Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
TEACHING	TO	TEACHERS.
A	MOOC	BASED	HYBRID	APPROACH	
Rosanna	De	Rosa,	University	Federico	II	(rderosa@unina.it)	
Alessandro...
Upcoming SlideShare
Loading in …5
×

Rosanna De Rosa, Alessandro Bogliolo - Teaching to teachers. A MOOC based hybrid approach

864 views

Published on

EMMA poster at EDEN.
Coding has been recognized by the Italian National Plan for Digital School (PNSD) as one of fundamental disciplines to
be introduced at school level. In order to reach such an objective, the University of Urbino offered for free a MOOC on
Coding specifically devoted to school teachers through the European Multiple MOOC Platform (europeanmoocs.eu,
Emma for short). The objective of such aMOOC was to generate a highly scalable process of teaching/learning involving
a plethora of actors: school managers, ICTs experts, teachers, and pupils as final users. The MOOC was organized as a
hands-on experience course, based also on live webinars, illustrating how to organize coding activities using only freely
accessible online resources. This approach allowed teachers to learn the fundamental principles of coding together with
their pupils and to apply computational thinking to any topic, with a non secondary effect: converting role of the
teacher into an enabler factor, restoring their centrality, legitimation and social value. The poster highlights the
dimensions of such an experience, the relevance of pedagogies used, as well as the factors of its success.

Published in: Education
  • I still can't believe how great this worked. My drill battery, several AA and AAA batteries, and my camera battery work great again! This is super fun to do too. ◆◆◆ https://bit.ly/2t1uc6e
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here

Rosanna De Rosa, Alessandro Bogliolo - Teaching to teachers. A MOOC based hybrid approach

  1. 1. TEACHING TO TEACHERS. A MOOC BASED HYBRID APPROACH Rosanna De Rosa, University Federico II (rderosa@unina.it) Alessandro Bogliolo, University of Urbino (alessandro.bogliolo@uniurb.it) MAIN REFERENCES Coding has been recognized by the Italian National Plan for Digital School (PNSD) as one of fundamental disciplines to be introduced at school level. In order to reach such an objective, the University of Urbino offered for free a MOOC on Coding specifically devoted to school teachers through the European Multiple MOOC Platform (europeanmoocs.eu, Emma for short). The objective of such a MOOC was to generate a highly scalable process of teaching/learning involving a plethora of actors: school managers, ICTs experts, teachers, and pupils as final users. The MOOC was organized as a hands-on experience course, based also on live webinars, illustrating how to organize coding activities using only freely accessible online resources. This approach allowed teachers to learn the fundamental principles of coding together with their pupils and to apply computational thinking to any topic, with a non secondary effect: converting role of the teacher into an enabler factor, restoring their centrality, legitimation and social value. The poster highlights the dimensions of such an experience, the relevance of pedagogies used, as well as the factors of its success. The MOOC on Coding deployed a hybrid approach where the h stands for both hybrid and human factor. The MOOC was designed around three dimension: 3 - The third dimension concerns the type of engagement (collective/individual participation to the activities) which is a transversal one highligthing the role of personal involvement in the teaching/learning activities. Taken as a sample the last week of the MOOC, on 299 posts, mainly written by the MOOC teacher, the level of engagement was 92.98% with 6.58% average comments per post on a total of 1968 comments produced in a week. Crossing the other dimensions, it realizes a system of ortogonal axes and special spaces: 1 - The first dimension is «temporal» in nature (synchronous/asynchronous teaching events), and implied a combination of real time events with the MOOC experience (Fig 1, Fig 2). The use of video hangouts offered the possibility to learners to experience live teaching and peer interaction. The Emma platform was used instead to re-arrange the MOOC and its instructional design following the users needs in a form of a reversed loop. The average time spent on each lesson was usually very high (min 32) but higher on practical lessons (ie. 102 minutes) 2 - The second dimension is «spatial» in nature (online/offline learning activities), and implied the organization of a plethora of learning events throughout a set of diverse free platforms (es. code.org, scratch.org), unplugged activities (es. CodyRoby and CodyWay) and offline events (fig 3). The platform was used to create a common ground around the MOOC teacher where both online/offline participants could find always all needed material as well as study instructions, how to, assignments, etc. to continue the learning activities also offline. The constructive space is the space where the knowledge transfer was scaled up and, within this process, new teaching strategies were explored and applied. Learners became teachers of coding in their own classrooms, enlarging the learning process to over 100.000 students. 1- The case of h-MOOC on Coding appears to fit perfectly with the concept of Community of Inquiry, with a relevant difference: participants are also teachers with a clear role within the society. So the MOOC teacher and participants share a common understanding of their mission in the world, a sole vision of the future education, and a clear objective to be reached all together. Showing both a high capacity to learn by each others (fig.3), to participate to online activities, and moreover a high satisfaction level (fig 4). 3 - The MOOC on Coding is a case of an agile approach able to generates a reversed loop where: a.the videostreaming is an opportunity to teach in real-time and to raise expectations, b.the MOOC to give learners the possibility to learn at their pace and to assess the acquired knowledge, c.the offline meetings to empower teachers empowering their pupils. Sakai-Miller, S. (2016). Innovation age learning: Empowering students by empowering. ISTE Anderson T. (2004). Teaching in an Online Learning Context. In Anderson, T. and Elloumi, F. (Eds.) Theory and Practice of Online Learning (pp. 273-294). Atabasca, Atabasca University Press. Anderson, T. Rourke, L. Garrison D.R. and Archer W. (2001), Assessing Teaching Presence in a Computer ConferencingContext, JALN Volume 5, Issue 2 – September. The connective space is the place for social interaction among all the actors involved: learners, teachers, supporters. This was the space where the multitude idea - inscribed in the massive concept of the MOOC - was transformed in a learning community, prepared to enact in local contexts. Fig. 3 Online and unplugged activities appreciation rate Ipsos Survey, 1427 respondents Fig. 1: MOOC Coding Videos: Watch time in minutes. YouTube Analytics 2- All participants to this learning experience shared a similar presence within the three spheres of the Community of Inquiry model as in Anderson et al., populating them with their knowledge, teaching practices and social connection. The result was that they actively supported the MOOC discourse by creating new learning objects and a positive climate. Fig. 4: Level of engagement appreciation rate Ipsos Survey, 1427 respondents MOOC duration: 23 weeks Number of enrolls: 6400 Completion Rate: 19,5% Certificates: 1250 Participants to offline events: 5000 Main figures data recruited in May 2016 Pupils reached: 100.000 Videos views: 251.238 Video Minutes: 2.966.930 Posts per week of FB: 1968 Level of engagement for post: 92.98% Average comments: 6.58% CONCLUSIONS The hMOOC Approach: A MOOC in 3 dimensions ABSTRACT www.europeanmoocs.eu Fig. 3: Level of engagement appreciation rate Ipsos Survey, 1427 respondents Common needs, self-recognition, peer-reflection, and empathy seems to be the keywordsof a successful MOOC. This result seems to be counter-intuitive since the MOOC roots are deeply radicated in the ideas of openness and scaling up at a global level. Which, of course, are both brilliant ideas, that indeed do not exclude the possibility of scaling up education within specific communities. Fig. 2 Streaming appreciation rate Ipsos Survey, 1427 respondents By crossing the other dimensions, the type of engagment realizes a system of ortogonal axes and spaces:

×