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Scaffolding Self-learning in MOOCs Israel Gutiérrez-Rojas, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Derick Leony, Carlos Delgado-Kloos of the tips provided by MyLearningMentor, as well as the effect of the suggested time management strategies on metacognitive self-regulation in MOOCs are aspects that need to be researched further. The analysis of study skills and work habits in those students that have successfully completed different MOOCs can enrich planning and advice provided by MyLearningMentor, resulting in specific study guidelines for each particular MOOC and generic guidelines for specific domains. Even though MyLearningMentor targets MOOC participants that lack study skills and work habits, it needs to be researched further to see if it can be useful for other kinds of learners and in other contexts, such as blended learning scenarios (e.g. freshmen and University students that have not yet developed study skills) or other online contexts that are not necessarily MOOCs (e.g. ALISON, Canvas, MIT OpenCourseWare, etc.). MyLearningMentor aims to prepare less educated people to face the MOOC challenge, and eventually reduce the attrition rates of those who cannot keep up with MOOCs. This is a first step towards the ultimate goal of shrinking the gap between qualified and non-qualified people. Nevertheless it requires further research on how to promote the use of MOOCs for vocational learning rather than as a complement for higher education. Moreover, the study advice and activity planning provided by MyLearningMentor can also serve to interiorize work strategies and improve productivity in the workplace. Thanks to MyLearningMentor, people can reflect on their current work habits and incorporate the tips and planning provided by the application into their daily routine. All in all, MyLearningMentor can enhance future experiences of users both in learning and work settings. Steps in the near future include the continued implementation of MyLearningMentor following an agile software development methodology. As a preliminary step, the current mockup will be reviewed by target users. A fully functional application will be implemented afterwards, taking into account the feedback collected from target users; this application will be distributed using current mobile app marketplaces such as Google Play Store and iOS App Store. Evaluation experiments will ascertain whether MyLearningMentor facilitates the development of study skills and work habits in less experienced learners, and whether target users have the discipline to use this application regularly. Future work will also include the development of functionality for synchronous communication with mentors via MyLearningMentor. These mentors will be volunteers who wish to share their experiences of MOOCs in general or of the actual MOOCs that MyLearningMentor users are registered in. Another line of work is the integration of MOOC recommenders (e.g. moocrank, see Gutiérrez-Rojas et al. 2014) in MyLearningMentor, enabling users to discover and receive recommendations of which MOOCs suit their learning profile. Finally, MyLearningMentor is expected to be offered by MOOC providers as a way to increase student and teacher awareness, as well as the completion rates of their courses. Acknowledgements This work has been funded by the Spanish Ministry of Economy and Competitiveness Project TIN2011- 28308-C03-01, the Regional Government of Madrid project S2009/TIC-1650, and the postdoctoral fellowship Alianza 4 Universidades. Prof. Carlos Delgado-Kloos wishes to acknowledge support from Fundación Caja Madrid to visit Harvard University and MIT in the academic year 2012/13. He also thanks numerous people from MIT, Harvard and edX for fruitful conversations carried out during this research stay. References Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada-Gélvez, H.A., Muñoz-Organero, M. & Rodríguez-de-las-Heras, A. (2013). Analysing the impact of built-in and external Social Tools in a MOOC on Educational Technologies. Proceedings of the 8th European Conference on Technology Enhanced Learning, EC-TEL 2013, Springer, LNCS 8095, 5-18, Paphos, Cyprus, September 2013. Balch, T. (2013). MOOC Student Demographics (Spring 2013). The augmented Trader. Retrieved December 2013 http://augmentedtrader.wordpress.com/2013/01/27/mooc-student-demographics Beasley, R.L. (2013). Don’t Follow the Crowd. Inside Higher Ed. Retrieved December 2013 http://insidehighered.com/ views/2013/04/09/essay-online-learning-strategies-black-colleges Budde, R. (1992). Prototyping: An Approach to Evolutionary System Development. Springer. Dembo, M.H. (2004). Motivation and Learning Strategies for College Success: A Self-Management Approach. Lawrence Erlbaum Associates. Downes, S. (2010). The Role of the Educator. Huffington Post Education, Retrieved December 2013 http://huffingtonpost.com/stephen-downes/the-role-of-the-educator_b_790937.html Highsmith, J. & Cockburn, A. (2001). Agile software development: the business innovation. IEEE Computer Society, 34, 9, 120-127. GoGulf (2012). Smartphone Users Around the World – Statistics and Facts [Infographic]. Go-Gulf, Retrieved December 2013 http://go-gulf. com/blog/smartphone. Gutiérrez-Rojas, I., Leony, D., Alario-Hoyos, C., Pérez-Sanagustín, M. & Delgado-Kloos, C. (2014). Towards an Outcome-based Discovery and Recommendation of MOOCs using moocrank. Accepted for the Second European Stakeholders Summit, eMOOCs 2014, Lausanne, Switzerland, February 2014. Kolowich, S. (2012). How will MOOCs make Money Inside Higher Ed. Retrieved December 2013 http://insidehighered.com/ news/2012/06/11/experts-speculate-possible-business-models-mooc-providers Research Track | 48
Scaffolding Self-learning in MOOCs Israel Gutiérrez-Rojas, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Derick Leony, Carlos Delgado-Kloos Jung, M. (2008). The Effects of Integrating Time Management Skills Into a Blended Distance Learning Course. University of Southern California, PhD Thesis. Mackness, J., Mak, S. & Williams, R. (2010). The Ideals and Reality of Participating in a MOOC. Proceedings of the 7th International Conference on Networked Learning, 266-274, Aalborg, Denmark, May 2010. Malgrem, R.D., Ottino, J.M. & Amaral, L.M. (2010). The role of mentorship in protégé performance. Nature, 465, 1, 622-626. Martin, F.G. (2012). Will Massive Open Online Courses Change How We Teach Communications of the ACM, 55, 8, 26-28. Mourshed, M., Farrell, D. & Barton, D. (2013). Education to Employment: Designing a System that Works, McKinsey Center for Government, McKinsey&Company. Retrieved December 2013 http:// mckinseyonsociety.com/downloads/reports/Education/Education-to-Employment_FINAL.pdf Nielsen (2012). Survey New U.S. Smartphone Growth by Age and Income, Nielsen, Retrieved December 2013 http://nielsen.com/us/en/ newswire/2012/survey-new-u-s-smartphone-growth-by-age-and-income.html Pappano, L. (2012). The year of the MOOC. The New York Times, Retrieved December 2013 http://nytimes.com/2012/11/04/education/ edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace. html Puspitasari, K. (2012). The Effects of Learning Strategy Intervention and Study Time Management Intervention on Students’ Self-Regulated Learning, Achievement, and Course Completion in a Distance Education Learning Environment. The Florida State University, PhD Thesis. Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T. & Gaved, M. (2013). Innovating Pedagogy 2013, Open University Innovation Report 2. Milton Keynes: The Open University. Shen, C. (2013). Announcing the Launch of the Open Education Alliance. Udacity Blog, Retrieved December 2013 http://blog.udacity. com/2013/09/announcing-launch-of-open-education.html Yuan, L. & Powell, S. (2013). MOOCs and disruptive innovation: Implications for Higher Education. eLearning Papers, In-depth, 33, 2, 1-7. Wang, F. & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23. Research Track | 49
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MOOCs in fragile contexts Barbara M
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Reviewers of Experience Track: Carl
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