Designing Massive Open Online Learning Processes: The importance of the social element

This is a pre-print for personal use only. Please refer to the Springer website for the official, published version http://www.springer.com/978-3-662-52923-2MOOCs as provision of open and online education have become phenomena in higher education that can’t be dismissed. While MOOCs might have originated in the US, the model used there does not fit well with the European take on education. In this chapter we describe an alternative more collaborative approach of MOOC design. This approach is based on a model already tested in practice and has been further elaborated and evaluated in the ECO project. The pedagogical framework is based on the notion that MOOCs should be designed to accommodate the specific context of open online education with its heterogeneity of learner needs. It differs very much from a traditional classroom approach and needs to put the learner center-stage in a social networked learning environment. We describe the characteristics of such a pedagogical framework and explain how digital inclusion, ubiquitous learning and gamification can provide affordances for active participation of learners that meet the learners’ needs. We illustrate how these aspects have been implemented in ECO sMOOCs and provide the first, positive, user evaluations of this approach.Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127

ECO D2.6 Web 2.0 requirements analysis

ECO sMOOCs are social and seamless and the pedagogical design puts the learner central, taking an active role and learning through interactions and connections with others. The platforms have to provide the features not only support social interaction but promote and enhance these. This deliverable puts forward what features can scaffold interactions, taking into account lessons learned from popular social media.Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127

A networked learning framework for effective MOOC design: the ECO Project approach

In the past two years a lot of attention has been given by the European Commission, as well as the European open, distance and digital education community, to the development of an alternative, more collaborative approach to MOOC design that has the potential to represent a solid qualitative alternative to the most commonly used models today. These models, which basically follow a trend originated at the top US universities that is broadly identified in the literature as xMOOCs, are proving to be inconsistent with the European standards for formal higher education due to their low-level of learner support and lack of an enriched pedagogical approach. Within the framework of the EU-funded project Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning (ECO) a research team from a pool of institutions with experience in MOOC design conceived a model that attempts to meet the above-referred challenge. In this paper we present a description of the model and its most innovative features, its theoretical foundations and context of development, as well as scenarios of implementation. Through our definition of MOOCs and assumptions, principles and characteristics of the pedagogical framework it should become clear why a networked learning framework for effective MOOC design will be able to meet the ambition of European higher education institutions to develop an alternative, more quality-oriented and effective approach to a massive open online form of education deliveryProject finnanced - European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127info:eu-repo/semantics/publishedVersio

A networked learning framework for effective MOOC design: the ECO project approach

In the past two years a lot of attention has been given by the European Commission, as well as the European open, distance and digital education community, to the development of an alternative, more collaborative approach to MOOC design that has the potential to represent a solid qualitative alternative to the most commonly used models today. These models, which basically follow a trend originated at the top US universities that is broadly identified in the literature as xMOOCs, are proving to be inconsistent with the European standards for formal higher education due to their low-level of learner support and lack of an enriched pedagogical approach. Within the framework of the EU-funded project Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning (ECO) a research team from a pool of institutions with experience in MOOC design conceived a model that attempts to meet the above-referred challenge. In this paper we present a description of the model and its most innovative features, its theoretical foundations and context of development, as well as scenarios of implementation. Through our definition of MOOCs and assumptions, principles and characteristics of the pedagogical framework it should become clear why a networked learning framework for effective MOOC design will be able to meet the ambition of European higher education institutions to develop an alternative, more quality-oriented and effective approach to a massive open online form of education delivery.Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127

Evaluation is not a second phase in the pedagogical design of a sMOOC. A case study

El MOOC analizado forma parte del Proyecto Europeo ECO (UE-14-ECO-621127) financiado por la Comunidad europea dentro del programa Competitiveness and Innovation Framework Programme (CIP), coordinado por la UNED en el que han participado más de 20 universidades y empresas europeas en la creación de cursos MOOC y en la formación de “e-teachers” capaces de diseñarlos en el futuro.La evaluación en los Cursos Online Masivos Abiertos (COMA -en inglés MOOC-) es en la actualidad un elemento central de debate y por ello uno de los aspectos de mayor preocupación a la hora de proponer el diseño pedagógico de este tipo de cursos. El objetivo del artículo es doble: describir el sistema de evaluación del curso MOOC “Alfabetización Digital para colectivos en riesgo de exclusión social: Estrategias para la Intervención Socioeducativa” del Proyecto europeo ECO1 (implementado durante tres ediciones) y diagnosticar sus fortalezas y debilidades. Hemos diseñado el modelo evaluativo como una parte central y dinámica del curso, que nos permitiera conocer el perfil de nuestros participantes virtuales (evaluación inicial), tutorizar su trabajo y valorar sus resultados (evaluación de los aprendizajes) y, por último, obtener la máxima información posible de cara a aprender de este tipo de procesos formativos y tomar decisiones de mejora en cada nueva edición (evaluación orientada a la mejora). Después de describir el modelo de evaluación, presentamos y analizamos los principales datos obtenidos con las herramientas de recogida de información utilizadas (cuestionario inicial, interacciones en grupos de Facebook y otros espacios sociales, cuestionarios autoevaluativos, evaluación por pares, informantes clave y datos de la plataforma). Para finalizar, se discuten los resultados con la intención de aportar reflexiones de nuestra experiencia que puedan servir de guía a la hora de diseñar modelos de evaluación en MOOC. Nuestra tesis principal es que el modelo evaluativo es un elemento central del diseño que debe perfilarse desde el minuto uno e integrarse plenamente con el resto de los elementos del diseño pedagógico, contemplando estrategias para la evaluación inicial y formativa de los participantes y del propio proceso de enseñanza-aprendizaje y no solo relativas a la evaluación final orientada a la certificación.Evaluation in Massive Open Online Courses (MOOC) is currently a central element of debate and one of the aspects of greatest concern when planning the pedagogical design of this kind or courses. The purpose of the article is twofold. On the one hand, to describe the evaluation system implemented during three editions in the MOOC "Digital Literacy for groups at risk of social exclusion: Strategies for Socio-educational Intervention." (European Project ECO). On the other hand, we analyze the strengths and weaknesses of the assessment system described. We have designed the evaluative model as a central and dynamic part of pedagogical design, allowing us to know our virtual participants (initial evaluation), to tutor their work and to evaluate their results (assesment of learning processes) and, finally, to obtain information in order to take decisions for improvement in each new edition (evaluation oriented to improvement). First of all, we describe the evaluation model. Then we analyze the main data collected with the tools used (initial questionnaire, interactions in Facebook groups and other social spaces, self-evaluation questionnaires, peer to peer evaluation, key informants and platform data). Finally, we discuss the results obtained in order to provide reflections that can guide the design of evaluation processes in MOOC. The main thesis we defend is that the planning of the evaluative model is a central element that must be outlined from minute one and be fully integrated with the rest of elements of the pedagogical design. Evaluative model should contemplate strategies for the initial and formative assessment of the participants and of the teaching-learning process itself, and not only be based on the final assessment oriented towards certification

