To to design cMOOC: DIANA (Dialogical Authentic Netlearning Activity) model in practice

1. 5 June 2017, XIV International Congress of
Language and Online Technology and XI Meeting
of Free Software Documentation, Brazil

2. Sanna Ruhalahti, Teacher Educator, HAMK School of Professional
teacher Education
Doctoral candidate (Media Education), University of Lapland
Tweet: @somesanna #hamk

3.  Massive: Courses may consist of up to 100,000+ students
 Open: Registration is open to anyone around the world
 Online: The course is taken online
 Course: They're similar to college courses (but don't offer credit ->
though now things are changing and few MOOCs do offer credits)

4. MOOC
xMOOC
cMOOC
Mini/
micro
mMOO
C#etMOO
C
DOOC
Cc
MOOC
Meso
MOOC

6. Source:
http://www.katyjordan.com/MOOCproject.html

7. Teaching showcase; general interest
Gateway skills; prepare students
(bottleneck)
Graduate literacies; develop general
skills
Professional showcase; continuing
education
Research showcase; may attrack
postgraduate level

8.  Courses are provided with ”a learning experience”:
 Video lectures (clips or cast interviews)
 An example
 Automated assessments (10-question quiz)
 Supporting messages
 Open resources (reading, links)
 Discussion forums (added some peer activities)
 What kind of learning this model supports?
 What´re learning outcomes?
 Where is the pedagogy ?
 Why MOOC completion rate is less than 13 %?

9.  The course was designed for VET/FE educators who
would like to deepen their knowledge in individualization
and individual study plans.
 One of the aims was to bring together VET/FE educators
from all over the world and recognize the best practices in
this field.

11. Fig. The revised DIANA model (Aarnio &
Enqvist 2016).
Pedagogical for
• blended learning procesess,
• classroom teaching,
• online learning,
• mobile learning etc.
Key elements:
• Socioconstructivist learning
• Student centred approach
• Authenticity
(meaningful learning)
• Dialocial actions
• Dialogical collaboration
• Collaborative knowledge
construction
• Continuing process

12.  Combination of all MOOC
models
 Canvas LMS
 Based on collaborative,
dialogical and authentic
learning
 Learning process structured
by DIANA pedagogical model
 2 ECTS
 Digital bagde (apply)
 155 enrolled students
The four cornerstones of the DIANA
model (Aarnio & Enqvist 2016).

13.  Setting up system and accessing
 Welcome and guidance practices
 Socialisation
 Dialogical warm-up methods
 http://www3.hamk.fi/dialogi/diale/methods/main_a.htm
 Facilitate structured activities (draw the picture of the learning process)
 Assign roles, responsibilities and schedule
 Support use of learning materials

14. B1. Deriving authentic learning tasks
(starting problems) learner-centredly from
real life and work situations, formulating
problems using language used by students,
the starting point being their everyday
conceptions
B2. Using authentic sources and
materials/data to create content and
products
In practice:
 1) Individually: find your own authentic
question concerning the learning goals of
the study module
 2) Group: formulating shared authentic
questions and categorized them into themes
collaboratively
 3) In addition, groups decide what the kind
of artefact they would produce during the
learning process.

15. C1. Solving problems and constructing knowledge through dialogical actions
C2. Working as equals, participating reciprocally and symmetrically, listening
to others, open and constructive inquiry and weaving syntheses
C3. The focus is on open, inquiring questions that are used to find solutions
and create content
What is dialogue? https://www.youtube.com/watch?v=Bi4qa9nzQgg

16. D1. Alternating theory and practise,
weaving a synthesis, finding gaps in
thinking and actions, formulating new
problems on the basis of those gaps
D2. Continuous reflection and
evaluation throughout the learning
process – individually and collectively
In practice:
 students weave a collaborative
1)synthesis and 2)artefact (product)
 collaboratively searching for missing
pieces (creating new learning
questions) pertaining to the learning
goals of the study module
 dialogical evaluation is a part of the
final cornerstone

17. Results from international cMOOC
 155 enrolled students (14 groups)
 After 4 weeks:
5 active study groups left (23
students)
 Course completed: 6 study groups
did the final assignment
 Badge applications: all 16 (rejected 5,
accepted 11)
 Subscribers:
 Colleagues
 Education experts
 (e)Learning professionals
 People driven by curiosity
 Those who were interested of the
topic / part of it:
 Took what they needed and then left
 How could we retain more of these
subscribers longer?
 Is this the key for higher completion
rate?

18. How do we evaluate the
quality?
What are the needs for
MOOCs?
How to improve student´s
engament?
How to live with MOOCs
and love them?

19.  Aarnio, H., & Enqvist, J. (2016). Diana-mallistako kehys digiajan
oppimiselle [DIANA model – A framework for learning in the digital age?].
Ammattikasvatuksen aikakauskirja, 18(3), 38–49.
 Enqvist, J. & Aarnio, H. (2004). Crucial Dialogic Actions in Co-
constructive Knowledge Creation in Online Learning Environment. In L.
Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004, World
Conference on Educational Multimedia, Hypermedia &
Telecommunications, June 21 – 26, 2004; Lugano, Switzerland (pp. 2576
– 2583). AACE. (Outstanding Paper Award)
 Ruhalahti, S., Korhonen, A-M. & Ruokamo, H. (2016). The Dialogical
Authentic Netlearning Activity (DIANA) model for collaborative knowledge
construction in mOOC. The Online Journal of Distance Education and e-
Learning, 4 (2). 58-67. Retrieved
from http://www.tojdel.net/journals/tojdel/volumes/tojdel-volume04-
i02.pdf
OTHER:
Dialogical methods: http://www3.hamk.fi/dialogi/diale/methods/