MOOC movement Archives - Ecolearning


Social Learning Environments for MOOC Learning

By | Conferences MOOC, News about ECO | No Comments

On the 15th of June, representatives of the ECO project organised a workshop on social learning at one of the most relevant MOOC conferences in Europe, the EDEN Conference in Budapest:

ECO to host workshop at EDEN

ECO hosting a workshop at EDEN on Social Learning

The ECO-workshop was entitled “Social environments for Learning: Using commercial networks versus internal platform functionalities in the ECO project.”

and was prepared and conducted by:

  • Convenors: Divina Frau Meigs, Adeline Bossu, Sorbonne Nouvelle
  • Moderator: Sünne Eicher, SE, ECO Project

Social Learning as an accelerator
MOOCs are an essential part of open education and highly effective tool for social inclusion. The very nature of the massive, open learning modules such as proposed by ECO and other MOOC providers creates a socially inclusive platform. In addition, the ECO MOOC designers created modules that derive their learning models based on peer reviews and learning by sharing knowledge. In this workshop, social learning within the ECO Project is being used actively in the global MOOC Step by Step, which teaches the participants and future eTeachers how to create their own MOOC module. Knowledge sharing between is an essential part of the social learning premise of this MOOC.

ECO Workshop Content at EDEN MOOC Conference

In this workshop ECO discussed the controversial use of commercial social networks within learning environments, where privacy and traceability, are an issue in proposing this format.

Understanding the dynamics of such participatory tools is crucial to social MOOCs. They are a vital part of the 34 ECO MOOCs.

Participants were invited to share, compare, and comment on their own practices and ideas. Questions that were asked the workshop participants:

  • How to keep the potential of social networks while building learning and educational competences?
  • What is the right balance between commercial and non-commercial uses in sMOOC pedagogical design?
  • Are social networks valid tools that contribute to constructivist forms of knowledge?
  • What new learning strategies can emerge from such network effects?…

The presented went on to comment on the democratic foundings of the ECO MOOC design and the importance of ubiquitous and social learning in this context.

The workshop was very well received and attended.

A growing MOOC movement highlights ECTS

By | Accreditation, Credits | No Comments

By Darco Jansen, Programme Manager at EADTU

EADTU – coordinating the HOME project – recently published a report on Institutional MOOC strategies in Europe. The report showcases data on the perception and objectives of European higher education institutions on MOOCs and the main drivers behind the MOOC movement. In addition, the report draws a comparison between similar studies conducted in the United States in 2013 and 2014.

This report observes substantial differences between US and EU education institutions. Not only are European institution more involved in MOOCs than the US, and the number of European institutions with MOOC involvement is rising, but MOOCs are also perceived as a sustainable method for offering courses in Europe. It seems that in Europe the institutions are increasingly developing a positive attitude towards MOOCs and have positive experiences regarding the added value of MOOCs.

One topic that was highlighted is the degree of accreditation when it comes to MOOC valoration. The report compares responses between US-institutions and Europe on the following question: “Credentials for MOOC completion will cause confusion about higher education degrees?” The results are shown in figure below:

ECO MOOC credentials

A large majority of European higher education institutions disagree on the claim that credentials for MOOC completion will cause confusion about higher education degrees while a majority in the US agrees. Therefore Europe does not fear credentials for MOOC completion.

The dispersed opinions between US and EU institutes can most likely be explained by the embedded ECTS framework in Europe, which provides a sound base for recognition of credentials across institutions and countries. Institutions in Europe that already offer MOOCs are more confident in giving credentials for MOOCs. In addition a EUA study indicates a growing pressure on European institutions to recognise learning outcomes and award credits both for their own MOOCs and those delivered by other institutions. Additionally, recognition of non-formal learning is a formally declared EU-strategy.

The ECO project already offers MOOCs with formal ECTS credits, i.e. those ECO sMOOCs not only provide a non formal certificate (certificate of participation of (verified) certificate of completion) but also offer a formal credit that is validated as a formal degree.  In a parallel post on the ECO Learning Blog, the possible impact ECTS accreditation on the need of tertiary education is discussed.

The ECO sMOOC starts 30th of March 2015 and will offer 3 ECTS credits. This is a course on how to design MOOCs and will be offered in six different languages. You can register at here.

This publication is licensed under a Creative Commons Attribution 4.0 International License.