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EMOOCs 2014 Lausanne

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by

Andrea Gumpert

on 12 February 2014

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Transcript of EMOOCs 2014 Lausanne

Footsteps through the SOOC-Project
Much coordination work with examination offices
High diversity
"Homework" for 1.5–4 CPs
Rooms for preparatory workshops
Vacancy for student assistants
Technical Infrastructure
...
educational sciences, economics, communication sciences, linguistics, information systems, human computer interaction, media and society, courses for higher education, ...
3 universities, 7 faculties, >8 degrees
242 registered participants from Germany, Austria, and Switzerland
open infrastructure, communication, and content
open learning objectives vs. (opened-up) examinations
students, researchers, trainers, librarians, writers, lectors, teachers, system administrators, draftsmen, interior designers, musicians unemployed
We used & recommend: Weblogs & Twitter
+ Adobe Connect for Live-Events;
Further – learner-driven – channel: Facebook
organsational and institutional Challanges
didactical challanges
Pedagogical challanges
learners shaping their own education processes
only vague learning objectives can be defined
causes
uncertainty
openess
creativity
new assessment culture
Blog Aggregator
http://www.sooc1314.de/programm/blog-aggregator/
Showcase:
the #SOOC13 and the #SOOC1314
#SOOC13
#SOOC1314
Start and closing event as in-class lectures
Some Facts
Badges
CC-BY-SA LeaW

„connectivist“ MOOC
cMOOC
CC-BY Trier Daily Photo

„extension“ MOOC
x MOOC
MOOCs
Open Online Courses in the Context of Higher Education
Anja Lorenz
@anjalorenz
http://about.me/anjalorenz
Daniela
Pscheida
Nina
Kahnwald
Andrea
Lißner
@tudfolio
http://tudfolio.wordpress.com
learning = design own learning process
assessment participants research, reflect, comment, discuss
teachers = facilitators: offer materials, ressources
partcipants determine their own learning objectives
learning = watching video sections
assessment = quizzes with automated feedback
fixed and concrete learning outcomes
providers: Udacity, Coursera, Iversity, etc.
Marlen
Dubrau
Michael
Winkler
Lena
Zauner
Fabienne
Kinzelmann
http://peter.baumgartner.name/2013/05/22/warum-blogge-ich/
http://gabi-reinmann.de/?p=4059
Prof. Dr. Peter Baumgartner
Prof. Dr. Gabi Reinmann
32 contributions
10 professors
15 research assistants
4 students
3 others
Blog Carnival:
"OMG, my professor blogs!"
http://sooc13.wordpress.com/2013/05/21/aufruf-zur-blogparade-hilfe-mein-prof-blogt/
242 Participants from A like "Aachen" to Z like "Zittau"
52.1 % of them were students
75 want to earn CPs, 22 recieved some
three surveys were posed:
at the start (N = 99)
in between (N = 28)
at the end (N = 30)
four sections with different focuses
1. Learning 2.0: Theories and Approaches

2. Tools for Individual Learning and Knowledge Management

3. Requirements and Conditions: Legally, Politically and Personally

4. Learning 2.0 in Organizations: Future of Education and Training.
Some Facts
152 Participants from A like "Aachen" to W like "Weingarten"
60 of them were students and want to earn CPs
three surveys were posed:
at the start (N = 49)
in between (N = 29)
at the end (N = 24)
340 Badges were awarded
For every activity
For the whole course
Live-Sessions
with Experts
http://www.sooc13.de/2013/06/28/herr-muller-und-das-facebook-dilemma-zusammenfassung-des-3-themenblocks/
Learning Analytics
OER made by learners
http://learningapps.org/display?v=pdjfowa72
four sections with different focuses
1. Learning 2.0: (Learning-)Theories and Approaches

2. Consuming and producing: legal conditions and personal requirements

3. Creating and sharing Open Educational Ressouces: Tools and platforms

4. E-Portfolios, Learning Analytics and Co.:
methods to monitore and analyse digital networked learning processes
Evaluation
Conclusion
Challanges
Interpretation
participants opinion after 4 weeks
prior knowledge
final survey
participants have limited previous knowledge
Topics
Assessment
Media
Communication
communicate course objectives & topics extra precisely
there is a request of providing weekly summaries
considering individual interests
in SOOC1314 participants feel a bit more confident
the participation in SOOC makes students reflecting more consciously about their learning experience
An Evaluation of a German cMOOC
EMOOCs 2014, Lausanne (CH)
SOOC1314
N = 23
SOOC1314
N = 20
SOOC1314
N = 24
SOOC13
N = 29
All in all, what do you think about SOOC1314?
All in all, what do you think about SOOC1314?
How transparent was the rating system with badges and literal assessment for you?
the majority of participants feel good with the support of the SOOC-Team
the verbal assessment was quite important for the transparency of the performance evaluation
MOOCs itself has to be a course topic to make students understand the concept and the experimental character
balance between theoretical and practical aspects
T
P
MOOC
participants were motivated to explore several communication channels and social networks
recommending a starting tool kit is helpful for the participants
twitter was not really popular especially for the students, they did not getting familiar with it
Adobe Connect was the tool of choice for the live sessions
blog aggregator is one of the most important features for the cMOOC
participants like to be informed regularly how well subtasks are perceived, i. e. blog posts, tasks and comments
participants want to be aware of assessment criteria
credit points are important motivation factors, without institutional certifications, they would not have taken part or at least less active as they did
well done
certificate
And what is about your experiences?
SOOC13
N = 30
cMOOCs are not the right format for teaching specialized knowledge (e. g. physical principles)?!
Are Badges and E-Portfolios appropriate solutions for assessing cMOOCs?
Do you know others?
http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en
"http://farm6.staticflickr.com/5309/5726802235_5ece420cd5_b.jpg"
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