1. Building startup Europe, one MOOC
at a time. MOOCs and OERs for web
talent: efficacy, acknowledgement
and fit-for-purpose
Laia Canals
Open University of Catalonia

2. 14:00 Panel session begins - Introductions
14:05 Overview of the M4WS project findings
14:20 Certification, completion, and measures of success
14:50 What makes an effective MOOC learner?
15:20 Pedagogies for massive open online vocational learning
Live at: http://livestream.com/accounts/776141
Today’s panel Tweet: #webmoocs

3. The MOOCs for web talent project
3

4. What do we mean by web skills?
4

5. Project activities: desk research
59
MOOCs
59
MOOCs
105
MOOCs
105
MOOCs
5

6. Project actitivies: survey
6
Survey ran from
end February to
mid April 2014
Project activities: survey

7. Entrepreneurs and recruiters perspective
Value given to skills acquired
through MOOCs
Value given to skills acquired
through MOOCs
7

8. 8
Students perspective

9. What students want…
… that MOOCs don’t deliver just yet
o Quality standards
o Massive pedagogies
o Acreditation valued in the job market
9

10. MOOC providers perspective
10

11. Conclusions drawn from the survey
11

12. Project activities: webinar
•MOOC accreditation
and recognition
•July 1st
, 2014
bit.ly/MOOCAcreditationbit.ly/MOOCAcreditation
12

13. Project activities: MOOC workshop EC-TEL13
Can MOOCs save Europe’s unemployed youth?
September 17, 2014
o Topics discussed:
 MOOC quality
 Registration and retention
 Certification and employability
 Benefits and costs of providing a MOOC for web skills
o MOOC platform panel FUN, Open Classrooms, Open Course World,
and openHPI
13

14. Project activities: final conference
14
November 17, 2014
bit.ly/M4WSFinalConferencebit.ly/M4WSFinalConference

15. The MOOCs for Webtalent Network
15

16. Main Results
o MOOCs are an important means to address web skills shortage as part of a
broader ecosystem
o MOOCs for web talent need to be created in collaboration between industry,
educational providers and MOOC platforms
o Aspiring web entrepreneurs need hands-on learning experiences, grounded in
real-life problems
o Employers need mechanisms for validating the quality, efficacy of MOOCs, and
the knowledge attained (through formal credit systems, portfolios, or community
credits)
o There is still a need to raise awareness about the potential of MOOCs amongst
web innovators
16

17. Emerging themes
o Growing eco-system of campus, blended, hybrid and open
online courses
o Rise in awareness to issues of learning design, evaluation,
assessment and quality control
o Importance of accreditation and verification schemes
17

18. • Certification, completion, and measures of success in a
MOOC
• What makes an effective MOOC learner?
• Pedagogies for massive open online vocational
learning
• Certification, completion, and measures of success
Ongoing discussion

19. Certification, completion &
measures of success
MOOCs that allow for personalised learning
Emergence of hybrid
MOOCs
Purposefulness of the
MOOC according to the
student
MOOCs as ad-hoc
professional development
opportunities
Different ways of showing
proof of knowledge and
skills acquired

20. Certification, completion &
measures of success in a MOOC
Alfonso Julio
"The first goal of the
learner is to complete
the MOOC and get
practical knowledge,
developing skills and
competences "
Dawn Alderson
“It is interesting to consider
certification, completion, and
measures of success in terms of
MOOCs, because of the value
placed on purpose:
– an outcome-led agenda (with
emphasis on attainment) and
– a self-directed, process-led
activity (emphasis on
achievement).”

21. Certification, completion &
measures of success in a MOOC
"MOOCs aimed at professionals
must recognise the attributes of
their learners, ceding some
control to the learner to choose
the precise focus of any learning
they undertake, while exploiting
the potential of MOOCs and
networked learning to bring
learners with similar (not identical)
needs together."
Colin Milligan
Tom Staubitz
"From a participant's
perspective, I can
state that a certificate
was not the reason
that got me started,
but towards the end
of a course it was one
of the reasons that
kept me going."

22. What makes an effective
MOOC learner?
22
• Peer learning and teaching
• Acquisition of transferable skills
• Enhancing skill-sets
• Self-regulated learning
• Professional development MOOCs markers for
success

23. What makes an effective
MOOC learner?
Alfonso Julio
"Should Learners
Complete a MOOC at
all if their goal is to
develop a specific
expertise of work or
interest?"
Dawn Alderson
“A pedagogical feature of the
cMOOC, built within its structure, is in
the opportunities afforded by the use
of technology, which enable
participants to take on the role of
teacher and learner with others
online; it is in the act of
sharing/modelling/demonstrating
with, and observing others that
connect learning with teaching. ”

24. Pedagogies for massive open
online vocational learning
24
• Collaborative learning
• Soft skills
• MOOCs as perfect vehicles for life-long learning
• Third-space learning opportunities
• Connecting and creating knowledge
http://figshare.com/articles/PL_MOOC_Design_Team_Questions_draft_/907150

25. Pedagogies for massive open
online vocational learning
“The audience are in one space, the
teacher is in another space, and
there is a third space manifest,
because of the way the video has
been made; it mediates for a
conducive learning environment
where the audience can make
connections in a self-directed
manner, encouraging meta-
cognition. "
Dawn Alderson
Tom Staubitz
"MOOCs provided me
with the opportunity to
keep on learning next
to my regular job.
Data from our MOOC
platform provides
evidence that most of
our users are in a
similar position."

26. The emergence of new
educational ecosystems
26
• Career track MOOCs (nano-degrees, liason
with recruiters)
• Extending traditional education to update skills
• Problem solving skills
• Transferable skills

27. Pedagogies for massive open
online vocational learning
“But we also know that the best
technological solution can't be
more than a surrogate for a face-
to-face meeting. Sometimes the
second best solution has to be
sufficient because the best
solution is just not available. "
"The most important benefits
that I took with me from that
school have been general
problem solving skills and
getting to know a couple of
fellow learners that I've
worked with."
Tom Staubitz

28. Meeting my friend in South Africa face-to-face is too
expensive, so a Skype call has to be good enough,
but meeting my friend next-door in our favorite bar is
way better. So why would we stop doing that even if
there is a disruptive technology that would enable us
to do so?
Pedagogies for massive open
online vocational learning

29. 29