EMMA: la piattaforma europea di MOOC per lo sviluppo professionale e la costruzione di communityEleonora Pantò (CSP)

2 dicembre 2016 - Università di Torino - IUSE

2015 -The MOOC space essentially doubled this year.

https://www.class-central.com/report/moocs-2015-stats/

500+ Universities, 4200 courses, 35 Million Students

FutureLearn the third largest MOOC provider in the world now. They grew 275% in 2015 and are rapidly approaching the three million user mark. Along the way, they also launched what would be the world’s largest single session of a MOOC: 440,000 students signed up for one session of the Understanding IELTS: Techniques for English Language Tests course, which was taught by the British Council.

2016 -A changing landscape: no longermassive

https://www.class-central.com/report/moocs-no-longer-massive/

MOOCs are gradually being transformed from virtual classrooms to a Netflix-like experience. Most are now offered in a self-paced format or, in the case of Coursera courses, switched to a regular schedule, with new sessions starting automatically on a bi-weekly or monthly basis. If a student can’t finish a session, all their work is simply transferred to a new session.

“When I see the cultural diversity that exists today, I feel that we must defend it, and we need Europe, because otherwise we are going to live in a society with a single model, the Anglo-American model.”Jean-Pierre Raffarin

“Diversity: the art of thinking independently together.”Malcolm Forbes

“It is difference of opinion that makes horse races.”Mark Twain

Diversity as a strength?

http://www.slideshare.net/EADTU/european-mooc-strategies-strength-in-diversity

Many European platforms and many MOOC service providers

Developing a ‘framework’ for cohesive and collaborative effort

Pro-active coordination for diverse MOOCs services for all

Embrace different solutions – objectives – target groups – pedagogical approaches – languages – etc.

Using diversity as a strenght!

http://www.slideshare.net/EADTU/european-mooc-strategies-strength-in-diversity

Emma is a research-based project aiming at:

• exploring the new MOOC frontier

• supporting diversity in pedagogical

approaches

• promoting cross-cultural learning

• offering personalization of learning-paths

• experiencing and validating innovative

instructional design

Emma is also a MOOC Platform offering:

• MOOC automatic translation/transcription services

• Monitoring activities (learning analytics, tracking, surveys)

• Hosting and support

WHAT EMMA STAND FOR

THE EMMA ADVENTUREUse the European

linguistic and cultural

diversity as not

negotiable values to reach

target audiences in other

parts of the world

Create a European brand

on the international stage

Connect learning to

design through Learning

Analytics

2013: Expert survey

launched2014: The Emma

Project approved

2015: The Pilot

phase concluded

2016: Emma open

the door

2014:Emma

challenges

definition

2015: working definition

of cultural diversity as

function of:language,

pedagogy,

personalization

2016: 40 MOOCs on

board

CHALLENGES

CHALLENGE 1 E 2

CHALLENGE 3 E 4

CHALLENGE 5

A PREMISE

LANGUAGE

CULTURAL DIVERSITY

PEDAGOGY

PERSONALIZATION

A working definition

LANGUAGE

PEDAGOGY

CULTURAL DIVERSITY

CONTENT

PERSONALIZATION44% English content use

Word Errors Rate

Bilingual Evaluation

Understudy

System efficiency and effectiveness

A PREMISE

LANGUAGE

PEDAGOGY

CULTURAL DIVERSITY

CONTENT

PERSONALIZATION

hMOOC

xMOOCcMooc

Flipped

iMoocSocial learning

An education mix

A PREMISE

Language

Pedagogy

CULTURAL DIVERSITY

Content

personalization

512 course books

1912 users created

9975 notes

The micro-learning communities

Multiple languages

• Italian,

• French,

• Spanish,

• Catalan,

• Portuguese,

• Estonian,

• Dutch

Transcribe

Translate

Choose

8 T

ransla

tion/t

ranscription

syste

ms

English as a linguistic bridge

Pers

onal Learn

ing E

nvironm

ent

Interactive featuresVirtual classroomPersonal Blog CoursebookAnnotation System

Learning data and Feedback Loop

Learning interactions:

• Page visits

• Interactive activities

• Assessment

Learning profile:

