Eco workshop eden ppt

Elearning, Communication and Open-data:
Massive Mobile, Ubiquitous and Open Learning
Social environments for Learning:
using commercial networks versus internal platform functionalities in the ECO
project
In this workshop we propose to discuss the pros and cons of using commercial social networks vs internal contained social network
functionalities within a MOOC platform. The use of commercial social networks is relatively controversial for learning environments,
beyond issues of privacy and traceability, especially in Europe. Researchers have found tensions and polarizations that complicate the
issue: open vs contained content, formal vs informal settings, structured vs unstructured exchanges, traceable vs untraceable data,
personal vs professional status of interactions.
Understanding the dynamics of such participatory tools is crucial to social MOOCs. They are part of the live core of interactive spaces
characteristic of sMOOCs and contribute to transforming the relation to learning, if not to the nature of knowledge itself. They enable
flux and openness while facilitating communication among various types of participants (teachers, mentors, tutors, learners….). They
create an epistemic community with an important impact on the learning events as they are delivered within the spaces of interaction
provided by the social networks. This “inside-outside” navigation creates synergies and empowers communities as they can mix and
remix the resources available online and produce their own projects and evaluations.
The workshop will examine different ways of using social networks functionalities “inside-outside” a sMOOC platform, based on
practices carried out by the sMOOC pilots of the European project ECO and their evolution through several iterations. We will also
present how ECO pedagogical teams use commercial and non-commercial social networks in order to reach the goals of the
European project (enrolment, motivation, community management, e-teacher projects…). We will also consider some limitations and
constraints that may arise, such as the efficiency and/or redundancy of using several social networks. We will also reflect on the logics
adopted by various actors as the limits between social conversations and pedagogical conversations get blurred, in spaces that remain
partly dominated by the heritage academic framework.
Participants are invited to share, compare, and comment on their own practices and ideas. They are invited to join the conversation
around such questions as: 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?...
Divina Frau-Meigs & Adeline Bossu

Workshop
using commercial networks versus internal platform
functionalities in the ECO project
Divina Frau-Meigs, Adeline Bossu Sorbonne Nouvelle,
Sünne Eicher SE,
Francis Brouns Open University of the Netherlands,
Maria do Carmo, Antonio Teixeira, Lina Morgado UAB,
Mariana Lima UNICAN

Using commercial networks versus internal platform functionalities in the ECO
project
ECO pedagogical teams
● UNICAN University of Cantabria Spain
● University of Sorbonne Nouvelle France
● UAB Universidad Aberta Portugal
● OUNL
Practices :
● commercial and non-commercial social networks
● goals of the European project (enrolment, motivation, community management, e-teacher projects…).
● ways of using social networks functionalities “inside-outside” a sMOOC platform,
● evolution through several iterations.
Limitations and constraints
● efficiency and/or redundancy of using several social networks
● limits between social conversations and pedagogical conversations get blurred, in spaces
Logics adopted to face it

project
We invite you to share, compare, and comment on your own practices and ideas and to join the
conversation around such questions as:
● 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?...

European project funded by European Commission
in Competitiveness and innovation framework programme
22 PARTNERS
https://ecolearning.eu/Divina Frau-Meigs & Adeline Bossu

1 portal - 6 platforms - 6 languages
24 sMOOC + 8 e-teacher sMOOC
47.500 users by now and growing…
ECO project

An innovative approach
MOOCs platforms federation → Decentralised model
Single entry point (unified course catalog, log in and user profile) to a number of
different MOOCs platforms (OpenMOOC, edX, weMOOC, LogiAssist, AR
Learn, iMOOC), and from now ECO portal will open to other platforms.

The main goal of this project is to broaden access to education and to
improve the quality and cost-effectiveness of teaching and learning in
Europe.
https://ecolearning.eu/
GOALS
Democratize a techno-pedagogical framework, MOOC

Potential of OER and MOOC
• to widen access to education and to improve the quality
• for lowering or remove technological barriers in learning processes
• for users with special needs or at risk of exclusion.
Expected impact
• Be able to create own online courses and other open educational resources
• Special attention to training European teachers.
• Prepare certified teachers
State-of-the-art technologies
• merged MOOCs platforms (based on individual platforms and resources
provided by individual partners in the project),
• the combined and cross-border piloting activities in all the hubs involved in
the project.
GOALS