D2.1 Analysis of existing MOOC platforms and services

The main objective of this task is to analyze features and services of MOOC platforms that are used in ECO and, secondly, in other commonly used MOOC platforms. This task takes into account the functionality that is required by the different pilots from two viewpoints: technological and pedagogical aspects. Firstly, to ensure this objective, this task performed a state-of-the-art review, mainly research papers and all annotated scientific literature. Secondly, we elaborate a Competitive Analysis Checklist for MOOC platforms. An approach based on technological and pedagogical items is suggested to define specific dimensions for this task. This Checklist will be a useful tool for evaluating MOOC platforms. Thirdly, five of the ECO platforms have been evaluated by using the authoring and delivery environment to check for the availability of features that are essential for the implementation of the pedagogical model as described in D2.1. It became clear that these platforms are not very suitable for the pedagogical model. Finally, a Guide for the Effective Creation of MOOCs has been drawn up indicating to assist course designers to compare the functionality, features, pedagogical and instructional advantages so they can choose the most suitable one for their areas of interest and needs.Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127

FCC-ee: The Lepton Collider: Future Circular Collider Conceptual Design Report Volume 2

In response to the 2013 Update of the European Strategy for Particle Physics, the Future Circular Collider (FCC) study was launched, as an international collaboration hosted by CERN. This study covers a highest-luminosity high-energy lepton collider (FCC-ee) and an energy-frontier hadron collider (FCC-hh), which could, successively, be installed in the same 100 km tunnel. The scientific capabilities of the integrated FCC programme would serve the worldwide community throughout the 21st century. The FCC study also investigates an LHC energy upgrade, using FCC-hh technology. This document constitutes the second volume of the FCC Conceptual Design Report, devoted to the electron-positron collider FCC-ee. After summarizing the physics discovery opportunities, it presents the accelerator design, performance reach, a staged operation scenario, the underlying technologies, civil engineering, technical infrastructure, and an implementation plan. FCC-ee can be built with today’s technology. Most of the FCC-ee infrastructure could be reused for FCC-hh. Combining concepts from past and present lepton colliders and adding a few novel elements, the FCC-ee design promises outstandingly high luminosity. This will make the FCC-ee a unique precision instrument to study the heaviest known particles (Z, W and H bosons and the top quark), offering great direct and indirect sensitivity to new physics

FCC Physics Opportunities: Future Circular Collider Conceptual Design Report Volume 1

We review the physics opportunities of the Future Circular Collider, covering its e+e-, pp, ep and heavy ion programmes. We describe the measurement capabilities of each FCC component, addressing the study of electroweak, Higgs and strong interactions, the top quark and flavour, as well as phenomena beyond the Standard Model. We highlight the synergy and complementarity of the different colliders, which will contribute to a uniquely coherent and ambitious research programme, providing an unmatchable combination of precision and sensitivity to new physics

HE-LHC: The High-Energy Large Hadron Collider: Future Circular Collider Conceptual Design Report Volume 4

In response to the 2013 Update of the European Strategy for Particle Physics (EPPSU), the Future Circular Collider (FCC) study was launched as a world-wide international collaboration hosted by CERN. The FCC study covered an energy-frontier hadron collider (FCC-hh), a highest-luminosity high-energy lepton collider (FCC-ee), the corresponding 100 km tunnel infrastructure, as well as the physics opportunities of these two colliders, and a high-energy LHC, based on FCC-hh technology. This document constitutes the third volume of the FCC Conceptual Design Report, devoted to the hadron collider FCC-hh. It summarizes the FCC-hh physics discovery opportunities, presents the FCC-hh accelerator design, performance reach, and staged operation plan, discusses the underlying technologies, the civil engineering and technical infrastructure, and also sketches a possible implementation. Combining ingredients from the Large Hadron Collider (LHC), the high-luminosity LHC upgrade and adding novel technologies and approaches, the FCC-hh design aims at significantly extending the energy frontier to 100 TeV. Its unprecedented centre-of-mass collision energy will make the FCC-hh a unique instrument to explore physics beyond the Standard Model, offering great direct sensitivity to new physics and discoveries