4th Industrial Revolution and MOOCs - International...
Transcript of 4th Industrial Revolution and MOOCs - International...
The 4th Industrial Revolution and
MOOCsBy Dr. Heon Joo Suh
National Institute for Lifelong Education, ROK
- Contents -
• The 4th Industrial Revolution and 21st Century Skills
• Goals for Future Education
• Education Technology in Focus: Trends and Challenges
• MOOCs: its Potentials, Significances, Timeline, Growth, Type and Issues
• K-MOOC: its Background, Goal and Strategy, Major Developments, Achievement and Outcomes, and Future Directions
4th Industrial Revolution from Historical Perspective
• The First Industrial Revolution: based upon water and steam power to mechanize production.
• The Second Industrial Revolution: based upon electric power to create mass production.
• The Third Industrial Revolution: based upon electronics and information technology to automate production.
• a Fourth Industrial Revolution - Building on the Third, i.e., the digital revolution that has been
occurring since the middle of the last century. - Characterized by a fusion of technologies that is blurring the
lines between the physical, digital, and biological spheres.
https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/(Searched on April 19th, 2017)
Changing Landscape in Labour Market Demands
WEF, “New Vision for Education: Unlocking the Potential of Technology”(2015), p. 2.
21st-Century Skills That Learners Require
Foundational
Literacies
How students apply core skills to everyday tasks
Literacy, numeracy, Scientific literacy, ICT literacy, financial literacy, cultural and civil literacy
Competencies
How students approach complex of challenges
Critical thinking, Creativity, Communication, and collaboration
Character
QualitiesCuriosity, initiative, Persistence/grit, adaptability, leadership, and social and cultural awareness
How students approach their changing environment
WEF, “New Vision for Education: Unlocking the Potential of Technology”(2015), p. 3.
Goals for Future Education
Cultivate
Creative
Talents
Learning
on Demand
Competence
-based
Learning
Building
Open
Education
Environment
Education Technology in Focus: Key Trends
The New Media Consortium, “NMC Horizon Report 2017 (Higher Education Edition)”, p. 3.
Education Technology in Focus: Key Challenges
The New Media Consortium, “NMC Horizon Report 2017 (Higher Education Edition)”, p. 3.
MOOCs: A Solution to Future Education
Just-in-time
Personalized
Self-paced
Adaptive
Break-down of topics, themes, thereby facilitating learners’ learning
at once
Provide course, course method, assessment and feedback according to
learners’ needs or demands
Learners can control their learning pace and time according their level of
intelligence and understanding
Provide educational consulting according to learners’ level
Flipped
Global
Master
Hybrid or blended learning, Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.
Access to courses across the world beyond learners’ national boundaries
Almost every learners learn over 90% of what the courses requires
Significances of MOOC
• MOOCs are accessible to virtually everybody who has access to the internet and the courses are free. There is no direct cost for a participant to explore a potential new area of interest or learning;
• Learning occurs at times and locations that best suit the participant;
• Interact with other people with a shared interest and are exposed to a diverse range of perspectives and ideas ( raising engagement in learning activity)
• Gain insight into attitudes, ideas, and trends among different populations and countries on a particular topic enhancing cross cultural competence
• Allow learning and development to be tailored to the needs and/or interests of each participant Personalized learning, Adaptive learning
• Open and widen learning possibilities lifelong learning
• Non-exclusiveness (Not precludes somebody else who wanted to participate but
did not meet the selection criteria or cut-off levels)
Timeline of MOOCs
http://blogs.cetis.org.uk/cetisli/2015/05/11/moocs-and-open-education-timeline-updated/(searched on April 19th,2017)
Growth of MOOCs
https://www.class-central.com/report/moocs-stats-and-trends-2016/(searched on April 19th, 2017)
Types of MOOCs according to functionality
• transferMOOCs: Transfer MOOCs literally take existing courses and decant them into a
MOOC platform, on the pedagogic assumption that they are teacher-led and many rely on a
‘name’ of the institution or academic to attract learners (Coursera, edx)
• mademoocs: Have more of a formal, quality driven approach to the creation of material and
more crafted and challenging assignments, problem solving and various levels of sophisticated
software-driven interactive experiences. Peer work and peer-assessment (Udacity, Khan
Academy)
• synchMOOCs Vs. asynchMOOCs : whether there is fixed start date and a clear end date or
not (cf. self-paced)
• adaptive MOOC: use adaptive algorithms to present personalised learning experiences, based
on dynamic assessment and data gathering on the course and courses (Cogbooks)
• group MOOC: start with small, collaborative groups of students. The aim is to increase student
retention (NovoEd)
• connectivistMOOCS (cMOOC): Pioneered by Geperge Siemens and Stephen Downes, these
connectivist MOOCs rely on the connections across a network rather than pre-defined content.
• minimoocs: shorter MOOCs for content and skills that do not require such long timescales.
