Post on 29-May-2020
EMMA: la piattaforma europea di MOOC per lo sviluppo professionale e la costruzione di communityEleonora Pantò (CSP)
2 dicembre 2016 - Università di Torino - IUSE
2015 -The MOOC space essentially doubled this year.
https://www.class-central.com/report/moocs-2015-stats/
500+ Universities, 4200 courses, 35 Million Students
FutureLearn the third largest MOOC provider in the world now. They grew 275% in 2015 and are rapidly approaching the three million user mark. Along the way, they also launched what would be the world’s largest single session of a MOOC: 440,000 students signed up for one session of the Understanding IELTS: Techniques for English Language Tests course, which was taught by the British Council.
2016 -A changing landscape: no longermassive
https://www.class-central.com/report/moocs-no-longer-massive/
MOOCs are gradually being transformed from virtual classrooms to a Netflix-like experience. Most are now offered in a self-paced format or, in the case of Coursera courses, switched to a regular schedule, with new sessions starting automatically on a bi-weekly or monthly basis. If a student can’t finish a session, all their work is simply transferred to a new session.
“When I see the cultural diversity that exists today, I feel that we must defend it, and we need Europe, because otherwise we are going to live in a society with a single model, the Anglo-American model.”Jean-Pierre Raffarin
“Diversity: the art of thinking independently together.”Malcolm Forbes
“It is difference of opinion that makes horse races.”Mark Twain
Diversity as a strength?
http://www.slideshare.net/EADTU/european-mooc-strategies-strength-in-diversity
Many European platforms and many MOOC service providers
Developing a ‘framework’ for cohesive and collaborative effort
Pro-active coordination for diverse MOOCs services for all
Embrace different solutions – objectives – target groups – pedagogical approaches – languages – etc.
Using diversity as a strenght!
http://www.slideshare.net/EADTU/european-mooc-strategies-strength-in-diversity
Emma is a research-based project aiming at:
• exploring the new MOOC frontier
• supporting diversity in pedagogical
approaches
• promoting cross-cultural learning
• offering personalization of learning-paths
• experiencing and validating innovative
instructional design
Emma is also a MOOC Platform offering:
• MOOC automatic translation/transcription services
• Monitoring activities (learning analytics, tracking, surveys)
• Hosting and support
WHAT EMMA STAND FOR
THE EMMA ADVENTUREUse the European
linguistic and cultural
diversity as not
negotiable values to reach
target audiences in other
parts of the world
Create a European brand
on the international stage
Connect learning to
design through Learning
Analytics
2013: Expert survey
launched2014: The Emma
Project approved
2015: The Pilot
phase concluded
2016: Emma open
the door
2014:Emma
challenges
definition
2015: working definition
of cultural diversity as
function of:language,
pedagogy,
personalization
2016: 40 MOOCs on
board
CHALLENGES
CHALLENGE 1 E 2
CHALLENGE 3 E 4
CHALLENGE 5
A PREMISE
LANGUAGE
CULTURAL DIVERSITY
PEDAGOGY
PERSONALIZATION
A working definition
LANGUAGE
PEDAGOGY
CULTURAL DIVERSITY
CONTENT
PERSONALIZATION44% English content use
Word Errors Rate
Bilingual Evaluation
Understudy
System efficiency and effectiveness
A PREMISE
LANGUAGE
PEDAGOGY
CULTURAL DIVERSITY
CONTENT
PERSONALIZATION
hMOOC
xMOOCcMooc
Flipped
iMoocSocial learning
An education mix
A PREMISE
Language
Pedagogy
CULTURAL DIVERSITY
Content
personalization
512 course books
1912 users created
9975 notes
The micro-learning communities
Multiple languages
• Italian,
• French,
• Spanish,
• Catalan,
• Portuguese,
• Estonian,
• Dutch
Transcribe
Translate
Choose
8 T
ransla
tion/t
ranscription
syste
ms
English as a linguistic bridge
Pers
onal Learn
ing E
nvironm
ent
Interactive featuresVirtual classroomPersonal Blog CoursebookAnnotation System
Learning data and Feedback Loop
Learning interactions:
• Page visits
• Interactive activities
• Assessment
Learning profile:
• Enrolled – enrolled and
accessed materials five times
• Observer – accessed
materials more than five times
• Contributor – interacted with
the content
Learning Analytics Survey
Students profiling
• Registration form
• Entry form
Expectations
• Expectations questionnaire
Evaluation
• Evaluation questionnaire
Th
e E
valu
ati
on
Meth
od
olo
gy
20
Participants were clustered depending on their activity
Entered the MOOC up to 5
times
Entered the MOOC more than 5 times, but did not interact
with the content/other
participants
Contributed with an
assignment, commented or posted at least
once
Contributed with an assignment, commented or
posted more than once
ENROLLED OBSERVERS CONTRIBUTORS ACTIVES
9 weeks 13 weeks 6 weeks
4812
30
10
ENROLLED OBSERVERS
CONTRIBUTORS ACTIVES
27
34
32 7
71
13
87
% data
The enrolments profile trend: more women, older, more employed
AGE
EMPLOYMENT STATUS
GENDER
65%52%
76%
2014 2015 2016
% of Women-25 26-35 36-45 46-55 56+
MEAN -AGE
2014 23% 25% 23% 19% 10% 36
2015 9% 31% 27% 20% 14% 41
2016 5% 13% 27% 37% 18% 46
40%
52%
19%21%
18%
25%
6% 7%
47%
26%
15%
6%7% 8%
3%
2014 2015 2016
employed (excl teachers)
Teacher/lecturer upper education/university
Teacher/lecturer lower/primaryeducation
students
other do not work
xxx
xxx
58%
62%
45%
30%
23%
35%
28%
37%
31%
32%
5%
6%
10%
28%
31%
2%
4%
6%
9%
14%
2%
2%
It enhances the overall value of theEMMA platform
It makes EMMA a truly Europeanexperience
It’s effective
It’s totally new and different
It needs more languages to be reallyeffective
Completely agree Fairly agree Neither agree nor disagree Fairly disagree Completely disagree
How much do you agree or disagree with the following statements about the translation functionality?
