Marta Cáceres-Piñuel GO-GN Meeting Cape Town (10-12-2013)

1. Massive Open Online Courses(MOOCs) as a disruptiveinnovation in UnitedStates and Europeanhighereducation and Beyond:Case Study:“Theexperience of unX: a communityforentrepreneurship and LifelongLearning in Latinamerica” Marta Cáceres-Piñuel GO-GN Meeting Cape Town (10-12-2013)

2. CONTEXT: Center for Higher Virtual Education (CSEV) Private Foundation Public goals. Private funding. Common effort. Latin-American scope • Open innovation in eLearning. • Avant-garde methodologies, technologies and contents for virtual education. • Agile approach to innovative eLearning projects in collaboration with universities, public institutions and enterprises. • ICTs in education and innovation to fight social exclusion. • Since 2012: Focus on MOOCs and Mobile Learning projects

3. CSEV PROJECTS: some indicators MOOCs certificates unx Mobile Learning Almost 30,000 members in the LatinmericanEntrepreneurship community and lifelong learning(7Moocs) Red Emprendia More than 300,000 students enrolled in more than 25 courses. (Technical and methodological support) More than 3,700 official certificates in MOOCs.- (UNED Pilot) New dynamics for advanced mobile learning. Educational apps and learning activities100% mobile.

4. CSEV tools for life-long learning: 2 examples of Communities of Knowledge (MOOCs + Community) Fostering Latin-American (and global) entrepreneurship in the Digital Economy Fostering Young, Innovative and Mobile Entrepreneurship

5. Questions in my day-to-day work: How to explain MOOC revolution to our stakeholders?: International Framework Lack of empirical evidences of the results of the MOOCs (Main changes for teachers/students)? How to improve innovative e-learning experiences using MOOCs? Are MOOCs and communities of knowledge a powerful tool for Lifelong Learning? Ensuring equality and access to education for acquire flexibly key competences needed in the interconnected world especially for disadvantaged groups needing particular support to fullfil their educational potential.

6. PhD: GOAL MainGoal: • ToAnalizeMassive Open On-Line Courses (MOOCs) as disruptiveinnovation in highereducation and as a powerfulltoolforLife Long Learning.Overviewaboutpresent and future of fenomenum in Europe and UnitedStates Case analysis: • UNX project , from open educationaboutentrepreneurshipforLatinamericato Open community of knowledge and Life Long Learning

7. PhD: ResearchQuestions MainResearchQuestion: • Are Massive Open On-Line Courses (MOOCs) as disruptiveinnovationin highereducationand couldthey be used as a powerfulltoolforLifelongLearning? Sub-questions • Whatistheinternationalframeworkof MOOCs? • Are there sustantive differencesbetweenUnitedStates MOOC experiences and European MOOCexperiences? • Are thereanyempiricalevidenceabouttheimpactof MOOCs in new ways of Teaching and Learning? • How to improve innovative e-learning experiences using MOOCs and how to use them for Lifelong Learning? • Case study: Unxas an Open Community of entrepreneurshipknowledge in Latinamerca

8. PhD: ReseachDesign and Methodologycal Framework QualitativeMethods: • Open InterviewstoOpen EducationStrategiesResponsibles in Europe and UnitedStates(Overwiew of OE strategie/ Strenghts and Weakness of MOOCs/evolution of MOOCs in thenearfuture) • FocusGroup /Semistructured Interviews toteachers envolved in MOOCs (Sample: professorparticipants in CSEV MOOCs . Questionsabout new pedagogicalframeworks and new rol of professor/curator in MOOCs) QuantitativeMethods • MOOCsStudentsSurveyin Unx (Sociodemogragraficprofile, motivations, expectations, achivements) • LearningAnalytics in Unx(Big Data analysis: MOOCslearningDinamics)

