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A Social Learning Space Grid
for MOOCs:
Exploring a FutureLearn Case
1The human side of technologies http://gti.upf.edu
Ka...
Outline
• Social and Collaborative Learning, at scale
• Challenges
• Social Learning Space Grid
• MOOC Case study
• Discus...
Collaborative & Social Learning
in MOOCs
• Social Learning - continuous mutual interactions
influence humans to learn [Ban...
Requirements & Challenges
• Computer support for Collaborative Learning had been
mostly applied in small scale
• Scalabili...
Emerging opportunities
• Study groups - FutureLearn
• Local, private spaces for around 80 MOOC participants to discuss
and...
Research objective
• Social Learning Space Grid
• Exploratory study (three spaces, FL MOOC)
6
Contributions
• To model soc...
Social Learning Space Grid
Small Increasing size Whole cohort
Time and Task
Unconstraine
d
Groups exist throughout
the cou...
Social Learning Space Grid
with examples
8
MOOC Case Study
• “3D Graphics for Web Developers”
• 5 weeks, FL, Instructors: Alun Evans, Javier Agenjo
• Target crowd: W...
MOOC case study: social learning space I
10
Conversational
Flows
MOOC case study: social learning space II
11
Prompt-based
study groups
MOOC case study: social learning space III
12
PyramidApp
[Manathunga &
Hernández-Leo, 2016]
External tool,
not integrated ...
Observations in conversational flows
• Abundantly used
• FutureLearn social networking concepts (likes, following)
were us...
• Mostly active upon receiving the educator’s prompts at the
beginning of each week
• 16 groups were formulated
• Groups d...
15
• Different participation patterns
• Length is proportionate to the number of days that group members
were actively par...
16
• Tasks:
• Proposing questions to be answered in deep by instructors
• Share learner artefacts to rate and critique
• C...
Discussion
17
• Effect task design?
E.g., design of prompts - more structured and precise?
• E.g., “Does your first 3D sce...
Conclusions
18
• Towards scalable active learning pedagogies
• Social Learning Space Grid, for design and research
• 3 spa...
Thank You!
Questions @daviniahl,
@Kalpi_Mn, @sharplm
19
https://www.upf.edu/web/edutec/pyramidapp
#PyramidApp
Details PyramidApp
Manatunga,K., Hernández-Leo,D., (2016) PyramidApp:ScalableMethod Enabling
Collaborationin the Classroom...
• Pyramid pattern (Hernández-Leo et. al,
2006)
• Individual participation and
accountability
• Balanced positive inter-
de...
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A Social Learning Space Grid for MOOCs, EMOOCs2017

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Manathunga, K., Hernández-Leo, D., Sharples, M., (2017) A Social Learning Grid for MOOCs: Exploring a FutureLearn Case, Springer LNCS (vol. 10254) Proceedings of eMOOCs 2017, Madrid, Spain, 243-253.
https://repositori.upf.edu/handle/10230/28273
https://link.springer.com/chapter/10.1007/978-3-319-59044-8_29

Published in: Engineering
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A Social Learning Space Grid for MOOCs, EMOOCs2017

