Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC
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Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC

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Presented at the 10th Open Education Conference, November 8, 2013, Park City, UT

Presented at the 10th Open Education Conference, November 8, 2013, Park City, UT

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Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC Presentation Transcript

  • Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC Dalit Levy and Sarah Schrire Kibbutzim College of Education, Technology & Arts Tel Aviv, Israel 10th Annual OpenEd Conference Park City, UT, November 8, 2013
  • WHAT SHOULD TEACHER EDUCATORS DO? MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY • Examine models for learning and teaching • Provide experiences that prepare future teachers for education in the digital age • Promote pedagogical innovation Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • WHEN YOU HEAR “PEDAGOGICAL INNOVATION”… MOTIVATION INNOVATION What do you see? INVESTIGATION STUDY #1 STUDY #2 SUMMARY Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • An Image of Pedagogical Innovation ABOUT US MOTIVATION BACKGROUND CRITICAL LOOK THE ISSUE THE FIELD METHODOLOGY FINDINGS NEXT STEPS Baratz & Levy, July 2, 2013
  • An Image of Pedagogical Innovation ABOUT US MOTIVATION BACKGROUND CRITICAL LOOK THE ISSUE THE FIELD METHODOLOGY FINDINGS NEXT STEPS Baratz & Levy, July 2, 2013
  • An Image of Pedagogical Innovation ABOUT US MOTIVATION BACKGROUND CRITICAL LOOK THE ISSUE THE FIELD METHODOLOGY FINDINGS NEXT STEPS Baratz & Levy, July 2, 2013
  • An Image of Pedagogical Innovation ABOUT US MOTIVATION BACKGROUND CRITICAL LOOK THE ISSUE THE FIELD METHODOLOGY FINDINGS NEXT STEPS Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • An Image of Pedagogical Innovation ABOUT US MOTIVATION BACKGROUND CRITICAL LOOK THE ISSUE THE FIELD METHODOLOGY FINDINGS NEXT STEPS Baratz & Levy, July 2, 2013
  • An Image of Pedagogical Innovation ABOUT US MOTIVATION BACKGROUND CRITICAL LOOK THE ISSUE THE FIELD METHODOLOGY FINDINGS NEXT STEPS Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • An Image of Pedagogical Innovation ABOUT US MOTIVATION BACKGROUND CRITICAL LOOK THE ISSUE THE FIELD METHODOLOGY FINDINGS NEXT STEPS Baratz & Levy, July 2, 2013
  • As Part of Promoting Pedagogical Innovation at our College… MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY • STUDY #1: Collect teacher educators’ images and stories of pedagogical innovation in their field of practice • STUDY #2: listen to the organizational voices regarding an initiative of developing a MOOC for Hebrew-speaking student teachers Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • As Part of Promoting Pedagogical Innovation at our College… MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY • STUDY #1: 2011-2012 110 responses were collected (in a narrative form) to the question: describe a situation in which you implemented pedagogical innovation • STUDY #2: 2012-2013 10 in-depth interviews with stakeholders whom we identified as potential partners in the initiative to establish a MOOC at our college of education Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #1 – FINDINGS (1) MOTIVATION INNOVATION TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL INNOVATION INVESTIGATION STUDY #1 NO INNOVATION MENTION TECHNOLOGIES SUGGEST RENEWED DEFINITION STUDY #2 SUMMARY 4. RECURSIVE THINKING Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts 3. DOUBLE MEANING 2. VARIETY OF APPROACHES 1. BUILD THEORY
  • STUDY #1 – FINDINGS (2) MOTIVATION INNOVATION TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL INNOVATION INVESTIGATION STUDY #1 NO INNOVATION MENTION TECHNOLOGIES SUGGEST RENEWED DEFINITION STUDY #2 SUMMARY 1. GENERAL TERMS Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts 2. NOT THE MOST UPDATED APPS 3. FUTURE THINKING
  • STUDY #1 – FINDINGS (3) MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL INNOVATION •MENTION SUGGEST RENEWED OER TECHNOLOGIES DEFINITION • OPENNESS • OPEN EDUCATION NO INNOVATION 1. GENERAL TERMS Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts 2. NOT THE MOST UPDATED APPS 3. FUTURE THINKING
  • STUDY #1 – SUMMARY MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY TEACHER EDUCATORS’ DISCOURSE OF PEDAGOGICAL INNOVATION The discussion of innovation among NO teacher educators seems to differ from •MENTION SUGGEST RENEWED OER INNOVATION DEFINITION what can beTECHNOLOGIES found in other professional • OPENNESS “communities of practice” (agriculture, environment, health, high-tech, • OPEN EDUCATION 1. GENERAL 2. NOT THE MOST 3. FUTURE business development, science…) TERMS Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts UPDATED APPS THINKING
