2014 04 03 (educon2014) emadrid uc3m About MOOCs, SPOCs, and other online courses

1. About MOOCs, SPOCs,
and other Online Courses
Carlos Delgado Kloos
Universidad Carlos III de Madrid
eMadrid Excellence Network
www.emadridnet.org
Session 4E (9:00-10:30 at Kocatepe)
Istanbul, Turkey EDUCON, 2014-04-04
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2. eMadrid Network
 UC3M (coordinator)
 UAM
 UCM
 UNED
 UPM
 URJC
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Istanbul, Turkey

3. Presentations
1. C. Delgado Kloos, … (UC3M): Experiences of Running MOOCs and SPOCs at UC3M
2. B. Fernández-Manjón, … (UCM): Serious Games as edX MOOC Activities
3. G. Robles, … (URJC): FLOSS Projects as early MOOCs.
A comparison of two ways of acquiring knowledge and skills over the Internet
4. R. Cobos, … (UAM): Towards a Collaborative Pedagogical Model in MOOCs
5. M. Tafwik, … (UNED): A Practice-based MOOC for Learning Electronics
6. E. Tovar, … (UPM): Supporting openness of MOOCs contents
through of an OER and OCW framework based on Linked Data technologies
Istanbul, Turkey EDUCON, 2014-04-04
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4. Presentations
1. C. Delgado Kloos, … (UC3M): Experiences of Running MOOCs and SPOCs at UC3M
2. B. Fernández-Manjón, … (UCM): Serious Games as edX MOOC Activities
3. G. Robles, … (URJC): FLOSS Projects as early MOOCs.
A comparison of two ways of acquiring knowledge and skills over the Internet
4. R. Cobos, … (UAM): Towards a Collaborative Pedagogical Model in MOOCs
5. M. Tafwik, … (UNED): A Practice-based MOOC for Learning Electronics
6. E. Tovar, … (UPM): Supporting openness of MOOCs contents
through of an OER and OCW framework based on Linked Data technologies
Istanbul, Turkey EDUCON, 2014-04-04
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5. Presentations
1. C. Delgado Kloos, … (UC3M): Experiences of Running MOOCs and SPOCs at UC3M
2. B. Fernández-Manjón, … (UCM): Serious Games as edX MOOC Activities
3. G. Robles, … (URJC): FLOSS Projects as early MOOCs.
A comparison of two ways of acquiring knowledge and skills over the Internet
4. R. Cobos, … (UAM): Towards a Collaborative Pedagogical Model in MOOCs
5. M. Tafwik, … (UNED): A Practice-based MOOC for Learning Electronics
6. E. Tovar, … (UPM): Supporting openness of MOOCs contents
through of an OER and OCW framework based on Linked Data technologies
Istanbul, Turkey EDUCON, 2014-04-04
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6. Experiences of Running
MOOCs and SPOCs at UC3M
C. Delgado Kloos - -
- - rez, J.L.Sanz
Universidad Carlos III de Madrid
www.it.uc3m.es/cdk, educate.gast.it.uc3m.es, www.emadridnet.org
Istanbul, Turkey EDUCON, 2014-04-04
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UNESCO Chair on
Scalable Digital Education for All
Spain
United Nations
Educational,Scientificand
Cultural Organization

7. MOOCs
 Massive Open Online Courses
 Accelerator of
educational technology research and practice
 Awareness of many stakeholders
(general public, politicians, university presidents, etc.)
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8. From MOOCs to SPOCs
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9. What does SPOC stand for?
 Single Point of Contact
 Sex Professionals of Canada
 Sydney Paralympic Organising Committee
 Space Program Operations Contract (NASA)
 Saturn Performance Owners Club
 Southampton Portable Occam Compiler
 State Police Officers Council (Iowa)
 Self-Propelled Outdoor Club
 Shuttle Payload of Opportunity Carrier (NASA)
 Spontaneous Oscillatory Contraction (biophysics)
 Science Planning and Operations Center
 Single Point Orbit Calculator
 Steaming Pile of Crap
 Supplemental Purchase Order Condition
 Simple Pieces of Cloth (baby carrier)
 Sensorless Pump Off Controller (oilfield controller)
 Systems Programmer On Call
 Secondary Point of Contact
 Saint Peters Old Collegians
(Australian football club)
 Stop Poisoning Our Community
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10. SPOC
 Small Private Online Courses
 Hybrid or blended learning on steroids
 Uses MOOC technology, Big Data
 Learning Analytics, Smart Data
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11. MOOCs vs SPOCs:
extend vs improve
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quantity
quality
MOOC
SPOC

