Ltec 2016 from mooc to goal

3. 3LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher  » Terminology shapes Thinking « • „The MOOC“ does not exist • MOOC as terminology for an outworn hype • It’s about learning (process) not about course(design)  Heterogeneity changes in global online settings  From “brick and mortar universities” to a Global Online University (environment)  Roles merge (learning culture)  A Re-Thinking and Re-Defining of Settings and Objectives is needed  Enhancement Competence  Meta Communication  Technology and Digitalization deliver no Magic Bullet but a powerful toolkit  Competence Grid as approach to develop and foster Enhancement-Competence

4. THE FALSE AND THE RIGHT HETEROGENEITY … 4LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher

5. CONTEXTS, PUNCTUATIONS AND REFRAMING CONTEXTS 5LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher

6. 6LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher Ressource: Steve Wheeler (2016) http://www.steve-wheeler.co.uk/2016/06/digital-literacies-in-age-of-remix.html Ressource: Sabine Siemsen (2016) http://www.steve-wheeler.co.uk/2016/06/digital-literacies-in-age-of-remix.html

7. 7LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher Edgar Schein’s Model of Culture http://www.tc.gc.ca/eng/civilaviation/standards/sms-info-oct2005-1367813-2484.htm

8. “Define something in terms of its relationships using contrast and context instead of isolating it with a name.” (Bateson 1972) NOT A „RE-DESIGN“ BUT A „RE-THINKING“ IS NEEDED 8LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher

9. SHIFT FOCUS FROM INPUT AND OUTPUT TO »THROUGHPUTS« 9LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher

10. 10LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher  Input (Expert Knowledge: static)  Output (competence, performance: measurable criteria)  Throughput (interaction, interrelations, communication: process) on a Meta-Dimension of competences and tools:  Enhancement-Competence and Meta-Communication

11. METACOMMUNICATION AND ENHANCEMENT-COMPETENCE 11LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher “Meta-Communication in Online-Courses is  highly heterogeneous learner-communities  cooperatively re-defining and putting in question definitions of »Learning« and »Knowledge«,  in front of and while participating online-courses;  with the purpose to set new commonly found context-markers  to create value by generating knowledge and leads to  efficiently and consciously developing Enhancement-Competence  in and for learning networks  including individual, social-cultural and digital-technological network.”

12. 12LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher

13. 13LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher NEXT STEPS: ENHANCEMENT-COMPETENCED IN AND THROUGH GOAL Data, Studies, State of the Art

14. 14LTEC 2016 * Sabine Siemsen M.A. * Educational Researcher NEXT STEPS: FUSING THEORY AND PRAXIS (Traditional) Academic Online Courses (Content) Enhancement- Competence

