Moocs in tourism and hospitality
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The slides made for the seventh hangout activity of eTourism: Communication Perspectives MOOC.
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Moocs in tourism and hospitality
- 1. MOOCs in tourism and hospitality Jingjing Lin eTourism: Communication Perspectives First eTourism MOOC by Università della Svizzera italiana Session 1 June 30 10 AM Session 2 June 30 5 PM
- 2. Open content OER OCW MOOC • bbc news, video statistics tutorial, ebook, blog article about sewing, iTune U podcast about survey research, etc. • video statistics tutorial, iTune U podcast about survey research, etc. • a courseware about quantitative research • a course with assessment and interaction How to position MOOC + Education purpose + Course structure + Assessment & Interactions MOOCs in Tourism and Hospitality, by Jingjing Lin 2
- 3. [1] •MASSIVE OPEN ONLINE COURSE What is MOOC MOOCs in Tourism and Hospitality, by Jingjing Lin 3
- 4. MOOC History [1]MOOCs in Tourism and Hospitality, by Jingjing Lin 4
- 5. [1] MOOC Fast fact By 2015, the total number of MOOCs in the world reached over 4200, which involved more than 550 universities and attracted 35 millions of learners. MOOCs in Tourism and Hospitality, by Jingjing Lin 5
- 6. Did you take tourism and hospitality MOOC so far?
- 7. [1] Platform Keyword # of results Platform Keyword # of results Coursera business 624 edX business 373 computer 501 computer 419 history 167 history 201 health 116 health 137 physics 109 physics 181 chemistry 20 chemistry 42 literature 29 literature 68 tourism 6 tourism 8 hospitality 7 hospitality 7 MOOCs in Tourism and Hospitality, by Jingjing Lin 7
- 8. [1] MOOCs in Tourism and Hospitality, by Jingjing Lin 8
- 9. [1] MOOCs in Tourism and Hospitality, by Jingjing Lin 9
- 10. Slide:10 18 MOOCs in tourism and hospitality [1]
- 11. Course topics Hospitality, hospitality, and hospitality
- 12. Course status By December 2015 8 ongoing 10 completed with some archived 7no new enrolled allowed
- 13. Lessons Or unit, block, week, section, modules 4 or 6
- 14. Course announcement Popular function in MOOCs
- 15. Video as textbooks Major medium of knowledge transferring in MOOCs
- 16. Video presentation styles Not only big-head talking
- 18. Networking Very limited FORUM DISCUSSION vs SOCIAL NETWORKING MEDIA
- 19. Collaboration Between learners, between universities Learner Learner University University University
- 22. Moreuniversities fromdeveloping countries. Moretourismrelated MOOCs. Diversify difficulty level ofMOOC offerings. Morecollaborations areexpectedbetween universities, or between university andindustry. Deal with the high level ofdiscontinuity amonginstructors. Moremultilingual supportinT&H MOOCs. Facilitate online communicationsthroughforaandsocial media. Suggestions
- 23. USI Pilot MOOC eTourism:Communication Perspectives CaseStudy Session 2 June 30 5 PM
- 24. ICTs + Tourism C2: Online communication model C6: User generated contents and web 2.0 C7: Reputation in online media C8: Argumentation in online travel review C1: Introduction C4: Intercultural communication and localization C5: eLearning and tourism training C3: Usability & webanalytics
- 25. 142 COUNTRIES 5’519 LEARNERS 1’659 ACTIVE LEARNERS (30.1%)
- 27. DEVELOPINGCOUNTRIES 51 DEVELOPINGCOUNTRIES (35.9%) 1’817 LEARNERS (32.9%) 339 ACTIVE LEARNERS (6.1%) Slide:27 MEDIA CONSUMPTION 988 members in Facebook group #eTourismMOOC hashtag received 2.4 tweets/day Trailer videos received 7953 views PARTIAL DEMOGRAPHICS 216 replies in engagement survey 57.4% female 75.0% age between 26 and 55 87.4% of higher education level 50.0% full-time workers 13.4% part-time workers
- 29. •Corporate social responsibility Public relations Marketing Research Slide:29 4 Drivers for USI to provide MOOC
- 30. MOOCs work flow (Year 2015) Adapted from [2]
- 33. Instructional design (Year 2015) Instructional designers: iversity + USI Resources (materials and media): copyright, self-development Time and pace Activities design
