1. Massive Open Online Courses (MOOCs) as a disruptive innovation in United States and European higher education and Beyond: Case Study:“ The experience of unX: a community for entrepreneurship and Lifelong Learning in Latinamerica” Marta Cáceres-Piñuel GO-GN Meeting Cape Town (10-12-2013)

2. Private Foundation Public goals. Private funding. Common effort. Latin-American scope CONTEXT: Center for Higher Virtual Education (CSEV) Open innovation in eLearning. Avant-garde methodologies, technologies and contents for virtual education. Agile approach to innovative eLearning projects in collaboration with universities, public institutions and enterprises. ICTs in education and innovation to fight social exclusion. Since 2012: Focus on MOOCs and Mobile Learning projects

3. unxMobile LearningMOOCscertificates More than 300,000 students enrolled in more than 25 courses. (Technical and methodological support) More than 3,700 official certificates in MOOCs.- (UNED Pilot) Almost 30,000 members in the Latinmerican Entrepreneurshi p community and lifelong learning(7Moocs ) Red Emprendia New dynamics for advanced mobile learning. Educational apps and learning activities100% mobile. CSEV PROJECTS: some indicators

4. CSEV tools for life-long learning: 2 examples of Communities of Knowledge (MOOCs + Community) Fostering Latin- American (and global) entrepreneurship in the Digital Economy Fostering Young, Innovative and Mobile Entrepreneurship

5. Questions in my day-to-day work: How to explain MOOC revolution to our stakeholders?: International Framework Lack of empirical evidences of the results of the MOOCs (Main changes for teachers/students)? How to improve innovative e-learning experiences using MOOCs? Are MOOCs and communities of knowledge a powerful tool for Lifelong Learning? Ensuring equality and access to education for acquire flexibly key competences needed in the interconnected world especially for disadvantaged groups needing particular support to fullfil their educational potential.

6. Main Goal: To Analize Massive Open On-Line Courses (MOOCs) as disruptive innovation in higher education and as a powerfull tool for Life Long Learning.Overview about present and future of fenomenum in Europe and United States Case analysis: UNX project, from open education about entrepreneurship for Latinamerica to Open community of knowledge and Life Long Learning PhD: GOAL 6

7. Main Research Question: Are Massive Open On-Line Courses (MOOCs) as disruptive innovation in higher education and could they be used as a powerfull tool for Lifelong Learning? Sub-questions What is the international framework of MOOCs? Are there sustantive differences between United States MOOC experiences and European MOOC experiences? Are there any empirical evidence about the impact of MOOCs in new ways of Teaching and Learning? How to improve innovative e-learning experiences using MOOCs and how to use them for Lifelong Learning? Case study: Unx as an Open Community of entrepreneurship knowledge in Latinamerca PhD: Research Questions 7

8. Qualitative Methods: Open Interviews to Open Education Strategies Responsibles in Europe and United States (Overwiew of OE strategie/ Strenghts and Weakness of MOOCs/evolution of MOOCs in the near future) Focus Group /Semistructured Interviews to teachers envolved in MOOCs (Sample: professor participants in CSEV MOOCs. Questions about new pedagogical frameworks and new rol of professor/curator in MOOCs) Quantitative Methods MOOCs Students Survey in Unx (Sociodemogragrafic profile, motivations, expectations, achivements) Learning Analytics in Unx (Big Data analysis: MOOCs learning Dinamics) PhD: Reseach Design and Methodologycal Framework 8

9. Innovative disruption. New paradigms in science. (Thomas Khun) Collaborative Learning. Theories of Cognition in Collaborative Learning. Seminal theoretical works influential within collaborative-learning research suggest a post-cognitive approach to group cognition as a complement to analyzing cognition of individuals or of communities of practice, For collaborative learning research, theory must take into account interaction in online environments, knowledge building in small groups and cognition at multiple units of analysis. (Stahl, Koschmann & Suthers 2006) Computer-supported Collaborative Learning: it combines concerns with computer technology, collaborative socialinteraction and learning or education— with very diferent disciplines combined (Stahl 2009) Communities of knowledge. Networking Analysis Theories (Requena 1989, Radcliffe Brown 1940, J.A, Barnes 1954) PhD: Literature Revision 9

10. PhD: Research Calendar 10 Definición y marco Teórico Diseño Metodológico Entrevista y encuesta 2013 20142015 PHD definition & Literature revision Research Phase 1: Interviews OE Respo Reseach Phase 2 Survey MOOC students Research Phase 3 Focus Groups teachers Conclusion s PhD (PHASE 1: Main Results and Preliminary Findings)

