Click here to load reader

The MOOC that moos

  • View
    48

  • Download
    0

Embed Size (px)

Text of The MOOC that moos

THE MOOC THAT MOOsFirst MOOC provided by USIeTourism: Communication Perspectives

Jingjing LinPhD student researching in MOOCs in tourism and [email protected]

eTourism MOOC Trailer 1.0

ICTs+TourismOnline communication modelUser generated contentsHotel online reputationOnline content qualityWeb 2.0Intercultural communication and localizationeLearning and tourism trainingWorld Heritage Sites

Curriculum vitae of MOOC

Story before MOOC

Core valueOPENNESSTECHNICAL, LEGAL, PRICE, ETC.Content designed specifically for/as a courseAny content sharedunder open license

Open initiatives in higher education have crystallized around three major areas of activity: the creation of open source software and development tools, the creation and provision of open course content, and the development of standards and licensing tools. The outputs of all three may be grouped together under the term Open Educational Resources (OER).7

How to position MOOC

Accreditation

Facilitation and feedback

InteractionMOOCCreative Commons licenseCC Copyright licenses

OCW

OER

MOOC

[1]

Massive: the big number of learners and the scalability of the course to host many. Open: anyone, anytime, anywhere.Online: enhanced by internet and happens in an online environment.Course: organized resources and activities, with learning objectives and expected outcomes. Include feedback from the instructors, peer communication, sometimes group collaboration, and different types of assessment.

What isMOOC

MOOCHistory

[1]

CCK08 - Connectivism & Connective Knowledge

CS221: Artificial Intelligence: Principles and Techniques

13

[1] MOOCFast factBy 2015, the total number of MOOCs in the world reached over 4200, which involved more than 550 universities and attracted 35 millions of learners.

SwissMOOCs

Did you take tourism and hospitalityMOOC so far?

[1]

[1]

18

Slide:1918 MOOCs in tourism and hospitality[1]

Slide:20[1]

Surprise!More about hospitality

The topics were more about hospitality (79%) with half of them were about cuisine and beverage, and one fifth about hotels. Tourism topics only appeared in three MOOCs. Communications are limited

The communication is mainly one-way from the instructor to learner. Forum discussion tool was the most popular tool to serve as a communication media.Social media tools were not used much. The most active MOOC in social media channels is eTourism: Communication Perspectives

Some findingsContiuity is not positive

11 out 18 finished first round.Among 11, only 3 chose to run a second round.[1]

Rich video presentation styles

13 video presentation styles were identified:

talking head style, text-overlay, conversation, on location, animation, picture-in-picture, presentation slides with voice-over, demonstration, Udacity style tablet capture, interview, recorded seminar, webcam capture and green screen.

Slide:22 [1]

Two style of syllabus

Coursera style syllabus

Compass style syllabus

[1]

Food & Beverage ManagementUniversit Bocconi

Need improvementLonely learning objectives

Very few course designs considered the match between learning objectives and the other components such as lecturing contents, assessment, activities of communication, etc.Low adaptability to various needs

The multi-lingual support was weak in these MOOCs.

Very limited number of downloadable documents were available as learning contents for learners to study offline.

External online resources could not find a proper position as learning contents in these MOOCs. In demand of diverse cultural backgrounds in providers

Overall, the USA-based universities produced comparatively more MOOCs in this field and USA-based MOOC platforms took a leading role in hosting them. Slide:24[1]

USI Pilot MOOCeTourism: Communication PerspectivesHow to Moo?

Slide:264 Drivers for USI to provide MOOC

Corporate social responsibilitySubscribed/active/paid/certified users from:Developing countriesGroups that are not likely to attend regular courses

Public relationsVisibility of USI in positive contextsNumber of subscribersMedia consumptionYouTube videoAll MOOC-related materials with USI logoMentions on twitter/Facebook/other social media, specialized MOOC publications and newslettersNew collaborative projects or materials being reused by othersWith universitiesWith tourism-related bodiesAlumni relations

MarketingNew students enrolling in paid programs because of attendance in MOOCs or suggested by MOOC learner.

