Evaluation and learnings of the first Dutch MOOC: Introduction to Communication Science.

1. Faculty of Social and Behavioural Sciences
University of Amsterdam
The rise of the MOOC’s
From heaven on earth to both feet on the ground
Dr. Arie K. den Boon, University of Amsterdam

2. Arie den Boon



20 years UvA
 Psychology, Baschwitz Institute, Communication Science
20 years commercial world
 Media research, Founder/CEO Daphne CM (2001-2009)
Since 2010: UvA
 Coaching Master students CS

Program manager MOOC’s
for FSBS UvA
2

3. Inspiration for the first Dutch MOOC

Online course Artificial Intelligence by
Sebastian Thrun and Peter Norvik (Stanford
University) in 2011
 Very inspirational

Intense participation of students

New dimension to education

Enrolled: 160.000, Certificate: 23.000

5. 5

8. Back to the first MOOC, 2011.
We can and should do that too!

Objectives:
 Learn what works, why and how by running a
MOOC ourselves

Feed an ongoing debate with facts

Manage reputation (Branding)

Decrease the number of wrong study choices
8

9. Group discussion 1: what would you do?

What are the most important reasons for you
personally to make a MOOC?

What are the most important reasons for your
institution to make a MOOC?
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10. Introduction to Communication Science

Platform: http://mooc.uva.nl
 1e wave: Feb – April 2013

2e wave: 12 Sept – 31 Oct

8 weeks

56 online videos

Exam and
certificate
10

11. Didactical model


Follow the example of the first MOOC
Key elements
 Restructure the existing off line course

Facilitate learning by graphical elements that
structure the content and provide hooks

Enrich the course by facilitating participation
in discussions
11

12. Timeline
Lobbying
Equipment
Filming
1st week
ready
3 wks,
platform
Kick off
Feb
2012
May
2012
July
2012
Sep
2012
Nov
2012
Feb
2013
Funding
12

13. Planning and Budget

Faculty: 40k€
Communication Science: 20k€
UvA: 20k€

New MOOC’s cost between 40k€ and 50k€


13

15. 15

16. Introduction to Communication Science,
examples




https://www.youtube.com/watch?v=QhGPbjxy2F8
https://www.youtube.com/watch?v=S7CN9Trw43w
https://www.youtube.com/watch?v=pRePffOpdjs
https://www.youtube.com/watch?v=R2QcKwfljSc

17. Learning 1: Was it worth doing?




Impact on debate on online learning
Lots of learning's
Impact on reputation of CS and UvA
Can be used for study choices of high school
students preparing for higher education

18. Learning 2: It is different…


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
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Didactical model different
Drop out rate large: 80%-95%
Large number of students have passed the exam
Participation is a good predictor of success
Students enrich course beyond level of in hall
lectures
No formal credits can be given
18

20. Learning 3: Social interaction important

Forum increased quality of the course


Rich communication environment needed
Social interaction can work out in a positive or a
negative way

No classical teacher student model

Moderation needed
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21. Forum
21

22.  OK. This is just AMAZING ! Thanks guys !!!!
 …chronisch ziek, deels aan huis gebonden, beperkt
studie budget. Maar dan wil ik ook vermelden:
enthousiast, zeer gemotiveerd, gepassioneerd over
het onderwerp, mijn wereldje wordt weer wat groter…

Apologies for adding to
your avalanche of
emails, but I just wanted
to say how much I
enjoyed the MOOC. …
I worked in radio
journalism for nine
years with the BBC …

Now, since I'm very interested in
the content itself, I'd be happy to
enroll in the follow up course!
Is it going to happen any time
soon (provided I pass the exam,
of course)? Congrats again for
work well done!
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23. Learning 4: Help of the audience



Design turned out to be very important
Many small bugs, but lots of recommendations
to improve
Nobody objected to the imperfections, as we
were encouraging suggestions for
improvements
23

24. Learning 5: Learn from YouTube, not
from Disney

Important:
 Charisma, engagement, authenticity

Graphics, design
Online discussions
Less important:
 Perfection of video and audio



Talking head of lecturer (is not broadcasting, but
stimulates discussion!)
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25. Evaluation 1: Higher appreciation than
in offline course





The course fulfilled its promise:
I enjoyed this course:
The course was challenging
The course was interesting
UvA should provide more MOOC’s
95%
92%
70%
95%
97%
25
n = 717

26. Welke didactische methode hanteren we?
Voorbeeld: 10 punten Huib Tabbers

Beter Onthouden

Niet passief maar actief leren

Niet stampen maar spreiden
Niet opnieuw bestuderen maar ophalen uit geheugen
Beter Begrijpen

Laat uitleggen



Laat vragen stellen

Laat het tastbaar maken
Laat lezen, laat bezinken, laat ophalen
Beter Toepassen

Focus op aanpak i.p.v. op oplossing



Afnemende ondersteuning i.p.v. gelijkblijvende ondersteuning

Variatie i.p.v. eenvormigheid

27. Wat vinden we tegenwoordig van belang
in onderwijs?

Vaardigheden:

Kunnen samenwerken in teams

Problemen kunnen oplossen

Goede interpersoonlijke relaties
27

28. Group Discussion 2: what are the
problems of MOOC’s?

What are the most important problems of
MOOC’s?

How can we solve these problems?
28

29. Evaluation 2:
For whom?


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Professionals: 63%
Female: 59%
Age group: 25+
n=943, MOOC survey
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n=943, MOOC survey

30. Where do they come from?
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n=943, MOOC survey

31. Reach and
activity





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About 100.000 cumulative views
17.767 people watched first video
5.467 subscribers
3.424 active participants
717 participated in exam
531 received certificate
31

32. Free publicity: TV news at 8 PM, press,
radio, magazines, blogs, social media
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33. 33

34. Possitive reactions from students and
opinion leaders: Forum, Facebook, Twitter
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35. Group Dicussion 3: Success and failure

What are the most important success and fail
factors of MOOC’s?

What are the Do’s?

What are the Don’ts?
35

36. New MOOC plans within the
University of Amsterdam

Use more platforms




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Coursera, UvA/VU Sakai, iTunes U, etc.
Use MOOC’s for introductory programmes,
deficiencies, “schakel”-programmes
Use other MOOC’s in a flipped classroom
Use MOOC’s for efficiency reasons
Use MOOC’s for branding purposes
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37. Mooc’s are here to stay change
Thank you
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