9. PhD: LiteratureRevision • Innovativedisruption. New paradigms in science. (Thomas Khun) • CollaborativeLearning.Theories of Cognitionin CollaborativeLearning. Seminal theoreticalworksinfluentialwithincollaborative-learningresearchsuggesta post-cognitiveapproachtogroupcognition as a complementtoanalyzingcognitionof individualsor of communities of practice,Forcollaborativelearningresearch, theorymusttakeintoaccountinteraction in online environments, knowledgebuilding in smallgroups and cognition at multipleunits of analysis.(Stahl, Koschmann & Suthers 2006) • Computer-supportedCollaborativeLearning: it combines concernswithcomputertechnology, collaborativesocialinteractionand learningoreducation— withverydiferent disciplines combined(Stahl 2009) • Communities of knowledge. NetworkingAnalysisTheories(Requena 1989, Radcliffe Brown 1940, J.A, Barnes 1954)

10. PhD: Research Calendar 2014 2015 2013 PHD definition & Literaturerevision Definición y marco Teórico Diseño Metodológico Entrevista y encuesta ResearchPhase 1: Interviews OE Respo Research Phase 3 FocusGroups teachers Reseach Phase 2 Survey MOOC students Conclusions PhD (PHASE 1: MainResults and PreliminaryFindings)

11. PHASE I : Interviews to Open EducationStrategiesResponsibles INTERVIEWEES LIST: OPEN EDUCATION STRATEGIES AND THE FUTURE OF MOOCS. UNITED STATES • MIT-Media Lab • HalAbelson: Director MIT • Eric Klopfer. Professor and Director Education Arcade, MIT- Media Lab • Mitchell Resnick. Director of Lego Project • Edx-MITx • SanjaySarma, Professor of MechanicalEngineering, Director of Digital Learning MIT (MITx – Edx) • PiotrMirtros. Edxdevelopper • Edx-Harvardx • Justin Reich (ResearcherHarvardx). • -MIT.- OCW • Steve Carson, MIT OCW Director of Communications and ExternalRelations.  • NEW MEDIA CORSORTIUM • Larry Jonhson. Director HorizonReport EUROPE • OUNL and OpenEdup.- • Fred Mudler. Former Rector OUNL and Chair of UNESCO OERs • OUUK. Open Learn/FutureLearn • Michael Swann. Former Rector OUUK president of EADTU • EuropeanComission. Opening up EducationStrtategy • Yves Punie. Main ICT and EducationResearcher at IPTS. • P2PU • Philipp Schmidt. Co-founder.P2PUniversity (VisitingResearcher at Media Lab) • UNED.UNED Abierta

12. OUTLINE: From Open EducationalResources (OERs) toMOOCs and Beyod:TheUnX case study • BriefHistory of Open Education (OE): fromOERstoMOOCs • MOOCs: AnOverview in Europe and EEUU • UNX project: Latin American Online Community for Entrepreneurship and Life Long Learning • MOOCs and beyond? Thefuture • UNX nextsteps

13. BriefHistory of Open Education (OE): From Open EducationalResources(OERs)toMOOCs 1994-95:Free/Libre open source software: FLOSS, (Wiley, 1994) 2001.-MIT Open CourseWare. (OCW ) 2002.UNESCO. I International OER Forum. Definition of “Open Education (OE) and Open EducationalResources (OER)” 2005-2007.-OECD: International Forumabout OE and OERs. Report “Givingeducationfor Free. TheEmergence of OER(2007)”. 2008.- Cape Town Open EducationDeclaration(OSI y Fundación Shuttleworth) 2008.- First MOOC Experience (Siemens and Downes .- ConectivistbranchcMOOC.)