ResearchPhD positionPublicationsResearch collaboration opportunities

MOOCs work flow(Year 2015)

Adapted from [2]

Team forming(Year 2015)

[2]

Partner platform selection(Year 2015)[2]

Partner platform selection(Year 2015)

[2]

Functionality comparison of 18 MOOC platformsx: represents the presence of the functionality[2]

Partner platform selection(Year 2015)

Shortlisted platforms: FutureLearn, iversity, NovoED, and Canvas NetworkUser experience survey: FutureLearn, iversityUniversity Board decision: iversity[2]

Instructional design(Year 2015)

Instructional designers: iversity + USIResources (materials and media): copyright, self-developmentTime and paceActivities design

Content creation(Year 2015)

Video development: shooting, filtering, editingVideo subtitlesVideo transcriptsSyllabus, FAQ documentsEmbed map in the courseCreate engagement surveyDraft announcementsList further readingsTraining materials for instructorsOther contents

Content creation (Year 2015)

[3]

Promotion(2015)Facebook campaignYoutube campaignTwitter LinkedInEmail listsUSI pressUniversity collaborationsDMOs contactsMagazine, newspaper, radio, TVOther communication channels

Course delivery(2015)Weekly MOOC meetingsArrange facilitation activities in advanceadministrative supporttechnical supportcontent-based feedbackPromotion, promotion, promotionMaintain social media channels

Internal project assessment(2015)Collect and analyse the performance data from MOOCOrganize the MOOC internal evaluation meetingPresent the performance dataStaff self-evaluation talksPlan the next step

How to evaluate the performance of oureTourism MOOCDo they like it?Did they learn?Did they apply?Did the organization benefit?[3, 4]

Kirkpatrick ModelNumber of performance indicatorsPerformance indicatorsReaction3MotivationSatisfactionUsefulnessLearning5In-course performanceCollaborative learningHigher-order level learningReflective and integrated learningSkill developmentBehavior1Post-course application (related to job and study)Results4CSRPublic relationsMarketingResearch

[3, 4] How to evaluate the performance of oureTourism MOOC

4 groups of performance data

DEVELOPING COUNTRIES51 DEVELOPING COUNTRIES (35.9%)1817 LEARNERS (32.9%)339 ACTIVE LEARNERS (6.1%)

OVERALL142 COUNTRIES5519 LEARNERS1659 ACTIVE LEARNERS (30.1%)Slide:46MEDIA CONSUMPTION988 members in Facebook group#eTourismMOOC hashtag received 2.4 tweets/day Trailer videos received 7953 viewsINTERACTION2190 posts generated in the coursePARTIAL DEMOGRAPHICS 216 replies in engagement survey57.4% female75.0% age between 26 and 5587.4% of higher education level50.0% full-time workers13.4% part-time workers

Enroll nowwww.etourismMOOC.chOpen online onOctober 3, 2016Will last forOne yearOperation mode: Self-pacedInstruction languageEnglishSubtitles and video transcripts in English, Simplified Chinese, Italian, and SpanishUpdated further reading listsMonthly hangouts with instructors/assistantsProvide four exam sessions of the same CoA exam

eTourism MOOCSecond Round

Two videos per week (8 weeks in total), including one theoretical video and one case videoOne quiz per video with 5 multiple choice questionsOne assignment per week to submit assignment as a post in forum and to discuss with other learnersFurther reading materials Finish over 80% of video and quizzes to get statement of participationPay 49 Euro and pass a final exam (CoA exam) with 30 multiple choice questions to obtain Certificate of Accomplishment

What are expected from MOOC learners

eTourism MOOC Trailer 2.0

Lin J., Kalbaska N., Cantoni L., Murphy J. (2016). A New Framework to Describe and Analyse MOOC Design: Multiple Case Study of Hospitality and Tourism MOOCs. Revised and resubmitted for second review.Lin J., Kalbaska N., Tardini S., Decarli Frick E., Cantoni L. (2015) A Journey to Select the Most Suitable MOOCs Platform: The Case of a Swiss University. Association for the Advancement of Computing in Education (AACE), Norfolk. Ed-MEDIA 2015. Montreal (Canada). June 22-26, 2015. ISBN 9781939797162Lin, J., Cantoni, L., Kalbaska, N. (2016). How to Develop and Evaluate an eTourism MOOC: An Experience in Progress, e-Review of Tourism Research (eRTR), 7:1-5Lin, J., & Cantoni, L. (2016). Evaluating the Performance of a Tourism MOOC using the Kirkpatrick Model: A supplier perspective.

References

Join Facebook group: https://www.facebook.com/groups/472859206207898/Use hashtag in Twitter: #eTourismMOOCFollow us on Weibo: http://www.weibo.com/etourismmooc

eTourism: Communication PerspectivesMOOC

Q&AContactJingjing Lin, [email protected]

www.etourismMOOC.chReturn online on October 3, 2016Curriculum vitae of MOOC, slide 5 - 15Tourism and hospitality MOOC, slide 16 - 24How to Moo? slide 25

Search related