11. INTERVIEWEES LIST: OPEN EDUCATION STRATEGIES AND THE FUTURE OF MOOCS. UNITED STATES –MIT-Media Lab Hal Abelson: Director MIT Eric Klopfer. Professor and Director Education Arcade, MIT- Media Lab Mitchell Resnick. Director of Lego Project –Edx-MITx Sanjay Sarma, Professor of Mechanical Engineering, Director of Digital Learning MIT (MITx – Edx) Piotr Mirtros. Edx developper –Edx-Harvardx Justin Reich (Researcher Harvardx). –-MIT.- OCW Steve Carson, MIT OCW Director of Communications and External Relations. –NEW MEDIA CORSORTIUM Larry Jonhson. Director Horizon Report EUROPE –OUNL and OpenEdup.- Fred Mudler. Former Rector OUNL and Chair of UNESCO OERs -OUUK. Open Learn/Future Learn Michael Swann. Former Rector OUUK president of EADTU -European Comission. Opening up Education Strtategy Yves Punie. Main ICT and Education Researcher at IPTS. -P2PU Philipp Schmidt. Co-founder.P2PUniversity (Visiting Researcher at Media Lab) -UNED.UNED Abierta PHASE I : Interviews to Open Education Strategies Responsibles 11

12. Brief History of Open Education (OE): from OERs to MOOCs MOOCs: An Overview in Europe and EEUU UNX project: Latin American Online Community for Entrepreneurship and Life Long Learning MOOCs and beyond? The future –UNX next steps OUTLINE: From Open Educational Resources (OERs) to MOOCs and Beyod:The UnX case study 12

13. 1994-95:Free/Libre open source software: FLOSS, (Wiley, 1994) 2001.-MIT Open Course Ware. (OCW ) 2002.UNESCO. I International OER Forum. Definition of “Open Education (OE) and Open Educational Resources (OER)” 2005-2007.-OECD: International Forum about OE and OERs. Report “Giving education for Free. The Emergence of OER(2007)”. 2008.- Cape Town Open Education Declaration (OSI y Fundación Shuttleworth) 2008.- First MOOC Experience (Siemens and Downes.- Conectivist branch cMOOC.) Brief History of Open Education (OE) : From Open Educational Resources (OERs) to MOOCs 13

14. 2011.-The year of Massive Open On-line Courses: Disruptive Innovation in USA and Europe What are MOOCs? A massive open online course (MOOC) is a type of online course aimed at large-scale participation and open access via the web. MOOCs are a recent development in the area of distance education, and a progression of open education ideals suggested by open educational resources. Common features: Open access. Scalability cModel/xModel 14 Predominantely in US and then expanded massively… Some European Universities have joint US initiatives but there are other national inititives and international European MOOC Platform 10 countries Future Learn UK (20 Universities) OU Nederland Spain

15. Case Study: What is unX? An On-line Community for Entrepreneurship in the Digital Economy that promotes Open Education and Online Collaboration for entrepreneurs in Spain, Portugal and Ibero America. unX is a learning and entrepreneurship platform for the Ibero-American community in Spanish and Portuguese languages. Explicit focus on the needs of students, the under-employed and the unemployed from our countries. unX is not just for already-existing entrepreneurs; it's rather a platform to help people become more active and entrepreneurial regarding their professional lives 15

16. Phase 2. Building up an open community of knowledge Every member of the community will feel motivated to stay in it, contribute and create new oportunities. Phase 5. Building up a community of enterpreneurs and local partners (face to face events) Phase 4. Creating new Entrepriseses Phase 1 Learning with on-line MOOCs (Employment, Experience, Feedback, Crowd-Learning) Phase 3Getting certifications and credentials Certification: Badges and official certification in the near future. This experience will stimulate entrepreneurship activities, including formation of start-up companies, and part of the activity will focus on mentoring aspiring entrepreneurs and nurturing their efforts. Massive open online courses Towards employment and new Entreprises unX Learning Pathway: Latin American Online Community for Entrepreneurship and Long Life Learning 16

17. Education is a mean for the development of a more creative, entrepreneurial, participatory, fun and fair society for all. Our mission is to identify and develop tools and methodologies to facilitate this process and taking into account the needs and opportunities of the people. Reach students wherever they are in terms of aspirations and local realities in tune with the opportunities available to them. unX has been created to foster the participatory development of an entrepreneurship community of practice. unX is an open e-learning enviroment to foster learning and entrepreneurship in the community, with a massive participation. unX Objetive & Pedagogical Pillars Objective Raise awareness and enhance entrepreneurship skills in the digital economy through an innovative education model. Online teeming-learning (distributed/decentralized/peer-to-peer learning) for a more human education with the support of technology. Pedagogical pillars 17

18. MOOCs + an active and engaging social community of practice Methodology: MOOCs + an active and engaging social community of practice The methodology is based on practical case studies, designed by a tutor, named curator, and moderated and dynamised by a facilitator, promoting the generation of knowledge in the Community. The students have social tools in order to solve challenges (Fora, wikis, Peer to peer dynamics). Promotes collective learning. Participants share knowledge through forums and social networks. Learning is continuous and the knowledge community may remain after the course. The learning challenges are the key point in the process of acquiring new knowledge. Challenges provide a simple way to solve a complex problem through the videos and suggested activities. Challenges & Social Tools 18 A badge is a valid accreditation in the digital environment attesting the accomplishment of a task, participation in a competition or attendance to an online or offline event. It is a visual standard to show on the network that someone has certain skills and competences. The badges respond to the challenge of accreditation within the open educational process and are used to recognise a person who has followed a reading, debate, working group, virtual event or has acquired certain skills in an online learning environment.  It is about overcoming challenges and achieving badges, visible symbols in the digital world that accredit acquired competences and skills and define the professional profile.  Students can reach reputation levels (karma), within the community of students based on their participation and relevance in the areas of interaction between students (forum)  Near Future: Official Certification and academic credits by universities. Assessment: Badge and Karma