- 34. Content creation (Year 2015) Video development: shooting, filtering, editing Video subtitles Video transcripts Syllabus, FAQ documents Embed map in the course Create engagement survey Draft announcements List further readings Training materials for instructors Other contents
- 36. Promotion (2015) Facebook campaign YouTube campaign Twitter LinkedIn Email lists USI press University collaborations DMOs contacts Magazine, newspaper, radio,TV Other communication channels
- 37. Course delivery (2015) Weekly MOOC meetings Arrange facilitation activities in advance administrative support technical support content-based feedback Promotion, promotion, promotion Maintain social media channels
- 38. Internal project assessment (2015) Collect and analyse the performance data from MOOC Organize the MOOC internal evaluation meeting Present the performance data Staff self-evaluation talks Plan the next step
- 39. Kirkpatrick model (1976） Reaction Learning Behavior Results How to evaluate the performance of our eTourism MOOC Do they like it? Did they learn? Did they apply? Did the organization benefit? [3, 4]
- 40. Kirkpatrick Model Number of performance indicators Performance indicators Reaction 3 • Motivation • Satisfaction • Usefulness Learning 5 • In-course performance • Collaborative learning • Higher-order level learning • Reflective and integrated learning • Skill development Behavior 1 • Post-course application (related to job and study) Results 4 • CSR • Public relations • Marketing • Research [3, 4] How to evaluate the performance of our eTourism MOOC
- 41. 4 groups of performance data
- 42. Enroll now：www.etourismMOOC.ch Open online on：October 3, 2016 Will last for：One year Operation mode: Self-paced Instruction language：English Subtitles and video transcripts in English, Simplified Chinese, Italian, and Spanish Updated further reading lists Monthly hangouts with instructors/assistants Provide four exam sessions of the same CoA exam
- 43. 1. Lin J., Kalbaska N., Cantoni L., Murphy J. (2016).A New Framework to Describe and Analyse MOOC Design: Multiple Case Study of Hospitality andTourism MOOCs. Revised and resubmitted for second review. 2. 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 9781939797162 3. Lin, J., Cantoni, L., Kalbaska, N. (2016). How to Develop and Evaluate an eTourism MOOC:An Experience in Progress, e- Review ofTourism Research (eRTR), 7:1-5 4. Lin, J., & Cantoni, L. (2016). Evaluating the Performance of a Tourism MOOC using the Kirkpatrick Model: A supplier perspective. References
- 44. Join Facebook group: https://www.facebook.com/groups/472859206207898/ Use hashtag inTwitter: #eTourismMOOC Follow us on Weibo: http://www.weibo.com/etourismmooc eTourism: Communication Perspectives MOOC Contact Jingjing Lin, jingjing.lin@usi.ch www.etourismMOOC.ch October 3, 2016 – October 2, 2017 MOOCs in Tourism and Hospitality, by Jingjing Lin 44
Notes de l'éditeur
- Hi everybody, I am Jingjing Lin, project manager and course assistant of the eTourism MOOC. I entered this project to develop a MOOC for USI in 2015. It took nine months to prepare the whole course and launch it on the Germany platform iversity. I have to admit that the whole process is full of fun and challenge. I am going to come back to this topic later in the presentation. Besides working in this project to make the MOOC, my PhD thesis is highly related to it as well. So I would like to add another word to this whole experience: exploration. This is my third year of PhD study and also the final year. My research topic is MOOCs in tourism and hospitality. So today’s presentation is about to share both my research and the project. The first part is to present MOOCs in tourism and hospitality in general to set a big picture for you. The second part will focus on the case of our eTourism MOOC to share with you the workflow behind the scene and related researches.
