EMMA: la piattaforma europea di MOOC per lo sviluppo professionale e la costruzione di communityEleonora Pantò (CSP)2 dicembre 2016 - Università di Torino - IUSE

2015 -The MOOC space essentially doubled this year.

https://www.class-central.com/report/moocs-2015-stats/

500+ Universities, 4200 courses, 35 Million Students

FutureLearn the third largest MOOC provider in the world now. They grew 275% in 2015 and are rapidly approaching the three million user mark. Along the way, they also launched what would be the world’s largest single session of a MOOC: 440,000 students signed up for one session of the Understanding IELTS: Techniques for English Language Tests course, which was taught by the British Council.

2016 -A changing landscape: no longer massive

https://www.class-central.com/report/moocs-no-longer-massive/

MOOCs are gradually being transformed from virtual classrooms to a Netflix-like experience. Most are now offered in a self-paced format or, in the case of Coursera courses, switched to a regular schedule, with new sessions starting automatically on a bi-weekly or monthly basis. If a student can’t finish a session, all their work is simply transferred to a new session.

“When I see the cultural diversity that exists today, I feel that we must defend it, and we need Europe, because otherwise we are going to live in a society with a single model, the Anglo-American model.”Jean-Pierre Raffarin

“Diversity: the art of thinking independently together.”Malcolm Forbes

“It is difference of opinion that makes horse races.”Mark Twain

Diversity as a strength?

http://www.slideshare.net/EADTU/european-mooc-strategies-strength-in-diversity

Many European platforms and many MOOC service providers

Developing a ‘framework’ for cohesive and collaborative effort

Pro-active coordination for diverse MOOCs services for all

Embrace different solutions – objectives – target groups – pedagogical approaches – languages – etc.

Using diversity as a strenght!

http://www.slideshare.net/EADTU/european-mooc-strategies-strength-in-diversity

Emma is a research-based project aiming at:

• exploring the new MOOC frontier • supporting diversity in pedagogical

approaches• promoting cross-cultural learning• offering personalization of learning-

paths• experiencing and validating innovative

instructional design

Emma is also a MOOC Platform offering:

• MOOC automatic translation/transcription services

• Monitoring activities (learning analytics, tracking, surveys)

• Hosting and support

WHAT EMMA STAND FOR

THE EMMA ADVENTUREUse the European linguistic and cultural diversity as not negotiable values to reach target audiences in other parts of the world

Create a European brand on the international stageConnect learning to design through Learning Analytics

2013: Expert survey launched

2014: The Emma Project approved

2015: The Pilot phase concluded

2016: Emma open the door

2014:Emma challenges definition

2015: working definition of cultural diversity as function of:language, pedagogy, personalization

2016: 40 MOOCs on board

CHALLENGES

During the starting phase, the project objectives were translated into challenges and strictly joined to Pilot Preparation and Evaluation

CHALLENGE 1 E 2

From pedagogy to instructional design To what extent can diversity be accommodated in a unique platform without losing effectiveness and consistency?

From the web-learning paradigm (Oer) to MOOCs To what extent can these processes be translated into inclusiveness, sustainability, and deployment within different social contexts?

CHALLENGE 3 E 4

Accessibility through language. From linguistic isolation to linguistic inclusiveness.

How to approach linguistic to cultural translation?

How to insure both identity and diversity

Accessibility through culture: from a country-specific platform to a Pan-European platform

How to transform this multicultural perspective in added value?

CHALLENGE 5

From individual MOOCs to massive and back again

How to ensure a mindful and individual learning experience in a massive learning environment?

Cultural diversity as function of language, pedagogy and content personalization

Multiculturalism through translation Multiculturalism through customizationMulticulturalism through pedagogy

A PREMISE

LANGUAGE

CULTURAL DIVERSITY

PEDAGOGY

PERSONALIZATION

A working definition

Translation is a core feature for Emma. For this reason we have measured it on two side:

System efficiency for machine learning and automatic TTL System effectiveness as user’s choice for non-native language content consumption

Results:

TTL system improved and available almost in Real Time

There is a clear choices for using MOOCs in a non-native language (English as lingua franca)

LANGUAGE

PEDAGOGY

CULTURAL DIVERSITY

CONTENT PERSONALIZATIO

N44% English content use

Word Errors Rate Bilingual Evaluation Understudy

System efficiency and effectiveness

A PREMISEMOOC have been piloted on Emma from a diverse pedagogical perspectives:

From xMooc to Hybrid Mooc Mooc based Flipped experience

Results:

The platform can accommodate a variety of pedagogical approaches.

there is not a single recipe for success but an education mix

LANGUAGE

PEDAGOGY

CULTURAL DIVERSITY

CONTENT PERSONALIZATIO

N

hMOOC

xMOOCcMooc

Flipped

iMoocSocial learning

An education mix

A PREMISEThe PLE is organized around several environments:

internal CoursebookPersonal BlogPeer assessmentexternalSocial ClassroomEuropeana resources API

Results:

Social classroom as a mean for social appropriation of the teaching approach as well as content.Social classroom to create stable micro learning communities

