derick Leony, Carlos Delgado-Kloos Department of Telematic Engineering, Universidad Carlos III de Madrid, Av. Universidad, 30, 28911, Leganés (Madrid), Spain Abstract: MOOCs are considered an affordable alternative to higher education and vocational training, as students can complement their studies on particular topics related to their professional development and hobbies, generally free of charge. Nevertheless, not everyone can benefit equally from MOOCs. Due to the scarce personalized guidance that can be provided by MOOC teachers, it is much more likely that people lacking study skills and work habits drop out of MOOCs, contributing to increase the educational gap between those more and less educated. This paper presents the first steps towards a tool called MyLearningMentor, which is designed to guide and advise MOOC participants with less study know-how in the delicate task of facing MOOCs. MyLearningMentor aims to turn less experienced students into self-learners, helping them to plan the MOOCs as they enroll, and proposing tips and actions to achieve their successful completion. Introduction MOOCs (Massive Open Online Courses) are a recent hit in online learning, and are positioned as an alternative to traditional higher education courses (Yuan & Powell 2013). The most successful initiatives in the MOOC area, such as Coursera, edX, Udacity, FutureLearn or MiríadaX are receiving strong attention from the media (Pappano 2012). MOOCs have brought a revolution to the education sector in a short time, opening up opportunities for new pedagogies (Martin 2012) and business models (Kolowich 2012), enabling thousands of students access to free, high quality education. This free access makes it possible for people all around the world to register in MOOCs (Mackness et al. 2010). Despite varied social backgrounds, most MOOC participants have similar profiles regarding age and literacy. Several studies point out that most MOOC participants are workers aged between 25 and 40 years old that have a Bachelor’s Degree, Master’s Degree or PhD (Alario-Hoyos et al. 2013, Balch 2013). Learners with this profile have developed study skills, especially in face-toface and blended instruction, as well as work habits. It is therefore easier for these learners to take advantage of the online instruction provided in MOOCs, updating their knowledge or covering new topics related to their professional career and/or personal interests. However, the affordable education provided by MOOCs can also be seen as a chance for those who did not complete their studies and need a shift in their careers due to the current socio-economic context (Shen 2013), either because the sector in which they work is losing competitiveness as compared to other growing sectors, or because they are unemployed (Mourshed et al. 2013). As an example, Alario-Hoyos et al. (2013) reports 22% of unemployed participants in a MOOC on educational technologies taught in Spanish, with 59% of participants from Spain, a country that in December 2013 faced an unemployment rate of over 26%. Those most affected by high unemployment rates are generally non-qualified people for whom accessing Higher education is a major challenge. This problem causes a growing educational gap between qualified and non-qualified workers, further hindering the latter’s access to the labor market. For this reason, and in line with authors such as Sharples et al. (2013) and Shen (2013), we believe that MOOCs are a great opportunity to complement not only Higher education, but also vocational training, and to reach less experienced learners, who now have the opportunity to receive free, high-quality training. Aligned with this idea, major MOOC initiatives like Coursera are already offering courses that may be useful for this alternative student profile. As an example, the Tecnológico de Monterrey delivers a course on ‘Continuity and development of the family business’ (https://www.coursera.org/ course/empresafamiliar), while the University of Florida offers a course on ‘Sustainable Agricultural Land Management’ (https://www.coursera.org/course/sustainableag). Transversal skills such as language proficiency may also be useful to help train less educated people, particularly in multilingual contexts such as Europe. Nevertheless, facing an online course without having developed study skills and work habits can be frustrating and lead to early drop outs (Sharples et al. 2013). This situation is particularly aggravated in MOOCs due to the lack of support from teachers, who cannot respond to all learners’ requests for advice (Downes 2010). Some authors go even further, suggesting institutions to discourage students who have no study habits from participating in MOOCs, and encourage them to take only blended or face-to-face courses (Beasley 2013); although these courses usually have significant costs associated. In the balance between education and economy there is a need for solutions that instill confidence and self-learning abil- Research Track | 43
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MOOC Learning in Spontaneous Study
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Dropout: MOOC Participants’ Persp
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MOOCs in fragile contexts Barbara M
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A Platform that Integrates Quizzes
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Engineering MOOCs for Future Engine
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Recasting a Traditional Course into
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Learning Electronics through a Remo
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Learning Electronics through a Remo
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The EPFL MOOC Factory Patrick Jerma
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Open Online Courses in the context
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Designing for the Unknown Learner H
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An Academic Online Resource at Téc
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SPOCs for Remedial Education: Exper
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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