- There are so many different understanding about MOOCs, positive and negative. But everybody agrees that MOOC came to shape due to the global enthusiasm towards open content. It is a revolution coming from the software field and deeply influenced also the education sector. Open education resources and open course ware, now the MOOCs, are all actions that respond to the proposal of opening the higher education to anybody in the world. Some differences among these four concepts, I summarized in this graph. If you give the open content some education purpose, they become open education resource. When you added a course structure to OER, you made OCW. MOOC is one step further especially bringing elements of people interaction and accreditation to OCW.
- So what exactly is a MOOC? A lot of literature define MOOC from its four main letters in the term. Massive refers to large amount of learners globally. Open means anybody can sign up without restriction to previous knowledge or experience and it is free to learn with MOOCs. Online means you need to connect to the internet with a device, no matter a phone or a computer. Course implies that it is like taking class from the schools, you will feel like teachers are teaching and you have some interaction with peer students, and homework or exam. In general, MOOCs are online classrooms, where you learn various subjects from universities globally for free, with thousands of other online learners.
- MOOC was coincided in 2008 in the first MOOC called CCK08 - Connectivism & Connective Knowledge, but it only received wild attention from the media in 2011 when another MOOC was recorded online: CS221: Artificial Intelligence: Principles and Techniques. The AI MOOC was taught by a Stanford professor Sebastian Thrun and attracted 160,000 online learners. Sebastian then left stanford and founded Udacity platform to focus on powering MOOCs. EdX and Coursera are two other platforms serving the similar purpose. They were named as The Big Three when founded in 2012. Last year, the English MOOC platform FutureLearn replaced Udacity as the third largest MOOC platforms in the world.
- That was a brief introduction to MOOC and now lets come back to the topic of MOOCs in tourism and hospitality.
- A search in Coursera and edX resulted in very small number of tourism or hospitality MOOCs, especially when compared with other subjects such as business, computer, or history.
- Between 2008 and 2013, there were basically no MOOCs produced in tourism and hospitality. Until 2013, the first two T&H MOOCs were produced in 2013, including Tourism Industry Analysis by University of Central Florida and Projecting Your Brand Through New Media by eCornell. By 2015, there were 51 MOOCs produced in this field, mainly offered in the language of English. This table displays 23 MOOCs offered by universities.
- This table shows the remained ones offered by non-university providers.
- If we look at the MOOCs provided only by universities and include those only in English, we have 18 on the list. Five platforms were hosting these MOOCs – Coursera, Canvas Network, edX, OpenLearning and iversity. American platforms hosted 11 MOOCs. The Australian platform OpenLearning was the stable partnering platform for all six MOOCs by Taylor’s University in Malaysia. By 2015, our eTourism MOOC was the only European MOOC in tourism topic hosted on an European platform. Nine universities from six countries were offering these MOOCs. Most of them were of relatively high impact in the university world ranking. Taylor’s University, the only university from Asia, was the most productive one in providing T&H MOOCs.
- There were more hospitality MOOCs (79%) than tourism MOOCs (16%). Half of hospitality MOOCs were about cuisine/food/drink and one-fifth were about hotels. Tourism topics only appeared in three MOOCs: Tourism Industry Analysis, Business of Tourism & Hospitality and eTourism: Communication Perspectives.
- Eight MOOCs were ongoing courses, while the other ten ones were completed and archived as self-paced courses to allow the public to self-enrol and study. Among them, three were recurring, with active participation of instructors. The other seven MOOCs, after completion, closed the enrolment and only allowed previously enrolled participants to access the archived content.
- Four-lesson (7 of 18) and six-lesson (5 of 18) were the most adopted structures. In a typical MOOC, one lesson lasts for one week when it is active online, thus the popular course duration for T&H MOOCs was 4 weeks or six weeks.