• Enrolled – enrolled and

accessed materials five times

• Observer – accessed

materials more than five times

• Contributor – interacted with

the content

Learning Analytics Survey

Students profiling

• Registration form

• Entry form

Expectations

• Expectations questionnaire

Evaluation

• Evaluation questionnaire

Th

e E

valu

ati

on

Meth

od

olo

gy

20

Participants were clustered depending on their activity

Entered the MOOC up to 5

times

Entered the MOOC more than 5 times, but did not interact

with the content/other

participants

Contributed with an

assignment, commented or posted at least

once

Contributed with an assignment, commented or

posted more than once

ENROLLED OBSERVERS CONTRIBUTORS ACTIVES

9 weeks 13 weeks 6 weeks

4812

30

10

ENROLLED OBSERVERS

CONTRIBUTORS ACTIVES

27

34

32 7

71

13

87

% data

The enrolments profile trend: more women, older, more employed

AGE

EMPLOYMENT STATUS

GENDER

65%52%

76%

2014 2015 2016

% of Women-25 26-35 36-45 46-55 56+

MEAN -AGE

2014 23% 25% 23% 19% 10% 36

2015 9% 31% 27% 20% 14% 41

2016 5% 13% 27% 37% 18% 46

40%

52%

19%21%

18%

25%

6% 7%

47%

26%

15%

6%7% 8%

3%

2014 2015 2016

employed (excl teachers)

Teacher/lecturer upper education/university

Teacher/lecturer lower/primaryeducation

students

other do not work

xxx

xxx

58%

62%

45%

30%

23%

35%

28%

37%

31%

32%

5%

6%

10%

28%

31%

2%

4%

6%

9%

14%

2%

2%

It enhances the overall value of theEMMA platform

It makes EMMA a truly Europeanexperience

It’s effective

It’s totally new and different

It needs more languages to be reallyeffective

Completely agree Fairly agree Neither agree nor disagree Fairly disagree Completely disagree

How much do you agree or disagree with the following statements about the translation functionality?

What the translation functionality adds to the experience

Base: people who used the translation functionality at least sometimes – 127 cases – 17 Moocs

A multilingual space with an embedded translation service has several advantages in teachers’ views: generates engagement and motivation, supports learning and

interaction, truly represents Europe

“a multilingual space without linguistic barriers (i.e.: via the translation system)

would be more engaging and rewarding for users”

“a conversation forum that uses English only would be fine, it is easier if [ ....] they can speak

english well, but if the translation feature [is available] it might e better for different

communities to be able to operate in their own language”

“... it would also be more of an incentive to improve language skills and make for better

sharing and less cultural and linguistic isolation in Europe”

(teachers from Iceland) “it will help to realise the richness of cultural diversity in Europe”

SOURCE: survey on teachers (Focus Group)

TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH

R. De Rosa, A.Bogliolo 2016

Three Learning Dimension: • Temporal• Spatial• Engagement

http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based-hybrid-approach

All participants to this learning experience shared a similar presence within the three spheres ofthe Community of Inquiry model as in Anderson et al., populating them with their knowledge,teaching practices and social connection. The result was that they actively supported the MOOCdiscourse by creating new learning objects and a positive climate.

TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH

http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based-hybrid-approach

R. De Rosa, A.Bogliolo 2016

PUTTING THE USERS INTO THE DIGITAL LIBRARY: REFLECTIONS

ON A MOOC TEACHING EXPERIENCE A. M. Tammaro, 2016

https://dlis.hypotheses.org/author/ium

The « reversal » of the MOOC has been to start from users considered as active co-creators of digital content

The MOOC tutor has launched periodically polls or questions that would invite participants to share their significant experiences. It has been also prepared a Newsletter of the MOOC on a weekly basis.

The idea of the Newsletter was also born from the need to create a communication device, such as a weekly message, that would help the participants not to lose the thread of the course, stimulated them to follow the development of lectures and discussion. Participants instead of being overwhelmed by the volume of content and conversation, could comments on the content being generated and most of them participated in the discussion forums.

MOD

University-funded Outside sponsorship

SyndicationLearners

● Professor interest● Marketing● Blended learning dev● Cost-savings

● Government● Foundations● Other Nonprofits● Corporate

● Optional Certificates ● Corporate consumers

● Content customization

Grants

Fees

Outside Organization

‘Teacher-Student’

FUNFEDERICA

EDUOPEN

IVERSITY

UDACITY

FUTURELEARN

MIRIADA

EDX

COURSERA

Original source, Charlie Chang Capri 2015

A PROPOSAL

Routes to Sustainability:

Routes to Sustainability:

Cooperative Membership Crowdsourcing

Syndication

● Government● Foundations● Other Nonprofits● Corporate

● Content customization

● Group Services ● Experimental design

● FLOSS, Open sources● Services customization● Optimization● Training and support● Group Services

Shares (Benefits/Responsibilities)

Revenue

OutsideOrganization

Inside organization

EMMA

A PROPOSAL

Individual Subscription

● Collaborative consumption● Collaborative value creation● Content/expertise reuse● Redistribution, sharing and

reuse of excess capacity

ie. The OCLC model

This presentation is based on the work done during the EMMA project – and speciallyfrom prof. Rosanna de Rosa (University of Naples) and Chiara Ferrari (IPSOS)

Thanks for your attention

Eleonora Pantò @epantoEleonora.panto@csp.it

www.csp.it