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Wanted: MOOC Pedagogy


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Pedagogical model DIANA in MOOC

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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 quiz) • 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. The four cornerstones of the DIANA model (Aarnio & Enqvist 2015).
  7. 7. Collaborative tools (study groups)
  8. 8. Digital Badge (Making Learning Personal) • Mozilla Open Badge Factory • Criteria: • The student is able to apply the legislation concerning individualisation and instructions from national and institutional level to his/her practical work and to developing the processes of his/her educational institute. The student is able to provide his/her students with dialogical guidance during the various stages of the personalisation process. • How to show your competence: • In your application, include a synthesis of the ISP model (link) that you have created with your study group - Add an explanation for using the model in practice - You can present the explanation in your learning environment as long as you include an appropriate link in the application form. - Briefly describe your dialogic participation and knowledge creation in your study group.
  9. 9. 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?
  10. 10. Why the course? Time spended
  11. 11. 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
  12. 12. Module 1.
  13. 13. Module 2.
  14. 14. Module 3.
  15. 15. 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?