14. 2011.-The year of Massive Open On-line Courses: Disruptive Innovation in USA and Europe • What are MOOCs? • A massive open online course (MOOC) is a type of online course aimed at large-scale participationandopen access via the web. MOOCs are a recent development in the area of distance education, and a progression of open education ideals suggested by open educational resources. • Common features: • Open access. • Scalability • cModel/xModel SomeEuropeanUniversitieshavejoint US initiativesbutthere are othernationalinititives and international Predominantely in US and thenexpandedmassively… European MOOC Platform 10 countries OU Nederland FutureLearn UK (20 Universities) Spain

15. Case Study: What is unX? • AnOn-line Community for Entrepreneurship in the Digital Economy that promotes Open Education and Online Collaboration for entrepreneurs in Spain, Portugal and Ibero America. • unX is a learning and entrepreneurship platform for the Ibero-American community in Spanish and Portuguese languages. • Explicit focus on the needs of students, the under-employed and the unemployed from our countries. • unX is not just for already-existing entrepreneurs; it's rather a platform to help people become more active and entrepreneurial regarding their professional lives

16. unX Learning Pathway: Latin American Online Community for Entrepreneurship and Long Life Learning This experience will stimulate entrepreneurship activities, including formation of start-up companies, and part of the activity will focus on mentoring aspiring entrepreneurs and nurturingtheir efforts. Phase 5. Building up a community of enterpreneurs and local partners (face to face events) Phase 4. Creating new Entrepriseses • Phase 3Getting certifications and credentials • Certification: Badges and official certification in the near future • . Phase 2. Building up an open community of knowledge Phase 1 Learning with on-line MOOCs Massive open online courses Towards employment and new Entreprises Every member of the community will feel motivated to stay in it, contribute and create new oportunities. (Employment, Experience, Feedback, Crowd-Learning)

17. unXObjetive & Pedagogical Pillars Objective Raise awareness and enhance entrepreneurship skills in the digital economy through an innovative education model. Online teeming-learning (distributed/decentralized/peer-to-peer learning) for a more human education with the support of technology. Pedagogical pillars • Education is a mean for the development of a more creative, entrepreneurial, participatory, fun and fair society for all. • Our mission is to identify and develop tools and methodologies to facilitate this process and taking into account the needs and opportunities of the people. • Reach students wherever they are in terms of aspirations and local realities in tune with the opportunities available to them. • unX has been created to foster the participatory development of an entrepreneurship community of practice. unX is an open e-learning enviroment to foster learning and entrepreneurship in the community, with a massive participation.

18. Methodology: MOOCs + an active and engaging social community of practice Challenges & Social Tools • The methodology is based on practical case studies, designed by a tutor, named curator, and moderated and dynamised by a facilitator, promoting the generation of knowledge in the Community. The students have social tools in order to solve challenges (Fora, wikis, Peer to peer dynamics). • Promotes collective learning. Participants share knowledge through forums and social networks. Learning is continuous and the knowledge community may remain after the course. • The learning challenges are the key point in the process of acquiring new knowledge. • Challenges provide a simple way to solve a complex problem through the videos and suggested activities. Assessment: Badge and Karma • A badge is a valid accreditation in the digital environment attesting the accomplishment of a task, participation in a competition or attendance to an online or offline event. It is a visual standard to show on the network that someone has certain skills and competences. • The badges respond to the challenge of accreditation within the open educational process and are used to recognise a person who has followed a reading, debate, working group, virtual event or has acquired certain skills in an online learning environment. • It is about overcoming challenges and achieving badges, visible symbols in the digital world that accredit acquired competences and skills and define the professional profile. • Students can reach reputation levels (karma), within the community of students based on their participation and relevance in the areas of interaction between students (forum) • Near Future: Official Certification and academic credits by universities.

19. unX is not only a MOOC platform but also a Community of Knowledge for Entrepreneurship in Latinamerica • What can entrepreneurs • find in UNX? More info: http://www.redunx.org

20. MOOCs and Beyond:PHASE 1: MainResults and PreliminaryFindings (Interviews with OE responsibles)

21. MOOC Strenghts • 1-Lifelong Learning • 2-Educational Inclusion • 3-Complementary resourceforin-campus education(New uses on-campus (flippingtheclassroom) • 4-New studentsoff-campus (Professionals, unempleyees, outsiders of educationalsystems, lifelonglearning) • 5-Free • 6-Empowering new learners • 7-Potential certification(not free) • 8-Blendedexperiences • 9-Access toHightQualityHigherEducationfordevelopingcountries • 10-MOOCs addvaluetouniversities(visibility, prestigious, potential new residentialstudents…) RegardingMITxMOOCs: “…New e-learningmodels and technologies are bringinghighereducationits “mostprofoundtechnologicaltransformation in more than 500 years,” MIT President L. Rafael Reif fall2012 inaugural address.