19. unX is not only a MOOC platform but also a Community of Knowledge for Entrepreneurship in Latinamerica What can entrepreneurs find in UNX? What can entrepreneurs find in UNX? 19 More info: http://www.redunx.org

20. MOOCs and Beyond:PHASE 1: Main Results and Preliminary Findings (Interviews with OE responsibles)

21. 1. 1-Lifelong Learning 2. 2-Educational Inclusion 3. 3-Complementary resource for in-campus education (New uses on-campus (flipping the classroom) 4. 4-New students off-campus (Professionals, unempleyees, outsiders of educational systems, lifelong learning) 5. 5-Free 6. 6-Empowering new learners 7. 7-Potential certification (not free) 8. 8-Blended experiences 9. 9-Access to Hight Quality Higher Education for developing countries 10. 10-MOOCs add value to universities (visibility, prestigious, potential new residential students…) MOOC Strenghts Regarding MITx MOOCs: “…New e-learning models and technologies are bringing higher education its “most profound technological transformation in more than 500 years,” MIT President L. Rafael Reif fall 2012 inaugural address.

22. 1- Non Engaging Environment (average 90% students don´t finish) 2-Non creative Learning (Traditional Model) 3-Necesity of more personalized experiences 4-More variety, collaborative, and creative learning aproach 5-Creation of MOOCs is very expensive ( 50.000 - 1.000.000 $) 6-No bussiness model 7-No political strategies 8-Neocolonialism from the most prestigious Universities? 9-Necesity of Multilingual MOOCs 10-Learning Analytics (More comprehensive dasboards for researchers) MOOC Weaknesses Rearding MOOC revolution: “Over-expectations are the worst friends of learning thechnologies” Pierre Dillembourg.EPFL Institute of Technology Lausanne eMadrid Event June 2013

23. Challenges 1- Methodology: New Pedagogical frameworks PPPP Model: Project based Peers based (connect ideas) Pasionate (Engagement and Motivation) Playfull (gamification) Flipped classroom 2-Professors: New role as designer of a path of learning Less hierarquical More active role to play in the community of knowledge Creator of Challenges. Promote Experimentation and Creativity in online context 3-Students: More independent, proactive and autonomous Regarding Open education opportinities: “…we risk missing the transformative and innovative opportinities, Be it for imprpving teaching and learning …” Vijay Kumar. Openning Up Education 2007

24. 1-Blended Experiences ( On-line and residential) 2-Smallers groups in big on-line communities 3- Creation of Communities of Knowledge: Social learning for professional communities 4-Global communities of knowledge/Local presential Clubs (Connect learners with personally and locally relevant networks, content and opportunities) 5-Certification (Presential Exam. Sustainability) 6-MOOCs more flexible, more modular, shorter, adapted to people who works 7-Specialization towards New Audiences: High Schools, Schoolars, Long Life Learning for professionals and employees…) 8-Creation of Open abd flexible Educational spaces ( Open LMS and agregation of social tools) 9-Mobile and self organizing Stratetegies (Fit people's availability and lifestyles learn on the bus, on the train, at home, etc.Big opportunity for accesibility from developping countries) 10-MOOCs and Social learning huge potential for specific areas: Case solving (Economics,Business Schools, Social Sciences…) The Future: New e-learning models

25. Next steps of unX: Conecting and motivating knowledge comunities and going mobile

26. unX is a platform specifically designed to foster learning, workforce development and entrepreneurship for all. Next features :  Social networking with peers and mentors (New Partners Red Emprendia and Cerdierj in Brasil)  New Certification mechanisms available  New analytics for elearning and business pathways  New comunities of profesionals (Colmenia project)  Smallers groups dinamycs ( Unhangout events)  Global community of Digital Entrepreneurs  Local club of developpers all over the world (Weprendo Project)  Multiple-language (Spanish,Portuguese,English)  Connected with Apps  More modular unX:connecting local communities of knowledge

27. 'unX going mobile' enables first-class (not just smaller) mobile learning experiences that:  Fit people's availability and lifestyles (learn on the bus, on the train, at home)  Add value and complement other educational initiatives, either online or in-person  Connect learners with personally and locally relevant networks, content and opportunities  Tailored to the people's time and location  Mobile device-friendly (screen size, resolution, etc.)  On-line enbebbed apps  Offline access to content, even from feature phones for developing countries  Calendar of meet-up events and local opportunities  Bookmarks unX going mobile

28. Thank you !!! mcaceres@csev.org