Steps
✓ Design Pedagogical Model
✓ Determinate Technical
Functionalities and
platforms
✓ Create one portal
✓ Create 16 sMOOCs pilots
✓ Create One sMOOC
“how to create sMOOC”
✓ Run on 3 iterations
✓ Make creating own MOOC
by participant/group

Pedagogical Design sMOOC
cMOOC ‘Focus on community and connections’
social ‘learning experience marked by social interactions and participation’
Pedagogical approach: connectivism, situated learning, socio-constructivism
Inclusion + Ubiquitous and mobile + Accessibility (special needs)
learner-centred - flexibility - digital inclusion
Open licence policy
Wide variety of target populations
Diversity of purposes and local, contextual implementations

Specific
Functionalities
Accessibility for special needs
Social network in and out the MOOC
Peer to peer evaluation
Forum - Group forum
Learning pathway
Badges
Intercultural communities
Several Languages
Micro-blogging
Geolocalisation
Gamification
Certification
Facilitations…

A transversal MOOC:
sMOOC
“Step By Step”
6 languages
10 institutions authors
•Using ECO partners experiences and practices
•Develop social learning with communities, accessibility, social learning
•This MOOC will encourage participants to participate in ECO project
•Facilitating the creation of new courses by any teacher involved in ECO
https://youtu.be/4L8QWSgvUMo

An opportunity to create sMOOC
and become e-teacher:

Project evolution
Year 1 Year 2 Year 3
≈10,000 users ≈20,000 users ≈40,000 users
ECO sMOOC
pedagogical model
Innovative technological
approach: Platforms
federation. Plug&join
ECO. Scalability!
First edition of sMOOCs
ECO image and diss.
strategy
Revision of technological
model (Y2-3)
Platform fine-tuning (Y2-
3)
sMOOC step by step
Dissemination!
Communication!
Alliances!
Growth to massive
(users)
Dissemination!
Communication!
Alliances!
Viral growth (users and
courses)
Exploitation and
sustainability

A project constantly in evolution
Analysis and Improvement of each pilot intermediate results
Evaluation assessment of the final results
AGILE method
• constant improvement on the product
• constant interaction between pedagogical design and technological
functionalities
Continuous Improvement and Quality

project
ECO pedagogical teams
● UNICAN University of Cantabria Spain
● University of Sorbonne Nouvelle France
● UAB Universidad Aberta Portugal
● OUNL
Practices :
● commercial and non-commercial social networks
● goals of the European project (enrolment, motivation, community management, e-teacher
projects…).
● ways of using social networks functionalities “inside-outside” a sMOOC platform,
● evolution through several iterations.
limitations and constraints
● efficiency and/or redundancy of using several social networks
● limits between social conversations and pedagogical conversations get blurred, in spaces
● the logics adopted to face it

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“Educational innovation and teacher professional development.
Possibilities and limits of ICT”
USING
SOCIAL NETWORKS
AS LEARNING
ENVIRONMENT

Mariana Lima
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“Educational innovation and teacher professional development.
Possibilities and limits of ICT”
...taught in Spanish
...hosted in OpenMOOC platform
.... eight weeks length
...aims at preparing participants to develop educational projects which include ICT
…individual and collaborative tasks
…learning social environments: external (most popular) networks and internal
platform forum

Mariana Lima
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Briefly collection of collaborative tasks and their schedule in the 3rd edition.
Unit - Week Social learning activities
Unit 1 - week 1 •Introduce oneself in ECO´s platform forum
•Discussion about unit contents in the platform forum
•Exchange of photos in Facebook in order to present how ICT are being located and used in participants’ context
•Initial survey
Unit 2 - week 2 •After reviewing basic and supplementary materials (articles and videos), participants should debate about unit contents through ECO´s platform forum
•Exchange of experience in Facebook related to innovation barriers participants found to introduce ICT in their educative context
Unit 3 - week 3 •After reviewing basic and supplementary materials (articles and videos), participants should debate about unit contents through ECO´s platform forum
•Exchange of information in Facebook related to participants’ experience in ICT training
Unit 4 - weeks 4 and 5 •P2P tasks include individual effort of each student, drafting of their own report, and collaborative effort by peer-to-peer assessment task
•After reviewing basic and supplementary materials (articles and videos), participants should debate about unit contents through ECO´s platform forum
•Exchange of experience in Facebook related to students participation in some educative innovation
Unit 5 - weeks 6 and 7 •P2P tasks include individual effort of each student, drafting of their own report, and collaborative effort by peer-to-peer assessment task.
•After reviewing basic and supplementary materials (articles and videos), participants should debate about unit contents through ECO´s platform forum
•Exchange of information in Facebook related to professional educative innovation networks
Unit 6 - week 8 •Surveys about satisfaction

