Mobile

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning.

This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn’t able to…). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC.

This project furnishes better communication tools for the elderly, by taking advantage of the Windows Phone 7 new user interfaces and including more advanced apps such as video conferencing, chatting and social networking integration (Facebook and Twitter, for example).

A scope of apps/services is included (with information on: pharmacies’ locations and working hours, dictionary, weather, and trip advisor/planner), as well as services of a more personal nature (such as: reminders and management of electronic prescript medications, list of tasks, schedules and reminders made by the senior, or family members and caregivers, 'take me home,' with directions on how to return home or how to ask for help;  'my diet', with information on nutrition, food and recipes recommended), and playful applications for entertainment purposes, such as word games, chess and games such as on-line "quizzes".

What challenges does fomenting innovation in schools currently face?

At the moment, youth unemployment in some European Union member states exceeds 50%. The preparation of young people for the labor market has to be improved, especially since companies hire their workforce primarily on the basis of skills. Collaboration, communication, and leadership skills should be at the center of schools’ education. 

21st-century learning should be competency based, because becoming prepared for life and work is crucial, more important than content knowledge alone. The problem is that pupils today are awarded grades based on content knowledge. They often progress to the next level despite low grades in certain subject areas, which actually signals a lack of foundational knowledge they’ll need in the future. 

Proper assessment should therefore not be bound to specific timing, but to understanding—that’s the true measure of achievement. Furthermore, it should take into account the learning of concepts and overall progress, instead of focusing solely on content results.

The research project Assessment and Teaching of 21st-Century Skills (ATC21S)­ proposes ways of assessing 21st-century skills and encourages teaching and adopting those skills in the classroom. Ultimately, the best results are achieved when learning is personalized. 

What role should teachers play in this transformation?

The role of teachers is essential, but they need training and support in order to move toward increasingly teaching skills and competencies. Teachers should listen more, and provide individual assessment and mentoring to their pupils. To this end, various different resources are available, such as “Education Competencies”, designed to help educators and administrators.

Coming back to the topic of assessment, we are not welcoming educators and curriculum developers to innovate if we do not change the way we assess what learners know and what they are supposed to know. Global assessment models such as PISA should be improved in such a way that they incorporate new trends currently taking place in formal and especially informal learning.  

Who would you say are the innovators in the education field?

Innovators in the education field are mainly individuals. Innovative teachers who have created their own educational resources often do not want to share their content; they don’t think about scalability and believe that this content only works for them. It’s crucial to show them how they can be examples for others. Microsoft has therefore created a network of innovative teachers and a network of innovative schools.    

I would also like to briefly mention our entrepreneurship program for young people. The Youth Spark Hub is an online space to explore and access all the Microsoft programs and resources to help youth imagine and realize their full potential.

How do we transform innovative teaching with scalability?

I recommend the scalability toolkit developed by Christopher J. Dede, Professor of Learning Technologies at Harvard’s Graduate School of Education. Innovation in education is a global matter, and everything teachers do has a directly global dimension.