This is typical of commercial e-learning courses, which tend to be more intense experiences
that last for hours and days, not weeks
Massive Open Online Course (MOOCs) typesBy Sagrario Ballester (November 24, 2016) http://project.ecolearning.eu/mooc-types/
Major issues facing MOOCS
http://www.elearnspace.org/blog/
Backgrounds for K-MOOC
• Declining Revenue for Higher Education Institutions
• Increasing Demands for New and Diverse Courses
• Demands for Quality Higher Education
• Increasing Demands for Quality Lifelong Learning
Goals and Strategies of K-MOOC
Policy
Goals
Innovation in College Education through Access to Best Quality Lectures
Offering Higher Education Opportunities
Forming a Foundation for Lifelong Learning on Higher Education
Strategies
Annual Expansion of Participating Institutions/Organizations upon Establishing
K-MOOC into a Competent Leading Brand
Respecting University’s Autonomy and Diversity
Considering to offer Additional Services Stage by Stage after Establishing a Firm Foundation through Governmental Support
Domestic Service first, geared towards Gradual Globalization
Launch of K-MOOC: 10 Universities, 27 Courses
Launched with 27 high-quality courses from 10 universities in Korea
Major Developments of K-MOOC: New Features added
Development of dashboard and
statistical analysis function to provide
various data on learners and their
learning patterns such as:
number of learners per course
learners’ participation in quizzes
learning activities of those who
complete the course
Collected data to be used for learning
analytics and for enhancing the service
K-MOOC insightsPlatform Management and
maintenance to provide stable service
Multilingual Platform (in Korean/English)
for active sharing and use of contents
globally
Tweaks and fixes to help learners and
instructors to make better use of the
platform
K-MOOC app has been launched,
thereby learners’ easily accessing to K-
MOOC contents anytime anywhere
Others
Learners’ Learning Activity: Daily Student Enrollment
① Period(ALL, 1 Week, 1 Day)② Social Factor(Age, Academic background, Gender, Nation)
Why? Homework?Exam, Offline classesAnother Reason?
Learners’ Learning Activity: Weekly Engagement
1 Weeks(Visiting the page / Watching the video / Quiz / Discussion)
K-MOOC Learners’ Profile (as of January 2017)
Below 20, 15%
20s, 29%
30s, 18%
40s, 20%
50s, 13%
60 and Above, 5%
0 5000 10000 15000 20000 25000
Below 20
20s
30s
40s
50s
60 and Above
Male
Female
1%
7%
20%
4%
38%
15%
5%10%
Elementary School
Middle School
High School
AA
BA
MA
PhD
Others
Achievements and Outcomes of K-MOOCUser Satisfaction Survey
Willing to Recommend
(9∼10)
Neutral (7∼8)
No recommend
ation (0∼6)
NPS(Recommended –
No recommendation)/Total # of Respondents
56.4% 128(7∼8)
33(0∼6)
47.6
Highly Helpful 82.7%
Helpful 11.1%
Not at all 5.9%
Highly Satisfactory
52.7%Satisfactory
37%
Neutral 7%
Unsatisfactory 1%
Unsatisfactory2%
Visual and Audio Quality 82.2%
Learning Activities 73.8%
Learning Materials 76.5%
Interaction between Learners and Instructors
58.9%
Platform 83.5%
Basic-level learning for Majors 20.8%
Intellectual Curiosity & for Pastime
53.0%
Career-related 10.5%
Job skill improvement 8.9%
Others 6.8%
- While working in restaurant during my time off from college, I had an opportunity to be in charge of planning a ‘social dining’ meeting. I was given a full authority from planning to managing and advertising the service, yet I had no prior knowledge about it. The Service Design course taught me things that were invaluable in designing the service in practice.
- I am a high school student who wants to study Sociology in college. Taking the Introduction to Information Society course, I was able to learn a lot about Sociology and that I really want to major in this subject.
-I am a university student with disabilities, hence taking lectures offline is somewhat burdensome. For me, K-MOOC helps me to learn at will without any barriers.
- I moved to New Zealand with my family back in 1995,
and I work as an Oriental Medicine Doctor here. I thank K-MOOC for giving me opportunities to take courses in Korean even when I am overseas.
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Strategic Direction of K-MOOC for FY 2017
Developing high-quality courses in various subjects
Additional selection of participating institutions and development of more coursesExpanding courses developed under the Educational Finance Distribution Program
of the MOE as well as those developed as “subject-designated” courses
Strengthening Quality Assurance process for the courses Quality Assurance Committee in operation Providing information for follow-up / related courses
Enhancing course quality and administrative management
Expanding usage and credit recognition for courses in participating institutions Expanding mutual use of K-MOOC courses between institutions Expanding K-MOOC course development and usage among non-participating institutions Using K-MOOC for in-service training and providing higher education for adults
Expanding course usage in Higher Education
Constructing basis for establishing sustainable K-MOOC ecosystem Stable system management through platform maintenance Active MOOC-based cooperation and exchanges
Service stabilization and establishing basis for self-governance
FY2017 Plan
for Promotion and Stabilization
of K-MOOC Service
1
2
3
4
Future Issues for Development of K-MOOC
Developing course bundles per subject areas through securing of quality contents (from 300 courses in 2017 to 500 by 2018)(based on the Service Economy Development Strategies Plan by the Ministry of Strategy and Finance, 2016)
Establishing a certification system for K-MOOC courses, laying the groundwork towards establishing an open higher education system as well as supporting those who work and study at the same time
- i.e. Offer Korean studies courses from basic to advanced levels as a bundled course, awarding learners with nano-degree upon completion
Using intelligence information technology such as big data analysis in K-MOOC platform, providing tailored support for each learner (based on the Mid-to-Long Term Strategies and Directions for responding to the coming of Intelligence Information
Society by the Ministry of Education, 2016))
Researches for developing a profit model for sustainable service - With 2015 K-MOOC courses being financially supported until 2018, measures such as pilot operation of charging
certificate issuance fee are currently under consideration
Higher degree of autonomy for institutions through changes in financial support methods
Creating active ties with global MOOCs through mutual agreements (MOUs) and establishing basis for co-development and course exchange: ICT, IoT, AI, Medical Sciences, and Language & Culture
Setting MOOC as an important national agenda through international conferences (i.e. ASEMME6)- Mutual consultations and contents co-development with global MOOCs- ASEM Network of MOOCs Initiative seeking MOOC-based educational cooperation Enhancing global promotion through platform and contents in English (or with subtitles), to attract
international students and providing Korean language education for overseas Koreans