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Output Nr. 6 SCORE2020:
Train-the-trainer mOOC
(micro open online course)
February 2017
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
2
EADTU 6212 XN Maastricht The Netherlands Tel: +31 43 311 87 12 E-mail: [email protected]
EADTU / www.eadtu.eu
Europe's leading institutional association in online, open and flexible higher education
This work is licensed under a Creative Commons Attribution 4.0 International
License: https://creativecommons.org/licenses/by/4.0/ This license lets others
distribute, remix, tweak, and build upon this work (even commercially) as long
as credit is provided for the original creation. This is among the most accommodating of CC licenses
offered, and recommended for maximum dissemination and use of licensed materials.
Disclaimer: This document is produced as part of the European Union-funded project SCORE2020 -
Support Centres for Open education and MOOCS in different Regions of Europe 2020. This project
supported by the European Commission, DG EAC, under the ERASMUS+ Programme (Ref. 2014-1-
NL01-KA203-001309). However, sole responsibility for this report lies with the authors and the
Commission is not responsible for any use that may be made of the information contained therein.
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
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Table of contents Study guide and materials ...................................................................................................................... 4
Introduction to study guide ................................................................................................................ 4
Introduction to MOOCs and open learning ........................................................................................ 5
Main drivers, differences between regions........................................................................................ 6
Strategies, stakeholders, partnerships and business models ............................................................ 7
Quality in online learning and MOOCs ............................................................................................... 8
Design levels and the organisational aspect. ..................................................................................... 9
The universal accessibility and means and resources ...................................................................... 10
The praxis level ................................................................................................................................. 11
Evaluation of and research of MOOCs ............................................................................................. 12
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
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Train-the-trainer mOOC (micro open online course)
SCORE2020 trained the staff of the partners involved to apply the different training and awareness
materials, the instructional design models, the business models shared and developed during the
project. To this end two intensive training events were organised by SCORE2020 project. These
training events were set up as a train-the-trainer principle. In order to re-use the materials and design
of the training events they were designed to be scalable. I.e. to increase the impact both in number
and to target groups outside SCORE2020 partnership, the presentations of each training session were
recorded. These recordings and the introduction and support materials are made available as a basis
(elements of) of mOOC (micro Open Online Course).
Basic aim of such a mini course (mOOC) is that these course elements can used by the staff partner
institutions, and regional support center in order to develop similar courses in their region tailored to
their specific local needs. The main focus was on the instructional design models (O5) incorporating
various training materials (O2) but other relevant topics were addressed as well.
Study guide and materials
Introduction to study guide
This mOOC will provide resources to build on full courses. However, these materials already provides a
basic course structure to be used by anyone already.
These resources address the strategies, identify stakeholders, necessary resources and support, tools,
services, partnerships, business models, quality aspects and design skills related to open and online
learning, including MOOCs. It address the importance of the design and development of sustainable
MOOCs that will enrich your design skills in carrying out a MOOC strategy. Several design issues with
the real panorama of MOOCs in context of e-learning in European are discussed to understand the
implications of MOOCs, OER and open learning in general.
More specifically is aimed to:
• understand the implications of online open learning and MOOCs;
• understand why and identify possible strategies on the individual (teaching staff) level or
institutional (decision makers) level;
• define necessary conditions for the business model on the individual or institutional level;
• acquire design skills to develop sustainable MOOC online content;
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
5
Introduction to MOOCs and open learning
Intro:
- Presentation Introduction and scope.
o Recording
o Presentation
o Assignment
- Presentation An introduction to open online education & MOOCs (Ljubljana, February 2017) –
- An introduction to Open learning. Pierre Jarraud (FIED) (Madrid, December 2016)
o Recording
Assignment
Why should we use
a) Regular f2f course b) Online course c) MOOC
Why and when should we use the one over the other?