  • STUDY #2 – BACKGROUND MOTIVATION • 2012 – “The year of the MOOCs” INNOVATION INVESTIGATION STUDY #1 • Before 2012, MOOCs were c-MOOCs STUDY #2 SUMMARY Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #2 – BACKGROUND MOTIVATION • 2012 – “The year of the MOOCs”. INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY • MOOC phenomena redefines what is meant by “learning,” “teaching,” and “assessment,” and at the same time blurs the boundaries between them. Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #2 – BACKGROUND MOTIVATION Current and future teachers should: INNOVATION • Participate in MOOCs as learners INVESTIGATION STUDY #1 STUDY #2 SUMMARY • Gain experience in facilitating learning in MOOCs (plus in instructional- design) Our initiative concerns c-MOOCs; The interviewees hear x-MOOCs. Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #2 – FINDINGS (1) MOTIVATION INNOVATION OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE INTERVIEWS INVESTIGATION STUDY #1 STUDY #2 SUMMARY STORY I. VISION OF AN OPEN BLOG (May 2011) Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts STORY II. VISION OF AN OPEN LEARNING ENVIRONMENT (March 2012) STORY III. OPENNESS vs. CONTROL (May 2012)
  • STUDY #2 – FINDINGS (2) MOTIVATION INNOVATION OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE INTERVIEWS INVESTIGATION STUDY #1 STUDY #2 SUMMARY STORY I. VISION OF AN OPEN BLOG (May 2011) STORY II. VISION OF AN OPEN LEARNING ENVIRONMENT (March 2012) STORY III. OPENNESS vs. CONTROL (May 2012) RESISTANCE TO OPENNESS Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #2 – FINDINGS (1) MOTIVATION INNOVATION OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE INTERVIEWS INVESTIGATION STUDY #1 STUDY #2 SUMMARY Beth: “one of the main objections (raised by other stakeholders) was that the STORY III. open STORY I. STORY II. VISION OF blog envisaged VISION OF AN Story I) would by Jake (in OPENNESS AN OPEN OPEN LEARNING vs. bypass the college’s official website” BLOG ENVIRONMENT CONTROL (Story III)2011) (May (March 2012) (May 2012) Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #2 – FINDINGS (2) MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY OPENNESS EMERGED AS A KEY ISSUE FROM THE ANALYSIS OF THE INTERVIEWS The main obstacle to openness, as expressed by our interviewees, is STORY c-MOOCs may subvert theIII. STORY II. STORY that I. VISION OF VISION OF AN OPENNESS organization’s agenda by placing AN OPEN OPEN LEARNING vs. BLOG ENVIRONMENT CONTROL the locus of control outside the (May 2011) (March 2012) (May 2012) boundaries of the organization. Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #2 – FINDINGS (3) MOTIVATION INNOVATION A OPENNESS EMERGED AS “Breaking new meaning for A KEY ISSUE FROM THE ANALYSIS OF THE INTERVIEWS down the classroom walls”: INVESTIGATION STUDY #1 STUDY #2 SUMMARY Natural & Open TechnologyEnhanced STORY II. Space III. Learning STORY STORY I. VISION OF VISION OF AN OPENNESS Versus AN OPEN OPEN LEARNING vs. BLOG ENVIRONMENT CONTROL Technology-Enhanced Learning (May 2011) (March 2012) (May 2012) Tools supplied by the College Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • STUDY #2 – SUMMARY MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY OPENNESS assessment that From an initialEMERGED AS A KEY ISSUE the FROM THE ANALYSIS OF THE INTERVIEWS main issues in setting up a c-MOOC in our college of education would be technical, it became clear that STORY I. STORY II. STORY III. VISION OF VISION education on c-MOOCs can “turnOF AN OPENNESS AN OPEN OPEN LEARNING vs. its head”. BLOG ENVIRONMENT CONTROL (May 2011) Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts (March 2012) (May 2012)
  • STUDY #2 – SUMMARY MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY OPENNESS longer with ISSUE KEY the “control is noEMERGED AS A INTERVIEWS FROM THE ANALYSIS OF THE teacher as in behaviorism, or with the learner, as in constructivism, but distributed,STORY II. everywhere, and STORY I. STORY III. VISION OF VISION OF AN OPENNESS nowhere…” (Authors meeting, AN OPEN OPEN LEARNING vs. May 2012). ENVIRONMENT CONTROL BLOG (May 2011) Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts (March 2012) (May 2012)
  • THINKING@FUTURE MOTIVATION INNOVATION July 7-11, 2013 INVESTIGATION STUDY #1 STUDY #2 SUMMARY Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts Encourage future thinking, including current trends like MOOCs as well as future learning technologies
  • SURVEY FOLLOWING THINKING@FUTURE MOTIVATION Among those who knew something: INNOVATION • 5 agree with the claim that MOOCs will contribute to teacher education; INVESTIGATION STUDY #1 STUDY #2 SUMMARY • 8 don’t agree; • 13 don’t know… Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • SURVEY FOLLOWING THINKING@FUTURE STUDY #1 The numbers are slightly different when asked about contribution of MOOCs to Higher Education (or Education in general): STUDY #2 • 10 agree (7); SUMMARY • 5 don’t agree (7); MOTIVATION INNOVATION INVESTIGATION • 11 don’t know (12)… Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • SURVEY FOLLOWING THINKING@FUTURE MOTIVATION INNOVATION How frequently you use OER? frequently All the time INVESTIGATION STUDY #1 Never STUDY #2 SUMMARY sometimes Rarely Some feel a lack of institutional support for OER Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • SURVEY FOLLOWING THINKING@FUTURE MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY How frequently you use OER? “I have nothing against open education, but I can’t imagine myself going to a dentist that gained her/his medical education solely via MOOCs” (July 2013). sometimes frequently Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts All the time Never Rarely
  • Back to an Image of Pedagogical Innovation MOTIVATION INNOVATION What do you see now? INVESTIGATION STUDY #1 STUDY #2 SUMMARY Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts
  • QUESTIONS? MOTIVATION INNOVATION INVESTIGATION STUDY #1 STUDY #2 SUMMARY Thanks for listening! dalitl dalit.levy@smkb.ac.il