Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Wanted: MOOC pedagogy

Joint presentation at EduLearn 15 conference in Barcelona.

Livres associés

Gratuit avec un essai de 30 jours de Scribd

Tout voir
  • Identifiez-vous pour voir les commentaires

Wanted: MOOC pedagogy

  1. 1. Wanted: MOOC Pedagogy Case: Making Learning Personal @somesanna @akorhonen
  2. 2. Sanna Ruhalahti Senior Lecturer HAMK School of Professional Teacher Education @somesanna Anne-Maria Korhonen Senior Lecturer HAMK School of Professional Teacher Education @akorhonen
  3. 3. ”MOOC pedagogy” Courses are provided with ”a learning experience”: • Video lectures (clips or cast interviews) • Automated assesments (10-question quizz) • Supporting messages • Open resources (reading, links) • Discussion forums (added some peer activities) • What kind of learning this pedagogy supports? • What´re learning outcomes? • Where is pedagogy ? • Why MOOC completion rate is less than 13 %?
  4. 4. Case: Making Learning Personal 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.
  5. 5. Facts about pedagogical approach • Combination of MOOC models (cMOOC, mOOC) • Canvas LMS • Based on collaborative, dialogical and authentic learning • Learning process was structured by using DIANA pedagogical model • 2 ECTS • Digital bagde (student sent an application by using the Mozilla Open Badge Factory - based on competence) The four cornerstones of the DIANA model (Aarnio & Enqvist 2015).
  6. 6. Collaborative tools (study groups)
  7. 7. Figures • 155 enrolled students (14 groups) • After 4 weeks: 5 active study groups left (23 students) • Course completed: 6 study groups did the final assignmnent • Badge applications: all 16 (rejected 5, accepted 11) • Why didn't all apply a badge? • How should we count the completion rate? • based on competencies or other evidendes? Subscripers: • 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?
  8. 8. Why the course? Time spended
  9. 9. Groupping and collaboration • The timing of the course ( end of the school year) • Difficulties to find own group (strucling with the LMS) • Changes between study groups (during ongoing course) • More counselling and guidance needed
  10. 10. Module 1.
  11. 11. Module 2.
  12. 12. Module 3.
  13. 13. Summary • Deep and significant learning is a hard work • Collaborative learning require open dialogue and engament • Students must be involved/ engaged to the learning process and have grit • Opportunities have to be given to construct students own and autentic learning • (Personal) guidandce and counselling is needed instead of automated messages • Shorter and tailor made courses are needed • MOOC platforms should be developed for collaborative learning • How to use Social Constructivism approach and cognitive principles? • And how to live with MOOCs and love them?