Different groups discussing about one type of course Think for example about the main
1) characteristics 2) (dis)advantages 3) added value
Further reading:
- Definition Massive Open Online Courses (MOOCs). Available at
http://www.openuped.eu/images/docs/Definition_Massive_Open_Online_Courses.pdf
- UNESCO&COL (2016). Making Sense of MOOCs: A Guide for Policy-Makers in Developing
Countries. Mariana Patru and Venkataraman Balaji (Eds.). UNESCO and Commonwealth of
Learning. Retrieved from http://unesdoc.unesco.org/images/0024/002451/245122E.pdf
- Commonwealth of Learning (2015). A Policy Brief on MOOCs. Retrieved from
http://oasis.col.org/handle/11599/825
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
6
Main drivers, differences between regions
Intro:
- Presentation The Why behind open online education & MOOCs (Ljubljana, February 2017) –
first and second presentation
- Presentation MOOCs context in the world – the main drivers behind MOOCs. Eamon Costello
(DCU) (Madrid, December 2016)
o Recording
o Presentation
Assignments
Assignment1
Assignment 2:
Why should
a) Governments be involved in… b) Universities (and companies, IGOs) invest in… c) Citizens / learners use… open and/or online courses / MOOCs
Three different groups discussing about one type of stakeholder
Think, for example, about
• what is the role of that stakeholder in open and online education • why should they be involved and not be involved • what is the added value for that stakeholder compared to regular/traditional
educational provision Further Reading:
- EADTU (2016) European Policy response on MOOC opportunities. Retrieved from
http://eadtu.eu/images/publicaties/European_Policy_response_on_MOOC_opportunities_Jun
e_2016.pdf
- Jansen, D., Goes-Daniels, M. (2016) Comparing Institutional MOOC strategies. Status report
based on a mapping survey conducted in October – December 2015. EADTU – HOME project.
Retrieved from
http://eadtu.eu/images/publicaties/Comparing_Institutional_MOOC_strategies.pdf
- Mulder, F., & Jansen. D. (2015). MOOCs for opening up education and the OpenupEd initiative.
In C. J. Bonk, M. M. Lee, T. C. Reeves, & T. H. Reynolds (Eds.), MOOCs and open education
around the world. New York, NY: Routledge. Retrieved from
http://www.eadtu.eu/documents/Publications/OEenM/OpenupEd_-
_MOOCs_for_opening_up_education.pdf
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
7
Strategies, stakeholders, partnerships and business models
Intro:
- Presentation Analysis of MOOCs providers – differences between regions. Darco Jansen
(EADTU) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
- Presentation Financial Models of MOOCs (Ljubljana, February 2017)
- Presentation Business models in open online learning and MOOCs (Ljubljana, February 2017) –
Further Reading:
- Read Intellectual Outpu 12 of SCORE2020 project
- Allen, I.E. and Seaman. J. (2015). Grade Change: Tracking Online Education in the United
States. Babson Survey Research Group and Quahog Research Group. Available at
http://www.onlinelearningsurvey.com/reports/gradelevel.pdf
- Gaebel, M., Kupriyanova, V., Morais, R. & Colucci, E. (2014). E-learning in European Higher
Education Institutions: Results of a mapping survey conducted in October-December 2013.
Available at http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx
- Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status report based
on a mapping survey conducted in October - December 2014. EADTU – HOME project.
Available at
http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Eur
ope.pdf
- Online Report Cardtracking Online Education In The United States. Available at
http://onlinelearningsurvey.com/reports/onlinereportcard.pdf
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
8
Quality in online learning and MOOCs
Intro:
- Presentation How to address quality in online learning and MOOCs? (Ljubljana, February 2017)
First and second presentation
- Presentation Working with different quality models for online education & MOOCs (Ljubljana,
February 2017)
Assignment:
Quality criteria for MOOCs, from the perspective of the
a) Citizens that want to learn through MOOCs b) Universities that provide the MOOC c) For the big platform providers (edX, Coursera) d) The organisations investing / providing funds (private investors, governments)
Different groups discussing focussing about one perspective Think, for example, about
o what is important from that perspective? o what criteria apply as input and as output? o process related criteria?