Mariana Lima
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Forum

Mariana Lima
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Facebook

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Facebook

Facebook
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Mariana Lima
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Forum vs. Facebook
Day of Week Nº Msg Facebook Nº Msg Forum
Wednesday 73 61
Friday 72 57
Tuesday 68 55
Monday 64 44
Thursday 50 35
Sunday 30 23
Saturday 23 21
Number of messages written in Facebook and Forum per day of week.
Week Num.
Participants
Facebook
Num.
Participants
Forum
1 18
2 60 38
3 48 42
4 30 31
5 34 27
6 14 12
7 15 16
8 20 24
9 7 7
10 2 3
Nº of messages written in Facebook and Forum per day of week.
Post/Forum Num. Comments in
Facebook
Num. Messages in
Forum
1 109
2 92 97
3 77 68
4 58 60
5 44 71
Total 380 296
Nº of messages written in Facebook and Forum per activity.

Mariana Lima
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Facebook
Interaction graph built from the interchange of messages in Facebook.
Thickness of edges is proportional to the number of interchanged messages.

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Google+/Hangouts

Practices to make social learning
growing through social networks
functionalities inside and outside
the MOOC platform

MOOC platform
Notifications
Announcements

MOOC platform
Group functionality

MOOC platform
Forum
Microblog

Advertising

Communities, Group

Live events

Resources
Collaboration
Curation

project
SHOULD WE USE SOCIAL NETWORK
“INSIDE AND/OR OUTSIDE” MOOC
PLATFORM?
WHY?
HOW?

Open Universiteit formal education
• Online distance education
• Learning activity, task centred
• Blackboard, Moodle, OpenU

OpenU
• Social environment: profile, participants,
activity stream
• Communication: forum, groupwall, chat
• Collaboration: blog, wiki
• BRATS: bookmark, rate, annotate, tag, share

Online masterclass
• Live broadcast
• Synchronous chat
• Twitter
• Recorded version videobank and Youtube

MOOCs on external platforms
• Platform conversations, blogs
• External: twitter, closed course Facebook
group, closed participants Facebook group

What is the role of social media?
• What do you want to achieve?
• Social media should be embedded in the
design of the MOOC and the learning activity
• Integral role

Purpose and function of social media
• Content creation
• Communication and interaction
• Reflection

Integrated social media or external
social media, conflicting situation
• Learners need an integrated learning
experience
• Social media should be embedded in the
educational design and support learning
BUT
• Learners should also be able to use tools they
are used to

Advantages integrated social
media
• Integrated into learning environment
• Provides integrated experience
• No need to move outside the learning
environment
• No need to log in elsewhere
• Learner can add content according to their
“learning identity”

Disadvantages integrated social media
• Can only be used internally
• Can not include resources and artifacts from
external social media and vice versa
• Limited to a particular course
• Possibly limited to course page, specific lesson or
activity
• Need to be build into learning environment,
needing a lot of resources
• A selection need to be made and thus less
diversity

Advantages external social media
• Learners can make use of those social media they are
used to
• Expands the learning environment into a personal
learning environment, transgressing boundary of
course
• Much more flexibility in features to use
• Choice between similar social media
• No need to replicate social media and build features
into learning environment
• Some social media can be embedded into learning
environment using widgets

Disadvantages of external social media
• Need to move outside the learning environment
• Need to log in again
• Expands the learning environment into a personal
learning environment, transgressing boundary of
course
• Can’t separate course related content from
personal content
• Learners can’t express various identities
• People often not aware that “commercial” social
media make use of their data and content

project
DO WE HAVE TO USE SOCIAL NETWORK “INSIDE AND OUTSIDE”?
WHY?
HOW?
Pros and cons
commercial social networks vs internal contained social network functionalities
MOOC
privacy and traceability
open vs contained content, formal vs informal settings, structured vs unstructured exchanges, traceable vs untraceable data, personal
vs professional status of interactions.
communication among various types of participants (teachers, mentors, tutors, learners….).
epistemic community
learning events a
This “inside-outside” navigation
synergies and empowers communities
mix and remix the resources available
own projects and evaluations

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