The rise of the MOOC s

The rise of the MOOC’s

From heaven on earth to both feet on the ground

Faculty of Social and Behavioural Sciences University of Amsterdam

Arie den Boon

¢  20 years UvA

£  Psychology, Baschwitz Institute, Communication Science

¢  20 years commercial world

£  Media research, Founder/CEO Daphne CM (2001-2009)

¢  Since 2010: UvA

£  Coaching Master students CS

£  Program manager MOOC’s

for FSBS UvA

Inspiration for the first Dutch MOOC

¢  Online course Artificial Intelligence by Sebastian

Thrun and Peter Norvik (Stanford University) in 2011

£  Very inspirational

£  Intense participation of students

£  New dimension to education

Plus University of

Amsterdam

since September 2013

Back to the first MOOC, 2011.

We can and should do that too!

¢  Objectives:

£  Learn what works, why and how by running a

MOOC ourselves

£  Feed an ongoing debate with facts

£  Manage reputation (Branding)

£  Decrease the number of wrong study choices

Group discussion 1: what would you do?

¢  What are the most important reasons for you

personally to make a MOOC?

¢  What are the most important reasons for your

Introduction to Communication Science

¢  Platform: http://mooc.uva.nl

£  1e wave: Feb – April 2013

£  2e wave: 12 Sept – 31 Oct

£  8 weeks

£  56 online videos

£  Exam and

certificate

Didactical model

¢  Follow the example of the first MOOC

¢  Key elements

£  Restructure the existing off line course

£  Facilitate learning by graphical elements that

structure the content and provide hooks

£  Enrich the course by facilitating participation

Timeline

Equipment Filming 1st_ready week _platform 3 wks, Kick off

Planning and Budget

¢  Faculty: 40k€

¢  Communication Science: 20k€

¢  UvA: 20k€

Introduction to Communication Science, examples ¢  https://www.youtube.com/watch?v=QhGPbjxy2F8 ¢  https://www.youtube.com/watch?v=S7CN9Trw43w ¢  https://www.youtube.com/watch?v=pRePffOpdjs ¢  https://www.youtube.com/watch?v=R2QcKwfljSc

Learning 1: Was it worth doing?

¢  Impact on debate on online learning

¢  Lots of learning's

¢  Impact on reputation of CS and UvA

¢  Can be used for study choices of high school

Learning 2: It is different

…

¢  Didactical model different

¢  Drop out rate large: 80%-95%

¢  Large number of students have passed the exam

¢  Participation is a good predictor of success

¢  Students enrich course beyond level of in hall

lectures

¢  No formal credits can be given

Learning 3: Social interaction important

¢  Forum increased quality of the course

£  Rich communication environment needed

¢  Social interaction can work out in a positive or a

negative way

£  No classical teacher student model

£  Moderation needed

§ …chronisch ziek, deels aan huis gebonden, beperkt

studie budget. Maar dan wil ik ook vermelden:

enthousiast, zeer gemotiveerd, gepassioneerd over het onderwerp, mijn wereldje wordt weer wat groter…

¢  Apologies for adding to

your avalanche of

emails, but I just wanted to say how much I

enjoyed the MOOC. … I worked in radio

journalism for nine years with the BBC …

¢  Now, since I'm very interested in

the content itself, I'd be happy to enroll in the follow up course! Is it going to happen any time soon (provided I pass the exam, of course)? Congrats again for work well done!

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Learning 4: Help of the audience

¢  Design turned out to be very important

¢  Many small bugs, but lots of recommendations

to improve

¢  Nobody objected to the imperfections, as we

were encouraging suggestions for improvements

Learning 5: Learn from YouTube, not

from Disney

¢  Important:

£  Charisma, engagement, authenticity

£  Graphics, design

£  Online discussions

¢  Less important:

£  Perfection of video and audio

£  Talking head of lecturer (is not broadcasting, but

stimulates discussion!)

Evaluation 1: Higher appreciation than

in offline course

¢  The course fulfilled its promise: 95%

¢  I enjoyed this course: 92%

¢  The course was challenging 70%

¢  The course was interesting 95%

Welke didactische methode hanteren we?

Voorbeeld: 10 punten Huib Tabbers

¢  Beter Onthouden

£  Niet passief maar actief leren

£  Niet stampen maar spreiden

£  Niet opnieuw bestuderen maar ophalen uit geheugen

¢  Beter Begrijpen

£  Laat uitleggen

£  Laat vragen stellen

£  Laat het tastbaar maken

£  Laat lezen, laat bezinken, laat ophalen

¢  Beter Toepassen

£  Focus op aanpak i.p.v. op oplossing

£  Afnemende ondersteuning i.p.v. gelijkblijvende ondersteuning

Wat vinden we tegenwoordig van belang

in onderwijs?

¢  Vaardigheden:

£  Kunnen samenwerken in teams

£  Problemen kunnen oplossen

Group Discussion 2: what are the

problems of MOOC’s?

¢  What are the most important problems of

MOOC’s?

¢  How can we solve these problems?

Evaluation 2:

For whom?

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Where do they come from?

Reach and

activity

¢  About 100.000 cumulative views

¢  17.767 people watched first video

¢  5.467 subscribers

¢  3.424 active participants

¢  717 participated in exam

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Free publicity: TV news at 8 PM, press,

radio, magazines, blogs, social media

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Possitive reactions from students and

Group Dicussion 3: Success and failure

¢  What are the most important success and fail

factors of MOOC’s?

£  What are the Do’s?

New MOOC plans within the

University of Amsterdam

¢  Use more platforms

£  Coursera, UvA/VU Sakai, iTunes U, etc.

¢  Use MOOC’s for introductory programmes,

deficiencies, “schakel”-programmes

¢  Use other MOOC’s in a flipped classroom

¢  Use MOOC’s for efficiency reasons

¢  Use MOOC’s for branding purposes

Mooc’s are here to stay change