Gisteren vond het SurfAcademy seminar over MOOCs plaats. Toen wij enkele maanden geleden vanuit de SIG OER bedachten dat het wel een goed onderwerp voor een seminar zou zijn en we een programma hebben opgesteld, hadden wij niet verwacht dat er zo veel belangstelling voor het seminar zou zijn. Meer dan 100 mensen zaten in de zaal en ook online werd het door velen gevolgd.
Today Delft University of Technology announced that we will join the EdX Consortium. In January our President announced at the Dies that we would start with MOOCs and that we would join an international consortium.
We have talked and negotiated with Coursera and EdX. Both organisations wanted us to join them. So we had the luxury to make our own decision on which platform to join. After some considerations we decided to join EdX.
Net zoals vorig jaar organiseren Surf, OpenUniversiteit en de TU Delft weer een groot evenement tijdens de internationale Open Education Week. Het evenement vind plaats op woensdag 13 maart in het Geldmuseum in Utrecht. Het programma bestaat dit jaar o.a. uit:
presentatie van Matthijs Leendertse over onderwijstrends
presentatie over het trendrapport OER 2013 (versie 2012 staat hier)
presentatie over Open en Online Onderwijs door Anka Mulder (TU Delft)
presentatie over de ontwikkeling in Europa door Fred Mulder (OU)
Videoboodschap van Europees Parlementslid Marietje Schaake
Presentatie over de impact van de Paris OER Declaration door UNESCO
en het grote studenten OER-debat
Ik ben zeer tevreden over het interessante programma dat we weer hebben kunnen samenstellen en dat door de dagvoorzitter Paul Rullmann aan elkaar gepraat zal worden.
Aanmelden is natuurlijk gratis en gaat via de Surf-website. Hier vind je ook het volledige programma.
In the summary they have listed the most important findings:
Over 600 hours of effort were required to build and deliver the course, including more than 420 hours of effort by the instructor.
The course launched on schedule and was successfully completed by hundreds of students. Many hundreds more continued to participate in other ways. The number of students actively participating plateaued at around 1000 per week.
Over 12,000 students enrolled, representing more than 100 countries. Approximately 8,000 of these students logged in during the first week.
At the time of enrollment, one-third of enrolled students held less than a four year degree, one-third held a Bachelors or equivalent, and one-third held an advanced degree.
25% of students who took both Week 1 quizzes successfully completed the course, including 313 students from at least 37 countries. Course completers typically held a Bachelor’s degree or higher; however, at least 10 pre-college students were among those who successfully completed this challenging upper level undergraduate course.
Students who did not complete all requirements cited a lack of time, insufficient math background or having intended to only view the lectures from the outset. Regardless of completion status, many students were primarily seeking enjoyment or educational enrichment.
Most students reported a positive learning experience and rated the course highly, including ones who did not complete all requirements
The Coursera platform met the needs of the course in spite of being continuously under development while the course was live. Technical issues reported by the students and instructor were generally minor, of short duration and/or quickly resolved.
Patience, flexibility and resilience on the part of instructor, Coursera students, CIT staff, and Duke University Office of Information Technology media services staff were key elements in the success of this course.
If you are involved in the creation of delivery of a MOOC you should certainly read this paper.
New technologies present a much more complex environment for instructors to navigate. Instructors need to balance intense teaching, research and publishing loads with staying abreast of advancements in their respective fields. At least initially, any new technology is often "yet another thing" to have to find time for.
Yesterday we finalised the project proposal for the OCW4STEM project. Together with my collegue Michel Beerens (expert in writting grant proposals) we have crafted 392 pages and a very big excel sheet with the budget.
The proposal is for the EU Erasmus Life Long Learning programme as an Academic Network grant. Now we have to keep our fingers crossed until the summer to hear if the proposal is assigned.
The Open Book Project is an initiative of the U.S. Department of State, the Arab League Educational, Cultural and Scientific Organization and leading education innovators to expand access to free, high-quality open educational resources in Arabic, with a focus on science and technology and online learning. Open educational resources are materials released under open licenses that allow free use, sharing, and adaptation to local context. Offering access to these resources will help to create educational opportunity, further scientific learning, and foster economic growth.
The initiative will:
Support the creation of Arabic-language Open Educational Resources (OERs) and the translation of existing OERs into Arabic.
Disseminate the resources free of charge through our partners and their platforms.
Offer support to governments, educators, and students to put existing resources to use and develop their own.
Raise awareness of the potential of open educational resources and promote uptake of online learning materials.
Partners in the project are US Department of State, the Arab League Educational, Cultural and Scientific Organisation and our open collegues, such as Creative Commons, the Hewlett Foundation, ISKME, Meedan, MIT OpenCourseWare, the OpenCourseWare Consortium, and Rice University OpenStax College.
Inmiddels zijn er drie universiteiten in Nederland die hebben aangekondigd om te starten met MOOCS.
Universiteit Leiden was de eerste met de aankondiging van "European Law" op het Coursera platform (inmiddels meer dan 10.000 deelnemers). De UvA heeft er voor gekozen om de MOOC "Introduction to Communication Science" te gaan doen op het platform van Edia dat gebaseerd is op Sakai. Twee weken gelden heeft de TU Delft aangekondigd dat zij dit jaar ook MOOCs gaat aanbieden, maar dat de keuze voor het platform nog niet gemaakt is (red: nog steeds niet).