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Massive Open and Distance eLearning (MODeL): UP Open University’s MOOCs Experience Grace Javier Alfonso Melinda Bandalaria Primo Garcia ICDE Bali, Indonesia.

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Presentation on theme: "Massive Open and Distance eLearning (MODeL): UP Open University’s MOOCs Experience Grace Javier Alfonso Melinda Bandalaria Primo Garcia ICDE Bali, Indonesia."— Presentation transcript:

1 Massive Open and Distance eLearning (MODeL): UP Open University’s MOOCs Experience Grace Javier Alfonso Melinda Bandalaria Primo Garcia ICDE Bali, Indonesia November, 2014

2 MOOCs massive open online courses mainstreaming open education discourse Era of Open Education Connectivity interactivity ubiquity constructivist-participatory pedagogy

3 most cited university reasons to offer MOOCs (1)“increase institution visibility” (1) “drive student recruitment” (2)“improving educational outcomes”

4 The UP Open University established in 1995 to further democratize access to higher quality education through Distance Education Faculty of Education Associate in Arts Bachelor of Education Studies Graduate Certificate in Distance Education Diploma in Science Teaching Diploma in Mathematics Teaching Diploma in Language and Literacy Education Diploma in Social Studies Education Master of Distance Education Master of Arts in Language and Literacy Education Master of Arts in Social Studies Education Doctor of Philosophy in Education Faculty of Information and Communication studies Bachelor of Arts in Multimedia Studies Diploma in Computer Science Master of Development Communication Master of Information Systems Doctor of Communication Faculty of Management and Development Studies Diploma in International Health Diploma in Land Valuation & Management Diploma in Social Work Diploma in Research and Development Management Master of International Health Master of Land Valuation & Management Master of Social Work Master of Public Health Master of Hospital Administration Master of Arts in Nursing Master of Public Management Master of Environment and Natural Resources Mmgt Master of ASEAN Studies

5 the UPOU expanded its reach by offering its first MOOC android apps development Smart Communications. Technopreneurship. Fundamentals of Business Process Management Business Communication IT-Business Process Association of the Philippines and the Asian development Bank. Service Culture, Systems Thinking, Advanced Business Process Management.

6 The MOOC/MODeL  quality education accessible for the Filipino learners all over the world.  connectivist and constructivist pedagogy of teaching, learning and research in the digital age  teachers and learners are co creators of academic texts which  growth of the different disciplines

7 MOOCs MODeL Massive open Distance eLearning

8 MOOC issues and challenges 1.Quality of education cheating, plagiarism and appropriate assessment mechanisms 2.Initial investment and sustainability model. 3.Appropriate learner support model or framework

9 MOOC issues and challenges 4.Recognition and accreditation by the industry and other academic institutions. 5. Perceived intellectual dominance resulting from the one-way transfer of educational materials from the rich nation states to the much poorer developing countries 6. low course completion rates of MOOC participants

10 Quality of Instruction in MOOCs  Quality Assurance (QA) for Open and Distance eLearning (ODeL)  the I Teach IDEA framework ( I)- institutional support or commitment (Teach)- teaching, support staff, and the teaching learning environment or hub (I)-IT infrastructure (D)-design of learning and instruction (E)-evaluation or continuous research and monitoring of the initiative (A)- assessment of and for learning by adapting this I Teach IDEA framework

11 The Teach component  teaching-learning and research environment or the LMS used for MOOCs  “unending conversation” MOOCathon

12  UPOU faculty member and an industry expert work together to ensure content validity multimedia formats of learning content like video, podcasts, and texts. for MOOCs were released for FREE SHARING  Other universities that wish to offer the same courses can also utilize the said materials for teaching and learning

13 Designing the LMS for UPOU’s MOOCs  LMS to be tested for UPOU MOOCs was powered by Moodle  free and open plug-ins like YouTube  interaction between and among the teacher and learners to facilitate and to motivate the learners  automated assessments to facilitate assessment for learning

14 Designing the Assessments  require learners to engage in contextualized case analysis  providing the answer by learner within a given duration by video capture  The students’ video recorded responses to assessment questions are uploaded to YouTube

15 MOOCs in Partnership with Industry initial capital investment Sustainability industry recognition of the Certificate of Accomplishment; quality of content subject matter experts co-teaching marking the assessme more aligned with the industry for industry support for accreditation of these courses.

