Assessment and recognition in technical massive open on-line courses with and without on-line laboratories - Manuel Castro
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The document discusses the challenges and opportunities presented by Industry 4.0, particularly in the context of engineering education and the implementation of online laboratories in MOOCs. It introduces the in4labs project, which aims to develop an open platform for remote labs to enhance technical education and improve student engagement and certification rates. Additionally, the preliminary findings highlight low student participation and certification requests in existing MOOCs, suggesting a need for further investigation and iterations for accurate performance metrics.
Assessment and recognition in technical massive open on-line courses with and without on-line laboratories - Manuel Castro
- 1. Assessment and recognition in technical massive open on-line courses with and without on-line laboratories Manuel Castro Universidad Nacional de Educación a Distancia (UNED) mcastro@ieec.uned.es
- 2. Context THE "INDUSTRY 4.0" PARADIGM IS GENERATING NEW OPPORTUNITIES AND NEW CHALLENGES FOR COMPANIES. ESTIMATES CONSIDER THAT INDUSTRY 4.0 CAN GENERATE ESTIMATED ANNUAL PROFITS IN MANUFACTURING OF BETWEEN 6% AND 8%. ACCELERATING THE DIGITAL TRANSITION TO INDUSTRY 4.0 WILL HAVE SUCH A BIG IMPACT.
- 3. Challenges Train the current 2.76 million European engineering students. Retrain employees in a sector that involves more than 2 million companies and 33 million jobs at a European level, most of which will prefer online education.
- 4. 4 The acquisition of practical skills is key in engineering education...
- 5. 5 …then… How to teach practical competences on-line?
- 6. Online labs types Remote labs Web-based but connected to real equipment Virtual labs Web-based software simulations Deferred labs Prerecoredd remote labs pregrabados All possible situations recorded
- 7. Bibliometric analysis Analysis of publications education and Industry 4.0 1265 papers (until 2020) => High interest Only 18 papers from remote laboratories Industry 4.0 Shows low implementation, possibly due to development difficulties A project on an open platform for remote laboratories in Industry 4.0 can be a great boost to the sector
- 8. In4Labs project Open platform to facilitate the development of Industry 4.0 remote labs Strategic Projects Oriented to the Ecological Transition and the Digital Transition 2022
- 9. Remote Labs for Industry 4.0 Powered by Internet of Things Lab Big Data Lab Cloud Computing Lab Artificial Intelligence Lab Systems Integration Lab Robotics Lab Cibersecurity Lab Perception Lab
- 10. In4Labs stages 1. Development of an open software platform to support and facilitate the development of remote laboratories 2. Development of remote Industry 4.0 laboratories 3. Pilot test of these remote laboratories with the developed infrastructure 4. Dissemination and international cooperation with interested technical associations, companies and institutions The focus of this paper
- 11. MOOC creation in In4Labs • MOOC 1 – Industry 4.0 • MOOC 2 - Internet of Things • MOOC 3 - Cloud computing and Big Data in Industry 4.0 • MOOC 4 – Artificial Intelligence in Industry 4.0
- 12. Research questions • RQ1: Do MOOCs including remote laboratories gets lower drop-out rates than those without them? • RQ2: Do MOOCs including remote laboratories gets more paid certification request? • The results of this research may be of interest for those looking for design new MOOCs about technical disciplines • especially those thinking about including on-line laboratories as a resource in the course
- 13. MOOCs to study • Introduction to Digital Electronics • 5 modules • bool algebra, function simplification, logic gates, combinational circuits, flip flops, and sequential circuits (e.g., counters) • includes 10-20 minutes video-lectures and numerous interactive virtual labs
- 14. MOOCs to study • Enjoying FPGAs: Foundations, simulation and practice • architecture of these devices to the use of commercial tools and real practice with remote laboratories • based on short and entertaining videos • practice-oriented design thanks to the use of real devices through remote labs (LabsLand) • Therefore, it is not necessary to have an FPGA to be able to take the course and enjoy designing with real FPGAs
- 15. MOOCs to study • Educational Robotics for all: gender, diversity, and inclusion in STEAM • presentation of a combination of teaching methodologies, educational robotics tools, and a student learning management methodology • All of these topics are discussed in a way that focuses on strengthening the presence of women in engineering • Includes 10-20 minutes video-lectures
- 16. MOOCs to study • Foundations to Open Education and OERs repositories • Designed to provide a comprehensive understanding of the ways in which open education and open educational resources are changing the rules of education • Purpose of the course is to help educators to understand the advantages of open education and how they can apply it to their everyday teaching • This course includes 8-15 minutes video- lectures and numerous reading materials • All developed materials (e.g., video-lectures, PPTs, reading documents) were provided for download as OERs
- 17. MOOC assessment and interaction definition • Introduction to Digital Electronics • Students in this course were divided into two groups: • experimental group, with access to video-lectures and virtual laboratories; • control group, with access to video-lectures and static images, instead of virtual laboratories • Assessment by module • Pre-test and post-test • Satisfaction survey • Interaction through forums
- 18. MOOC assessment and interaction definition • Enjoying FPGAs: Foundations, simulation and practice • Assessment by modules. • 2 peer to peer review tasks (modules 3 and 4), where students have to grade the VHDL designs of other students • Interaction through forums
- 19. MOOC assessment and interaction definition • Educational Robotics for all: gender, diversity, and inclusion in STEAM • Assessment through a pre-test at the beginning of each module and a post- test at the end, to allow the evaluation of the learning improvement in each module • Interaction through forums but also a social network activity was proposed. • Students were encouraged to Tweet with the #STEAM4ALL hashtag about their advances in the course and some collaborative activities
- 20. MOOC assessment and interaction definition • Foundations to Open Education and OERs repositories • Aassessment through a pre-test at the beginning of each module and a post- test at the end, • Interaction through forums
- 21. Learning analytics of key performance indicators • The following indicators were analyzed in each course in the last edition of each one of them: • number of students enrolled in the course • number of students that carried out any test or task • number of students approving the course • number of recognition certificates requested
- 22. Results MOOCs Enrolled students Students doing some task or quiz Students passing the course Recognition certificates requested Introduction to Digital Electronics 339 60 (17.7%) 21 (6.2%) 12 (3.5%) Enjoying FPGAs: Foundations, simulation and practice 191 44 (23.1%) 14 (7.3%) 14 (7.2%) Educational Robotics for all: gender, diversity, and inclusion in STEAM 172 15 (8.7%) 9 (5.2%) 1 (0.6%) Foundations to Open Education and OERs repositories 106 19 (17.9%) 15 (14.1%) 6 (5.6%)
- 23. Discussion A study found that only a small percentage of students request recognition certificates in MOOC courses The use of remote labs did not increase motivation to pass the course. Only around 6% of enrolled students pass the course in three of the four courses Around 80% of students did not carry out any tasks or quizzes
- 24. • Researchers of the In4Labs project will use these results to specify the performance indicators of the MOOC that has to be designed in the In4Labs project • Limitations: • low number of students analyzed • Future work: • More editions are needed to get more sound results • Analyze student satisfaction. Conclusions
- 25. Thanks! Manuel Castro Universidad Nacional de Educación a Distancia (UNED) mcastro@ieec.uned.es