- Course announcement was commonly used in every MOOC. Five T&H MOOCs were sending announcements regularly. The most active announcing MOOC was eTourism: Communication Perspectives with 21 announcements in total, covering purposes such as welcoming learners at the beginning, event promotion, assessment activities’ guidance, etc. The other purposes covered by other T&H MOOCs included announcing the opening of a new week’s contents, or summarizing a past week’s contents. When summarizing the past contents, the instructors of Introduction to Global Hospitality Management quoted learners’ contributions in the announcements, which to some degree empowered the communication function of the course management as a one-way media tool.
- Videos seemingly replaced the textbook as the main didactic tool in MOOCs. Science and Cooking: From Haute Cuisine to the Science of Soft Matter had the most videos (194), while Housekeeping Operations 101 had the least (4). The average number of videos per lesson ranged from 1 to 14.
- thirteen types of 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.
- All MOOCs provided English subtitle/transcript for each video. Only Food & Beverage Management provided subtitles in four languages: English, Italian, Spanish and Chinese. Our eTourism MOOC improved in 2016 to provide also Chinese, Italian and Spanish subtitles and transcripts.
- The forum was the most adopted communication medium in these MOOCs. Six MOOCs were highly active with more than 1,000 posts generated in their forums. Other communication channels included social networking tools such as Facebook and Twitter. Four MOOCs used social media in their courses. The most active MOOC in cultivating social networking channels was eTourism MOOC. For the first iteration, we had 970 members on the Facebook group and the number is still growing. The course hashtag #eTourismMOOC on Twitter received hundreds of tweets under this topic and at least 90 tweets were generated by learners participating in the MOOC.
- The Fundamentals of Hotel Distribution was the only MOOC with collaborative assignment. In this four-week MOOC, each week had a peer-review assignment. The learners had to submit their own assignments and then review their peers’ submissions. As a collaboration activity among MOOC participants, it was also an assessment component. Introduction to Global Hospitality Management designed a wiki page in their MOOC but received no contribution from the learners. Only three MOOCs invited industry practitioners to be co-instructors. In fifteen MOOCs, instructor(s) were from one single university. I did not find any inter-university collaborations to produce a shared T&H MOOC.
- Quizzes were the most common formative assessment among the examined MOOCs, but the number of quizzes used in different MOOCs varied significantly. In Science and Cooking: From Haute Cuisine to the Science of Soft Matter, there existed 129 quizzes. The six MOOCs on the OpenLearning platform provided by Taylor’s University, on the contrary, appeared to have far fewer quizzes (in total 12). Three MOOCs arranged final exams: Tourism Industry Analysis, The Fundamentals of Revenue Management: The Cornerstone of Revenue Strategy and eTourism: Communication Perspectives. Final exams mainly were constructed by multiple choice questions, which did not require manual grading efforts from MOOC instructors. The MOOC Science and Cooking: From Haute Cuisine to the Science of Soft Matter, however, implemented a final project in the final two weeks of the course.
- Eleven T&H MOOCs provided formal course certificates – four gave only free certificates, whereas seven gave both free and paid certificates. The cost of paid certificates varied across courses. No provider granted any academic credit.
- Suggestions from this research include: more universities from developing countries, more tourism related MOOCs should be developed in the future, …. (read above) Regarding fulfilling the mission of both vocational and liberal education to the public, the examined T&H MOOCs in general were developing in a balanced way. However, more collaborations between universities and industry practitioners are suggested, to not only bring more practical knowledge and cases, especially for the medium/advanced learners, but also to cope with the fact that tourism and hospitality are highly practical and evolving industries.
- Corporate social responsibility Subscribed/active/paid/certified users from: Developing countries Groups that are not likely to attend regular courses Public relations Visibility of USI in positive contexts Number of subscribers Media consumption YouTube video All MOOC-related materials with USI logo Mentions on twitter/Facebook/other social media, specialized MOOC publications and newsletters New collaborative projects or materials being reused by others With universities With tourism-related bodies Alumni relations Marketing New students enrolling in paid programs because of attendance in MOOCs or suggested by MOOC learner. Research PhD position Publications Research collaboration opportunities
- That is about the end of this presentation. If you haven’t subscribed to our eTourism MOOC yet, you can still do it. I will talk to you again this afternoon at 5 PM, swiss time.