16 Learner Support in the Initial MOOC offerings  pre-course enrollment  while taking the course  post course completion  learners undergo a Distance Education Readiness module (how to go about distance elearning and navigate the LMS ) 

17 Crediting of Courses our MOOCs on Business Process Management  integrated into the tertiary education curriculum on information technology and management through a memorandum circular from the Philippines Commission on Higher Education (CHED).  Academic institutions offering these courses can have their students enrolled in UPOU MOOCs, get the Certificate of Accomplishment, and apply for the transfer of equivalent credits  MOOC completion and the associated learning --attested by the Certificate of Accomplishment- -to differentiate it from the usual Statement of Accomplishment usually given by MOOC providers

18 Sustainability of MOOCs  certification for a minimal fee to cover the cost of assessment  grants and industry support  work credit for extension/community work for university personnel  designed, and delivered its own MOOCs--- involved active search and evaluation of an appropriate model for its own MOOC. Referred to as MODeL or Massive Open Distance eLearning

19 What lessons can we draw from our experience in MOOCs?  open universities can extend their long and vast experience in open education in MOOCs. The principles and processes that determine quality in distance elearning can also be considered for MOOCs.  ODL universities can look at MOOCs as part of its strategies to make education more accessible to more people.

20 What lessons can we draw from our experience in MOOCs?  partnerships with industry and other institutions-- capital investment required, the recognition of certification, and the model selected for sustainability  Pooling of resources can enable various institutions to spread the risks and costs associated with developing MOOCs.  partnerships with other universities. the UPOU along with Hanoi Open University, Open University of Malaysia, Sukhothai Thammatirat Open University, and Universitas Terbuka have partnered together to co-develop course materials for a master’s degree in ASEAN studies.

21 What lessons can we draw from our experience in MOOCs?  crediting of courses e similar to the recent collaboration of 17 universities exchanging credits under the Distributed Online Collaborative Courses (DOCC)  -- a mode which can be done among OU5 for ASEAN studies or any other group of universities within a regional bloc.

22 What lessons can we draw from our experience in MOOCs?  National open universities need not target the same set of leaners being targeted by conventional universities  UPOU, a substantial portion of our MOOCs learners is overseas Filipinos. In an increasingly globalized world -MOOCs can be means for universities to continue serving the needs of its citizens who are based abroad.

23 What lessons can we draw from our experience in MOOCs?  scholars, researchers and teachers of developing countries– need to proliferate the web with their own stories, narratives, perspectives, experiences, solutions to problems and thicken the discourse in areas that they feel they are good at and to foreground the richness of cultural diversity. Then there can be true sharing and collaboration with other universities and institutions all over the world.  academic institutions and governmental agencies can maximize the potential MOOCs to genuinely serve lifelong learners and effect the overall development of all countries and its peoples. 

24 skepticism about MOOCs role in open learning and distance education many issues and concerns in MOOC deployment in its current format  MOOC offers an opportunity for open access to education  the continuous acquisition of knowledge and skills by an increasingly mobile populace.  the communities of learners we serve are diverse  develop our respective versions and models of MOOCs. 

25 It brings our University closer to an integrative implementation of our mandates of Teaching, Research, and Public Service. Where lines between and amongst these concepts blur. However, what is clear is that we may take different paths towards MOOCs but I know that we would always be guided by the same passion that brought our institutions into being – openness, access, equity, and excellence.  Thank you.

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