  1. 1. A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case 1The human side of technologies http://gti.upf.edu Kalpani Manathunga, Davinia Hernández-Leo, Mike Sharples 22nd May, 2017
  2. 2. Outline • Social and Collaborative Learning, at scale • Challenges • Social Learning Space Grid • MOOC Case study • Discussion • Conclusions 2
  3. 3. Collaborative & Social Learning in MOOCs • Social Learning - continuous mutual interactions influence humans to learn [Bandura, 1971] • CSCL: “Mere” student grouping - fruitful learning ?? • Regulation or/and structured collaborative learning [Dillenbourg, 2015; Hernández-Leo, et al., 2010] • Forum discussions • Widely used in large learning scenarios [Manathunga & Hernández-Leo, 2015] • Challenges in MOOC • Overwhelming amount of threaded discussions, hindering knowledge building process, monitoring overload [Scardamalia & Bereiter,2006] 3
  4. 4. Requirements & Challenges • Computer support for Collaborative Learning had been mostly applied in small scale • Scalability has not been considered in their design • Difficulties: • Diversity in learner motivations and expectations • Differences in cultural expectations (e.g., how individuals should behave in social spaces) • … • Resulting in diverse behaviors when taking MOOCs 4
  5. 5. Emerging opportunities • Study groups - FutureLearn • Local, private spaces for around 80 MOOC participants to discuss and share knowledge • Cohort-specific discussions - edX • Private group discussions visible only for a specific cohort • Meet-ups at Learning Hubs - Coursera • Learners from nearby local get-together for discussions or project based learning • Social media like Facebook, Twitter, Google+ or Hangout • ... 5
  6. 6. Research objective • Social Learning Space Grid • Exploratory study (three spaces, FL MOOC) 6 Contributions • To model social learning design opportunities for MOOCs • To provide a framework guiding social learning research in MOOCs
  7. 7. Social Learning Space Grid Small Increasing size Whole cohort Time and Task Unconstraine d Groups exist throughout the course. Participants are free to interact at any given moment, for any given task. Small groups can be joined based on certain criteria or behavior to interact at any time, for any given task. An open space for all course participants to interact regarding any topic at any time. Task Constrained Small groups formed to attend a given task. Small groups are combined based on task completion to attend another given task. All course participants attend given task in a common interaction space. Time Constrained Small groups formed to work during a specific time period. Small groups are combined based on time expiration to work together for another specific time period. All course participants attend in a common interaction space during a specific time period. 7
  8. 8. Social Learning Space Grid with examples 8
  9. 9. MOOC Case Study • “3D Graphics for Web Developers” • 5 weeks, FL, Instructors: Alun Evans, Javier Agenjo • Target crowd: Web developers • Aim: Learn how to develop quality interactive 3D applications to run natively on a browser • 10500 enrolments (2 editions) 9
  10. 10. MOOC case study: social learning space I 10 Conversational Flows
  11. 11. MOOC case study: social learning space II 11 Prompt-based study groups
  12. 12. MOOC case study: social learning space III 12 PyramidApp [Manathunga & Hernández-Leo, 2016] External tool, not integrated in FL Optional tasks
  13. 13. Observations in conversational flows • Abundantly used • FutureLearn social networking concepts (likes, following) were used to filter lengthy conversational flows • Experts were offering help to novices • Shared programming code samples • Late joiners’ queries and comments did not receive much attention 13
  14. 14. • Mostly active upon receiving the educator’s prompts at the beginning of each week • 16 groups were formulated • Groups deviated from the main task 14 Observations in study groups
  15. 15. 15 • Different participation patterns • Length is proportionate to the number of days that group members were actively participating • Five out of 12 active groups engaged in activities for three weeks from the day the group was formulated
  16. 16. 16 • Tasks: • Proposing questions to be answered in deep by instructors • Share learner artefacts to rate and critique • Curious about questions and rating. Some attempted to provide answers to the questions in the discussion thread • Participants appreciated artefacts and provided suggestions for improvements (e.g., use different 3D materials) • Lower participation • PyramidApp email notifications helped learners to know when subsequent levels were ready Observations in PyramidApp
  17. 17. Discussion 17 • Effect task design? E.g., design of prompts - more structured and precise? • E.g., “Does your first 3D scene look “realistic”, “artistic” and “imaginative”? Vs. “discuss about the first 3D scene” • (Quasi-)synchronous interaction mechanisms in a MOOC can be futile • With task and time constraining, PyramidApp tries to achieve a level of synchronicity • Facilitate rich interactions among learners at similar paces • Orchestration challenges when learners dropping (regrouping, simulated students) • Monitoring efforts depend on type of space?
  18. 18. Conclusions 18 • Towards scalable active learning pedagogies • Social Learning Space Grid, for design and research • 3 spaces explored in a FL MOOC • Study groups deviated from the intended tasks (help-seeking groups or to get to know each other) • In conversational flows, late-joiners were not receiving responses and help as early-joiners • PyramidApp, no many engaged, handle late-joiners since new pyramids are created on-demand • Future work • Quasi-experimental studies, effects of spaces expressed in the Grid • Effect of task design, monitoring / orchestration load by MOOC facilitators • Intelligent orchestration (e.g., regrouping, agents)
  19. 19. Thank You! Questions @daviniahl, @Kalpi_Mn, @sharplm 19 https://www.upf.edu/web/edutec/pyramidapp #PyramidApp
  20. 20. Details PyramidApp Manatunga,K., Hernández-Leo,D., (2016) PyramidApp:ScalableMethod Enabling Collaborationin the Classroom.Proceedingsof the 11th EuropeanConferenceonTechnology EnhancedLearning,EC-TEL2016, Lyon, France, September2016,pp 422-427. 20
  21. 21. • Pyramid pattern (Hernández-Leo et. al, 2006) • Individual participation and accountability • Balanced positive inter- dependence • Collaborative negotiation 21 PyramidApp • Option submission • Peer rating • Peer discussion PyramidApp

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