Language

Pedagogy

CULTURAL DIVERSITY Content

personalization512 course books1912 users created 9975 notes

The micro-learning communities

Multiple languages

• Italian, • French, • Spanish, • Catalan, • Portuguese, • Estonian, • Dutch

Transcribe

Translate

Choose

8 Tr

ansla

tion/

trans

crip

tion

syst

ems

English as a linguistic bridge

Pers

onal

Lea

rnin

g En

viro

nmen

tInteractive features

Virtual classroomPersonal Blog CoursebookAnnotation System

Learning data and Feedback Loop

Learning interactions:• Page visits• Interactive activities• Assessment

Learning profile:• Enrolled – enrolled and

accessed materials five times• Observer – accessed

materials more than five times

• Contributor – interacted with the content

Learning Analytics Survey

Students profiling • Registration form• Entry form

Expectations • Expectations questionnaire

Evaluation • Evaluation questionnaire

The

Eval

uati

on M

etho

dolo

gy

20

Participants were clustered depending on their activity

Entered the MOOC up to 5

times

Entered the MOOC more than 5 times, but did not interact

with the content/other participants

Contributed with an

assignment, commented or posted at least

once

Contributed with an assignment, commented or

posted more than once

ENROLLED OBSERVERS CONTRIBUTORS ACTIVES

9 weeks 13 weeks 6 weeks

48

12

30

10

ENROLLED OBSERVERS CONTRIBUTORSACTIVES

27

34

32 7

71

13

87

% data

The enrolments profile trend: more women, older, more employed

AGE

EMPLOYMENT STATUS

GENDER

2014 2015 2016

65%52%

76%% of Women

-25 26-35 36-45 46-55 56+ MEAN - AGE

2014 23% 25% 23% 19% 10% 36

2015 9% 31% 27% 20% 14% 41

2016 5% 13% 27% 37% 18% 46

2014 2015 2016

40%

52%

19%21%18%

25%

6% 7%

47%

26%

15%

6%7% 8%3%

employed (excl teachers)

Teacher/lecturer upper education /university

Teacher/lecturer lower/primary education

students

other do not work

xxx

xxx

It enhances the overall value of the EMMA platform

It makes EMMA a truly European experience

It’s effective

It’s totally new and different

It needs more languages to be really effective

58%

62%

45%

30%

23%

35%

28%

37%

31%

32%

5%

6%

10%

28%

31%

2%

4%

6%

9%

14%

2%

2%

Completely agree Fairly agree Neither agree nor disagree Fairly disagree Completely disagree

How much do you agree or disagree with the following statements about the translation functionality?

What the translation functionality adds to the experience

Base: people who used the translation functionality at least sometimes – 127 cases – 17 Moocs

Without

«coding in your classroom»

Mooc

A multilingual space with an embedded translation service has several advantages in teachers’ views: generates engagement and motivation, supports learning and

interaction, truly represents Europe

“a multilingual space without linguistic barriers (i.e.: via the translation system)

would be more engaging and rewarding for users”

“a conversation forum that uses English only would be fine, it is easier if [ ....] they can speak

english well, but if the translation feature [is available] it might e better for different

communities to be able to operate in their own language”

“... it would also be more of an incentive to improve language skills and make for better

sharing and less cultural and linguistic isolation in Europe”

(teachers from Iceland) “it will help to realise the richness of cultural diversity in Europe”

SOURCE: survey on teachers (Focus Group)

1170

144271.596

3184

907

TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH R. De Rosa, A.Bogliolo 2016

Three Learning Dimension: • Temporal• Spatial• Engagement

http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based-hybrid-approach

All participants to this learning experience shared a similar presence within the three spheres ofthe Community of Inquiry model as in Anderson et al., populating them with their knowledge,teaching practices and social connection. The result was that they actively supported the MOOCdiscourse by creating new learning objects and a positive climate.

TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH

http://www.slideshare.net/EuMOOCs/rosanna-de-rosa-alessandro-bogliolo-teaching-to-teachers-a-mooc-based-hybrid-approach

R. De Rosa, A.Bogliolo 2016

PUTTING THE USERS INTO THE DIGITAL LIBRARY: REFLECTIONS ON A MOOC TEACHING EXPERIENCEA. M. Tammaro, 2016

https://dlis.hypotheses.org/author/ium

The « reversal » of the MOOC has been to start from users considered as active co-creators of digital content

The MOOC tutor has launched periodically polls or questions that would invite participants to share their significant experiences. It has been also prepared a Newsletter of the MOOC on a weekly basis.

The idea of the Newsletter was also born from the need to create a communication device, such as a weekly message, that would help the participants not to lose the thread of the course, stimulated them to follow the development of lectures and discussion. Participants instead of being overwhelmed by the volume of content and conversation, could comments on the content being generated and most of them participated in the discussion forums.

MOD

University-funded Outside sponsorship

SyndicationLearners

● Professor interest● Marketing● Blended learning dev● Cost-savings

● Government● Foundations● Other Nonprofits● Corporate

● Optional Certificates ● Corporate consumers

● Content customization

Grants

Fees

Outside Organization

‘Teacher-Student’

FUNFEDERICA

EDUOPEN

IVERSITY

UDACITY

FUTURELEARN

MIRIADA

EDX

COURSERA

Original source, Charlie Chang Capri 2015

A PROPOSAL

Routes to Sustainability:

Routes to Sustainability:

Cooperative Membership Crowdsourcing

Syndication

● Government● Foundations● Other Nonprofits● Corporate

● Content customization

● Group Services ● Experimental design

● FLOSS, Open sources● Services customization● Optimization● Training and support● Group Services

Shares (Benefits/Responsibilities)

Revenue

Outside Organization

Inside organization

EMMA

A PROPOSAL

Individual Subscription

● Collaborative consumption● Collaborative value creation● Content/expertise reuse● Redistribution, sharing and

reuse of excess capacity

ie. The OCLC model

This presentation is based on the work done during the EMMA project – and specially from prof. Rosanna de Rosa (University of Naples) and Chiara Ferrari (IPSOS)

Thanks for your attention

Eleonora Pantò @epantoEleonora.panto@csp.it

www.csp.it