12. 2 Case Studies
 1) Genghis project
 SPOC for remedial education
 Locally hosted Khan Academy platform
 Review of STEM content
 2) EDF course
 MOOC for life-long learning
 MiríadaX platform hosted at service provider
 Advanced content
Istanbul, Turkey EDUCON, 2014-04-04
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13. Common Aspects
 Video production
 Videos were specifically created for the course
(not just recording of classroom lectures)
 Digital assessment
 Immediate feedback
 Effective for helping students take control of their own
learning and become self-regulated learners
 Forum
 Social interaction
 Learning with others
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14. Case Study 1: Genghis Project
 0 Courses: Remedial courses for freshmen
to review STEM content
 Face-to-face classes before
the start of the semester
 The problem
 Diverse background and needs
 Lots of content
 Little time
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15. Genghis Project
 Provide additional self-paced content
for review during the summer
 Khan Academy platform was open source
(till summer 2012)
 Project started beginning 2012
 Still provide face-to-face classes
 Kind of flipping the classroom
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16. Genghis Project
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17. 17
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18. Lectures
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19. Exercises
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20. Gamification
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21. Analytics
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22. Data
Course
# Regist.
Students
# Profs. # Exercises # Videos
Summer
2012
Physics 102 6 35 27
Summer
2013
Chemistry 91 7 49 22
Physics 181 10 30 30
Math 278 16 30 25
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23. Case Study 2: EDF Course
 MiríadaX
 MOOC platform for Spanish and Portuguese speakers
 Launched Nov 2012 by Telefónica LS and Universia (B. Santander)
 UC3M launched 3 MOOCs
Feb-Apr 2013
 Received support from MiríadaX
 miriadax.com/web/
universidad-carlos-
iii-de-madrid
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24. Future Digital Education
 1: Interaction and Education
 1. What is Interaction?
 2. From the Textbook to the Toolbox
 3. Oral Communication and Interaction
 2: Mobile Learning
 4. Technological Support
 5. Content, Formats, and Apps
 6. Scenarios and Projects
 3: New Education
 7. Revolution in Education
 8. Lessons and Evaluation
 9. Motivation and Analytics
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25. xMOOC or cMOOC?
 Essentially xMOOC
 MiríadaX platform
 Videos lectures, Multiple Choice Questions,
Peer evaluation, Q&A, Forums
 But also external social tools
 Twitter
 Facebook
 Mentormob
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26. Multiple Roles
 Academic staff
 3 main professors (ARH, MMO, CDK)
 2 additional professors (CAH, MPS)
 PhD students
 Facilitators
 Community managers
 Production Support
 Video production staff
 Uploading staff
 Subtitling staff
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27. Ideal Curriculum
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28. The Reality
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29. Roles and Rewards
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SPO
C
recognition
technology
pedagogy
do
MOOC
outreach
support

30. Next Steps
 More MOOCs
 www.edx.org/school/uc3mx
 Joined edX
 4 MOOCs for beginning 2015
 More SPOCs
 spoc.uc3m.es
 Review courses
 Reinforcement courses
 Deepening content
 digital.uc3m.es
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31. References (SPOC)
 oz-Merino, J.A. Ruipérez, C. Delgado Kloos:
“Inferring Higher Level Learning Information from Low Level
Data for the Khan Academy Platform”. In LAK2013: 3rd
Internat. Conf. Learning Analytics and Knowledge, 2013 ACM,
112-116
 J.A. Ruipérez, P.J. Muñoz-Merino, C. Delgado Kloos: “An
architecture for extending the learning analytics support in
the Khan Academy framework”. In TEEM 2013: Technological
Ecosystems for Enhancing Multiculturality. Learning Analytics
Track. Salamanca, ES, 14-16 Nov 2013
 oz-Merino, E. Méndez, C. Delgado Kloos:
“SPOCs for Remedial Education: Experiences at the
Universidad Carlos III de Madrid”. In eMOOCs2014: 2nd Europ.
MOOC Stakeholder Symp., Lausanne, CH, 10-12 Feb 2014
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32. References (MOOC)
 C. Alario-Hoyos, M. Pérez-Sanagustín, C. Delgado Kloos
H. Parada, M. Muñoz-Organero, A. Rodríguez-de-las-
Heras: “Analysing the impact of built-in and external
Social Tools in a MOOC on Educational Technologies”.
In EC-TEL 2013, Sep. 2013, Springer LNCS, 17-21
 - -
rrez-Rojas, D. Leony, H.A. Parada G.: “Designing
your first MOOC from Scratch: Recommendations after
Teaching 'Digital Education of the Future'”.
In eMOOCs2014: 2nd Europ. MOOC Stakeholder Symp.,
Lausanne, CH, 10-12 Feb 2014
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33. References (MOOC)
 C. Alario Hoyos, M. Pérez-Sanagustín, D. Cormier, C.
Delgado Kloos: “Proposal for a Conceptual Framework
for Educators to Describe and Design MOOCs”.
In J. Universal Computer Science 2014, in print
 C. Alario-Hoyos, M. Pérez-Sanagustín, C. Delgado Kloos
H. Parada, M. Muñoz-Organero: “Delving into
participants’ profiles and use of social tools in MOOCs”.
In IEEE Trans. Learning Technologies 2014, in print
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34. Conclusion
 Entering a new era of Digital Education
 From Blackboard to Powerpoint
to Internet Multimedia content
 Set up institutional support to help faculty
 Infrastructures, Tools, Personnel, Best practices
 Learning by doing
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