Editor's Notes

Thank you for the kind introduction and Hello to everybody. The title of the paper I am going to present within the next 10 to 15 minutes is „From MOOC to GOAL“ and the paper focusses on changes in the process of learning and defining knowledge in academic online courses.
The question „Why another acronym“ is obvious and I will try to answer it during the following presentation.
Some of you may remember my last years presentation on how „terminology shapes thinking“. We discussed the influence of apparently established terms on learning processes in global online courses where participants with often very diffrent but uncouncious understandings of these terms. The acronym MOOC is such a term. Although „the MOOC“ does not exist almost everyone connects the word MOOC with a more or less detailed idea of a didactic concept behind the word. And these ideas differ on a range between „just online- recordings of traditional lectures“ and „totally lacking structure and concepts and overwhelming students“. Furthermore, meanwhile MOOCs seem to run the risk to become a terminology for an outworn hype So a new term is not stressed with expectations and prejudices … and last but not least I liked the play on words … a GOAL is a Goal ;-) The following slides will give further explanaitions … I will describe how far academic online courses need another view on and dealing with the term „Heterogeneity“, I will introduce two futher terms – Enhancement Competence and Meta Communication - and set them in context to a need of re-thining and re-defining objectives in learning processes And finally I will describe a competence grid as a first approach in fusing theory and praxis through tools that use meta-communication to enable and foster enhancement competence.
Some time ago, when talking about my ideas and interests of research in the context of looking for a supervisor for my upcoming phd project, I argued that my approach and perception of heterogeneity in global online courses could present an interesting addition to an approach of intersectional research – and I got the answer that I would not be dealing with “the right heterogeneity” …. To limit or narrow down the term “heterogeneity” to specific disciplinary differences (gender, ethnos, nation, social ranks … or even intersetionality) leads into a trap of linear thinking: To look for solutions within the same context that produced the problem. Heterogeneity in Global Online Courses focusses each context that leads to different understandings of learning and knowledge
Steve Wheelers „digital literacies model“on the left tried to place different competences in the context of three dimensions. In his weblog post he described the column on the top as social Dimension, the right hand column as personal dimension and the left hand column as dimension of how knowledge is organized. He writes the middle column which relies on creativity and flexibility does not yet have a category. Seeing this model before reading the post gave me a totally diffrent impression – namely that all of the components are influenced through each of the dimensions … and none of them can be defined without taking all these contexts into account. For example Identy Managment is heavily dependent on the social context, on patterns and rules of society the person was socialized in. Filtering and selecting content will be performed in totally diffrent ways depending on personal context like interest and previous knowledge … which in turn was developed in the context of the social dimension. This is what the circle on the right shall illustrate: Each person (blue circle) participating in MOOCs (green and red circles) brings along ist personal context, like cultural learning patterns and experiences. Each MOOC was influenced through evaluations of former MOOCs, theories and didactics, cultural patterns and rules … all these context bring about diffrent understandings and definitions of learning and knowledge. Nevertheless there is the expectation that all participants should fulfill same or similar objectives, succeed in tests and receive the same certificate …
Traditional (online-) courses follow a scheme of conception (technological and didactical design), implementation (learning and teaching content, exams), and formative and assumptive evaluation. The consequent implementation of meta-communication would change punctuation and sequences, as it already would have to take place in forefront of each segment: Before designing a course, designers and teacher would meta-communicate on expectations, contexts and preconditions (own and others; respectively of all involved participants). Before starting a course and dealing with content, learners would have (a coached and assisted) meta-communication about learning-contexts, experiences, expectations, which in turn will be basis for further evaluations. This way the participants are enabled to re-think patterns and reframe context-markers. A formative and assumptive evaluation will have to concentrate on interactions, patterns of communication, relations instead of focusing individual »success« or traditional outcomes. Like this, all processes of interaction would be changed in regard to punctuation and sequences, and so become a landscape for learning on the level III and for enhancement-competence. Such a change requires a transcending and holistic view on competence and to step back from specific contexts (in which specific interaction originate) to be able to see the meta-context and to reinterpret a situation (compare [12])
The competence-grid in section four is a first attempt to develop a tool to enable and foster enhancementcompetence through meta-communication It will have to be tested and evaluated in praxis contexts which is the next step and belongs into the methodological design of my doctoral thesis. A plethora of universities from different learning-cultures and systems are recently discussing or planning changes in teaching and learning through different approaches towards network, openness and digitalization. Using a mixed methods design, collecting data through a review of studies (first step) and developing questionnaires and interviews on the recent state of the use and integration of networking-tools, online-learning, digitalization and role-allocations (second step) will be basis for the conception of a MOOC (respectively GOAL) fostering Enhancement-Competence through the adoption of the competence grid. Combining this GOAL with recent courses from the different universities (using one sample participating both and another one participating only in the traditional course) will enable formative and summative evaluation of the differences within the learning-processes.
The competence-grid in section four is a first attempt to develop a tool to enable and foster enhancementcompetence through meta-communication It will have to be tested and evaluated in praxis contexts which is the next step and belongs into the methodological design of my doctoral thesis. A plethora of universities from different learning-cultures and systems are recently discussing or planning changes in teaching and learning through different approaches towards network, openness and digitalization. Using a mixed methods design, collecting data through a review of studies (first step) and developing questionnaires and interviews on the recent state of the use and integration of networking-tools, online-learning, digitalization and role-allocations (second step) will be basis for the conception of a MOOC (respectively GOAL) fostering Enhancement-Competence through the adoption of the competence grid. Combining this GOAL with recent courses from the different universities (using one sample participating both and another one participating only in the traditional course) will enable formative and summative evaluation of the differences within the learning-processes.

Ltec 2016 from mooc to goal

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