Further Reading:
- Read Output 8 of SCORE2020 project
- Jansen, D. , Rosewell, J. & Kear, K. (2016). Quality Frameworks for MOOCs. In Open Education:
from OERs to MOOCs. Lecture Notes in Educational Technology. Springer.
- Ossiannilsson, E., Williams, K., Camilleri, A.F., & Brown, M.L. (2015). Quality models in online
and open education around the globe: State of the art and recommendations. Retrieved from
http://icde.org/admin/filestore/Resources/Reports/ICDEQualitymodels2.pdf
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
9
Design levels and the organisational aspect.
Intro and assignments:
- Presentation Designing MOOCs - the levels of the design. The general framework. Macro-level.
Darco Jansen (EADTU) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
- Presentation Designing MOOCs - the organizational aspects. Meso-level. Jordi Claramonte
(UNED) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
- Presentation Designing MOOCs - the MOOC Platforms. Tim Read (UNED) (Madrid, December
2016)
o Recording
o Presentation
o Assignment
Further Reading:
Read Output 4 and 5 of SCORE2020 project
Cabero Almenara, J., Llorente Cejudo,M. C. and Vázquez Martínez, A. I. (2014) Las tipologías
de mooc: su diseño e implicaciones educativas (MOOCs typologies: Design and educational
implications). Revista de Currículum y Formación del Profesorado, vol. 18, 1, 13-26. Available at
http://www.ugr.es/~recfpro/rev181ART1.pdf
Downes, S. (2012). Stephen´s web. Stephen Downes. The rise of MOOCs. Available at
http://www.downes.ca/post/57911
Rheingold, H. (2013). MOOCs, Hype, and the Precarious State of Higher. Ed: Futurist Bryan
Alexander. Available at http://dmlcentral.net/blog/howard-rheingold/moocs-hype-and-
precarious-statehigher-ed-futurist-bryan-alexander
Siemens, G. (2010). Teaching in Social and Technological Networks. Available at
http://www.connectivism.ca/?pSiemens,G.=220
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
10
The universal accessibility and means and resources
Intro and assignments:
- Watch this video Closed captions in English available. Presentation Designing MOOCs (5): the
universal accessibility. Equality. Alejandro Rodríguez Ascaso (UNED) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
- Presentation Designing MOOCs (6): the means and resources. Openness and opening. José
Manuel Sáez (UNED) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
Further Reading:
- Read Output 5 of SCORE2020 project
- Burgstahler, S., Ladner, R., & Bellman, S. (2012). Strategies for increasing the participation in
computing of students with disabilities. ACM Inroads, Volume 3, n. 4, pp. 42-48.
doi:10.1145/2381083.2381098
- Connell, B. R.; Jones, M.; Mace, R.; Mueller, J.; Mullick, A.; et al. (2008). What is Universal
Design? The Exceptional Parent, May 2008, 38, 97.
- Jehl, S., Lee, T., & Marcotte, E. (2015). Responsible responsive design (1st ed.). New York: Book
Apart.
- Podjarny, G. (2014). Responsive & fast: Implementing high-performance responsive design.
Sebastopol, CA: O'Reilly Media.
- Seale, J. K. (2014; 2013). E-learning and disability in higher education: Accessibility research
and practice (Second; 2nd ed.) Routledge Ltd. doi:10.4324/9780203095942
- Seale, J., Georgeson, J., Mamas, C., & Swain, J. (2015). Not the right kind of ‘digital capital’? An
examination of the complex relationship between disabled students, their technologies and
higher education institutions. Computers & Education, 82, 118-128.
doi:10.1016/j.compedu.2014.11.007
- University of Washington (2012). Equal Access: Universal Design of Computing Departments. A
checklist for making computing departments welcoming and accessible to all students.
