improving the mooc learning outcomes throughout informal learning activities

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Ángel Fidalgo, María Luisa Sein-Echaluce, Francisco J. García Peñalvo and Javier Esteban-Escaño.

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Page 1: Improving the MOOC learning outcomes throughout informal learning activities

IMPROVING THE MOOC LEARNING

OUTCOMES THROUGHOUT INFORMAL

LEARNING ACTIVITIES

Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce,

Francisco J. García-Peñalvo, Javier Esteban Escaño

Page 2: Improving the MOOC learning outcomes throughout informal learning activities

SCHEDULE

Introduction

Case of study

Results

Conclusions

Acknowledgments

Page 3: Improving the MOOC learning outcomes throughout informal learning activities

INTRODUCTION

Formal learning versus informal learning

Information and Communication Technology

Siemens develops a framework to apply ITC in

learning

MOOC. Massive open on-line course

C-MOOC and X-MOOC

Paradox in X-MOOC

MOOC: massive, multicontext and heterogeneous

Page 4: Improving the MOOC learning outcomes throughout informal learning activities

QUESTIONS

Informal learning activities allow learning once the

course has been completed?

Do those people that have accepted informal

learning activities have a better perception of

learning than those that have not started those

activities?

Is there a profile that is more inclined to informal

learning activities?

Page 5: Improving the MOOC learning outcomes throughout informal learning activities

MODEL

X MOOC plus informal learning tools

Page 6: Improving the MOOC learning outcomes throughout informal learning activities

CASE OF STUDY

MiriadaX platform -> Formal learning activities

Informal activities supported by web 2.0 tools

Google+ learning community

Education innovation blog

Page 7: Improving the MOOC learning outcomes throughout informal learning activities

CASE OF STUDY

Continous flow of knowledge

Page 8: Improving the MOOC learning outcomes throughout informal learning activities

CASE OF STUDY

MOOC Applied Educational Innovation.

Objetives

Identify and relate the components of educational

innovation

Know their processes

For the teaching staff, know how to apply educational

innovation on a day-to-day basis.

Duration: 6 weeks

Structure: 6 modules.

Platform: MiriadaX.

Page 9: Improving the MOOC learning outcomes throughout informal learning activities

STUDENTS PROFILE HETEROGENEOUS

Enrolled in the MOOC 6149

Completed the survey 3236

Gender

Male

Female

58.03%

41.97%

Countries. Top 7

Spain

Mexico

Columbia

Peru

Argentina

Venezuela

Brazil

55.62%

10.35%

7.69%

5.62%

3.71%

2.69%

2.44%

Professions

Teachers

Students

Non-teaching

50.40%

21.82%

27.78%

Educational interest

To know what it is

To apply it

To have a new vision

To have the materials

16.01%

53.92%

24.07%

6%

Level of studies

Primary

Secondary

University

Post-university

Professional

0.34%

5.62%

52.75%

31.15%

10.14%

Age of participants

<20

20-29

30-39

40-49

50-59

>60

0.88%

30.47%

31.12%

24.23%

11.30%

2%

Page 10: Improving the MOOC learning outcomes throughout informal learning activities

RESEARCH METHOD

Initial survey to detect the students profile

Satisfaction survey at the end of the MOOC,

adapted from SEEQ questionnaire

Quantitative and qualitative data taken

Analysis data made with SPSS 22

Participation information

Total number enrolled 6149 individuals

They have completed the survey / % with

respect to the number enrolled

1050 individuals

/ 17.08%

Amount of participation in the course

(with respect to those that completed the survey)

I have not participated 3%

I have barely participated 10%

I have participated a little 27%

I have participated often 32%

I have participated very often 28%

Page 11: Improving the MOOC learning outcomes throughout informal learning activities

RESULTS: IMPACT OF INFORMAL LEARNING

ACTIVITIES ON LEARNING

Q44 corresponds with percentage of participation in

learning community

Other questions:

Q13. I have learnt and understood the course content

Q14. I have learnt things that I consider to be valuable.

Q15. My interest in the topics dealt with has increased

by doing the course

Q16. I think the course has been stimulating

Q17. The course has been dynamic and active

Value %

1 14,29

2 16,57

3 25,90

4 30,10

5 23,00

Page 12: Improving the MOOC learning outcomes throughout informal learning activities

RESULTS: IMPACT OF INFORMAL LEARNING

ACTIVITIES ON LEARNING

Found a positive correlation at 1% level between

Q44 and Q13, Q14, Q15, Q16 & Q17

Correlation is weak

Opinion of participants about learning experience

Question Coef. Spearman Sig (bilateral)

Q13 0.283 0.000

Q14 0.259 0.000

Q15 0.261 0.000

Q16 0.279 0.000

Q17 0.284 0.000

Page 13: Improving the MOOC learning outcomes throughout informal learning activities

RESULTS: PROFILE OF PARTICIPANTS IN

INFORMAL LEARNING ACTIVITIES

Relation between Q6, motivation to make the

MOOC with Q44

Motivation Participation in informal learning activities

To apply the EI 4,49

To have more information 4,40

To know more about EI,

not to apply it 4,06

Working interest 4,41

To extend the vision 4,46

Page 14: Improving the MOOC learning outcomes throughout informal learning activities

RESULTS: LEARNING ONCE THE COURSE HAS

BEEN COMPLETED

Main medium for informal learning was Google+

At the en of MOOC learning community was 2108

participants

Five months later has 3109 individuals

Expontaneous raise of 47.48% in 5 months

Page 15: Improving the MOOC learning outcomes throughout informal learning activities

CONCLUSIONS

Inclusion of informal learning activities in a X-

MOOC is technically feasible

Using social networks guarantee that learning

continue after the course

Students that take informal learning have a better

perception of their learning results

Motivation defines the willingness to work with

informal learning activities

Work in progress

Page 16: Improving the MOOC learning outcomes throughout informal learning activities

ACKNOWLEDGMENTS

Government of Aragón

European Social Fund

Ministry of Education of Castilla León

Research groups

LITI http://www.liti.es

GIDTIC http://gidtic.com

GRIAL http://grial.usal.es

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