Sharing these talks, so if you are
interested in more information, link to any of the speakers, I will try to get .
Full papers can be found in the online
proceedings from the conference here
Session
1: MOOCrank: for making learning outcomes (LO) of MOOCs visible.
By Derick Leony from Universidad Carlos III
de Madrid, Spain
First
step: requirements specified
Identify MOOC learning outcomes and map
them with taxonomy (based on the comprehension of the students, not the
teachers)
Manage users’ profiles based on intended LO
Support the discover of LO
Architecture of the solution is based on storage (mooc info, LO, LO in MOOCs),
Learner profiles, Scripts (MOOC parser, LO parser), Services (manage learner
profile, MOOC filter, MOOC annotation with LO).
Asked for information for MOOC
recommendations from MOOC platforms.
Discussions
on current LO from MOOC platforms:
existing solutions for MOOC aggregation
(ClassCentral, CourseTalk)
Other solutions propose learning paths
(MyEducationPath, Skillacademy)
Ease of application for other domains
Classification approach is applicable to
other resources besides MOOCs
Crowdsourcing approach brings pros and cons
Next
steps as MOOCrank is only in its initial project phase
Include social features (rank courses,
comment and experience, feedback about professors, contents and learning pace)
Improve usability of the tool
Collecting dependencies between courses
Exploring application for learning at the
workplace
Session
2: Signals of Success and Self-directed learning by Paige Cuffe and Helen Crump
from the open university, UK
Both looking good and speaking eloquently.
Paper on their talk can be found here (http://cloudworks.ac.uk/cloud/view/8575)
cMOOC learning design was the basis for the
OldsMOOC that was the subject of this research.
The projects for the students was group
based. The course had different facilitators, that always offered a light
version and a thorough learning path.
Places and spaces of the MOOC: cloudworks,
google, twitter.
The fact that the MOOC used a lot of new
technologies, the participants needed to overcome tech challenges.
The MOOC has a formal evaluation but also
individual evaluation from the learners => research question
Collaborative auto ethnography approach (reflecting
individually, collectively, and openly (3 stages).
Collaboration location was done on same
course tools and social media.
Key
themes came from database, which were used to put
back into the collective, used some of the remarks as objects to discuss. Four
key themes emerged:
defining success
the role of connection in achieving your
learning
self-efficacy factors as a function of
experience
and learning is personal
So
success needed to be defined, as the curriculum was
adapted throughout the course as well. For example: application of information
can be success, but connecting can be success as well. The role of connecting
in order to achieve learning is of importance, as those connections that are
felt as ‘interestingly’ has resulted in longest maintaining twitter
connections.
Self-direction
and adaptation: tech skills are needed to cope in
this environment, but also the self-confidence to adapt the curriculum to your
learning needs: talk skills, inherent skills.
Learning
is personal
Success is a personal construct
Continuing connection supports continuing
learning
Self-direction and adaptation is essential
Remark: participants were all
post-graduates, this means that the target group had different learning skills.
Scaffolding
self-learning in MOOCs, by
Most MOOC participants are bachelor’s and
above.
Question: how can MOOCs be useful for
training (unemployed) people without HigherEd?
We need MOOCs targeting the needs of people
without HigherEd: example: entrepreneurial classes, language courses, learning
management…
Lack of study skills and work habits (great
heterogeneity regarding study times an schedules) (n =41)
Need for rescheduling the study times
several times a week
Lack of social study (with colleagues or
course forums)
Lack of support from mentors that helped
them plan their study
Most students could not follow online
course
Almost anyone finished an online course
MyLearningMentor
An application for supporting the development
of study skills and work habits through MOOCs
Requirements obtained from study
Tool must be distributes as a mobile app
Tool must be customizable to different
profiles
Tool must include an adaptable
daily-planner
Tool must rely on crowd-sourced information
Tool must provide tips and hints to make
the most of MOOCs
Tool must serve as a meeting point with
mentors
Next
steps
Continue implementation following an agile
methodology
Provide synchronous communication with
mentors
Integration with course recommenders:
moocrank
Closer integration with MOOC platforms
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