Available at https://www.washington.edu/accesscomputing/sites/default/files/doit-
sync/files/Equal-Access-Computing-Departments.pdf
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
11
The praxis level
Intro and assignments:
- Presentation Designing MOOCs (3): the praxis level. Micro-level: Learning strategies. Scalability
and flexibility. Tiberio Feliz (UNED) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
- Presentation Online learning and MOOCs effective design (Professor Gráinne Conole, IRL)
(Ljubljana, February 2017)
- Presentation Achieving the Pedagogic Potential of Video – for Online Learning and MOOCs
(Jack Koumi, Educational Media Production Training, UK) (Ljubljana, February 2017)
Further Reading:
- Read Output 5 of SCORE2020 project
- Cho, M-H., & Kim, B.J. (2013). Students’ self-regulation for interaction with others in online
learning environments. The Internet and higher Education, 17, 69-75.
- Fontana, R.P., Milligan, C., Littlejohn, A., and Margaryan, A. (2015) Measuring self-regulated
learning in the workplace. International Journal of Training and Development. 19 (1) 32-52
- Littlejohn, A. & Milligan, C. (2015) Designing MOOCs for professional learners: Tools and
patterns to encourage self-regulated learning. eLearning Papers, 42, Available at
https://goo.gl/7XtqaP
- Milligan, C., Littlejohn, A., & Margaryan, A. (2013) Patterns of engagement in connectivist
MOOCs. Journal of Online Learning and Teaching, 9 (2) 149-159.
- Radford, A. W., Robles, J., Cataylo, S., Horn, L., Thornton, J., & Whitfield, K. E. (2014). The
employer potential of MOOCs: A mixed-methods study of human resource professionals’
thinking on MOOCs. The International Review of Research in Open and Distributed Learning,
15(5) 1-25.
- Siadaty, M., Jovanović, J., & Gašević, D. (2013). The social semantic web and workplace
learning. Chapter 12 in Littlejohn, A., & Margaryan, A. (Eds.). Technology-enhanced
professional learning: Processes, practices and tools. Pp. 132-143. London, Routledge.
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
12
Evaluation of and research of MOOCs
Intro and assignments:
- Presentation Designing MOOCs (7): the evaluation, assessment, and certification. Tiberio Feliz
(UNED) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
- Presentation Analysis of MOOCs - Practical cases Marco Kalz (OUNL) (Madrid, December 2016)
o Recording
o Presentation
o Assignment
- Presentation Evaluation of concrete needs, institutional level Marko Papić (UL), SI (Ljubljana,
February 2017)
- Presentation State of the art in research. Mairéad Nic Giolla Mhichíl (DCU) (Madrid, December
2016)
o Recording
o Presentation
o Assignment
Further Reading:
- Aras Bozkurt, Nilgun Ozdamar Keskin & Inge de Waard (2016) Research Trends in Massive
Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open
Praxis, vol. 8 issue 3, July–September 2016, pp. 203–221 (ISSN 2304-070X).
- Arksey, H.& O’Malley, L. (2005) Scoping Studies: Towards a methodological framework.
International Journal of Social Research Methodology: Theory & Practice 8(1), pp.19-32.
- Deng, R. & Benckendorff (2017) A contemporary review of Research methods adopted to
understand students’ and instructors’ use of massive open online courses (MOOCs),
International Journal of Information and Educational Technology, 7(8), pp.601-607.
- Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online
Courses (MOOCs). Computers and Education, 80, 77-83.
- Raffaghelli, J., Cucchiara, S., & Persico, D. (2015), Methodological approaches in MOOC
research: Retracing the myth of Proteus. British Journal of Educational Technologies, 46(3),
Output 6 SCORE2020 : Train-the-trainer mOOC (micro open online course)
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488–509.
- Sangrà, A., González-Sanmamed, M., & Anderson, T. (2015). Meta-analysis of the research
about MOOCs during 2013-2014. Educación XX1, 1-28.
- Veletsianos, G. & Shepherdson, P. (2016) Who Studies MOOCs? Interdisciplinarity in MOOC
Research and its Changes over Time. IRRODL, 16 (3), pp. 1-17.