What the translation functionality adds to the experience
Base: people who used the translation functionality at least sometimes – 127 cases – 17 Moocs
A multilingual space with an embedded translation service has several advantages in teachers’ views: generates engagement and motivation, supports learning and
interaction, truly represents Europe
“a multilingual space without linguistic barriers (i.e.: via the translation system)
would be more engaging and rewarding for users”
“a conversation forum that uses English only would be fine, it is easier if [ ....] they can speak
english well, but if the translation feature [is available] it might e better for different
communities to be able to operate in their own language”
“... it would also be more of an incentive to improve language skills and make for better
sharing and less cultural and linguistic isolation in Europe”
(teachers from Iceland) “it will help to realise the richness of cultural diversity in Europe”
SOURCE: survey on teachers (Focus Group)
TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH
R. De Rosa, A.Bogliolo 2016
Three Learning Dimension: • Temporal• Spatial• Engagement
http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based-hybrid-approach
All participants to this learning experience shared a similar presence within the three spheres ofthe Community of Inquiry model as in Anderson et al., populating them with their knowledge,teaching practices and social connection. The result was that they actively supported the MOOCdiscourse by creating new learning objects and a positive climate.
TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH
http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based-hybrid-approach
R. De Rosa, A.Bogliolo 2016
PUTTING THE USERS INTO THE DIGITAL LIBRARY: REFLECTIONS
ON A MOOC TEACHING EXPERIENCE A. M. Tammaro, 2016
https://dlis.hypotheses.org/author/ium
The « reversal » of the MOOC has been to start from users considered as active co-creators of digital content
The MOOC tutor has launched periodically polls or questions that would invite participants to share their significant experiences. It has been also prepared a Newsletter of the MOOC on a weekly basis.
The idea of the Newsletter was also born from the need to create a communication device, such as a weekly message, that would help the participants not to lose the thread of the course, stimulated them to follow the development of lectures and discussion. Participants instead of being overwhelmed by the volume of content and conversation, could comments on the content being generated and most of them participated in the discussion forums.
MOD
University-funded Outside sponsorship
SyndicationLearners
● Professor interest● Marketing● Blended learning dev● Cost-savings
● Government● Foundations● Other Nonprofits● Corporate
● Optional Certificates ● Corporate consumers
● Content customization
Grants
Fees
Outside Organization
‘Teacher-Student’
FUNFEDERICA
EDUOPEN
IVERSITY
UDACITY
FUTURELEARN
MIRIADA
EDX
COURSERA
Original source, Charlie Chang Capri 2015
A PROPOSAL
Routes to Sustainability:
Routes to Sustainability:
Cooperative Membership Crowdsourcing
Syndication
● Government● Foundations● Other Nonprofits● Corporate
● Content customization
● Group Services ● Experimental design
● FLOSS, Open sources● Services customization● Optimization● Training and support● Group Services
Shares (Benefits/Responsibilities)
Revenue
OutsideOrganization
Inside organization
EMMA
A PROPOSAL
Individual Subscription
● Collaborative consumption● Collaborative value creation● Content/expertise reuse● Redistribution, sharing and
reuse of excess capacity
ie. The OCLC model
This presentation is based on the work done during the EMMA project – and speciallyfrom prof. Rosanna de Rosa (University of Naples) and Chiara Ferrari (IPSOS)
Thanks for your attention
Eleonora Pantò @epantoEleonora.panto@csp.it
www.csp.it