22. MOOC Weaknesses • 1-Non EngagingEnvironment(average 90% studentsdon´tfinish) • 2-Non creativeLearning(TraditionalModel) • 3-Necesity of more personalizedexperiences • 4-More variety, collaborative, and creativelearningaproach • 5-Creation of MOOCsisveryexpensive (50.000 - 1.000.000 $) • 6-No bussinessmodel • 7-No politicalstrategies • 8-Neocolonialism fromthemostprestigiousUniversities? • 9-Necesity of MultilingualMOOCs • 10-Learning Analytics(More comprehensivedasboardsforresearchers) Rearding MOOC revolution: “Over-expectations are theworst friendsof learningthechnologies” Pierre Dillembourg.EPFL Institute of TechnologyLausanne eMadridEvent June 2013

23. Challenges • 1- Methodology: New Pedagogicalframeworks • PPPP Model: • Project based • Peersbased (connect ideas) • Pasionate (Engagement and Motivation) • Playfull(gamification) • Flippedclassroom • 2-Professors: New role as designerof a path of learning • Lesshierarquical • More active role toplayin thecommunity of knowledge • Creator of Challenges. <notthecontentowner and produceranymore> • PromoteExperimentation and Creativity in online context • 3-Students: More independent , proactive and autonomous Regarding Open education opportinities: “…weriskmissingthetransformative and innovativeopportinities, Be itforimprpvingteaching and learning …” VijayKumar. Openning Up Education 2007

24. The Future: New e-learning models 1-Blended Experiences ( On-line and residential) • 2-Smallers groupsin bigon-line communities • 3- Creation of Communities of Knowledge: Social learningforprofessionalcommunities • 4-Global communities of knowledge/Local presential Clubs • (Connect learners with personally and locally relevant networks, content and opportunities) • 5-Certification (PresentialExam. Sustainability) • 6-MOOCs more flexible, more modular, shorter, adaptedtopeoplewhoworks • 7-Specialization towards New Audiences: High Schools, Schoolars, Long LifeLearningforprofessionals and employees…) • 8-Creation of Open abd flexible Educationalspaces(Open LMS and agregationof social tools) • 9-Mobile and selforganizingStratetegies(Fit people's availability and lifestyles learn on the bus, on the train, at home, etc.Big opportunityforaccesibilityfromdeveloppingcountries) • 10-MOOCs and Social learninghugepotentialforspecificareas: Case solving(Economics,BusinessSchools, Social Sciences…)

25. Next steps of unX: Conecting and motivating knowledge comunities and going mobile

26. unX:connecting local communities of knowledge • unXis a platform specifically designed to foster learning, workforce development and entrepreneurship for all. • Next features : • Social networking with peers and mentors (New Partners Red Emprendia and Cerdierj in Brasil) • New Certification mechanisms available • Newanalytics for elearning and business pathways • New comunities of profesionals (Colmenia project) • Smallers groups dinamycs ( Unhangout events) • Global community of Digital Entrepreneurs • Local club of developpers all over the world (Weprendo Project) • Multiple-language (Spanish,Portuguese,English) • Connected with Apps • More modular

27. unX going mobile 'unXgoingmobile'enables first-class (not just smaller) mobile learning experiences that: • Fit people's availability and lifestyles (learn on the bus, on the train, at home) • Add value and complement other educational initiatives, either online or in-person • Connect learners with personally and locally relevant networks, content and opportunities • Tailored to the people's time and location • Mobile device-friendly (screen size, resolution, etc.) • On-line enbebbed apps • Offline access to content, even from feature phones for developing countries • Calendar of meet-up events and local opportunities • Bookmarks

28. Thank you !!! mcaceres@csev.org