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MLearn 2011: Exploring the MOOC as a pedagogical framework for mLearning


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MLearn 2011: Exploring the MOOC as a pedagogical framework for mLearning

  1. 1. Exploring the MOOC as apedagogical format formLearning
  2. 2. The MobiMOOC Research Team Nilgün Özdamar Keskin C. Osvaldo Rodriguez Sean C. Abajian Eskişehir-Turkey Buenos Aires, Argentina Northridge, California USA Inge de Waard Apostolos Belgium Koutropoulos Rebecca Massachusetts Boston, Hogue Michael Sean Gallagher Ottawa, Ontario USA Seoul, Korea Canada
  3. 3. What is a MOOC?assively pen nline ourse
  4. 4. About MobiMOOC• Six-week MOOC – April-May 2011• Weekly synchronous presentation on the topic of the week• Participants decide how to participate, but levels of participation provided a guide: • Lurking participants • Moderately active participants • Memorably active participants
  5. 5. Research MethodCase study based on the design and implementationof MobiMOOCData collection from social media tools & survey: • Google Groups • Twitter • Delicious (social bookmarking) • Crowdmap
  6. 6. Descriptive Statistics Participants joined the Google group556 Discussion threads started1827 Tweets were sent with #mobimooc hashtag 1123 mLearning links shared on Delicious 335 Memorably active participants 32
  7. 7. MobiMOOC SurveyDesigned to measure• Demographic information• Familiarity and use of technology and social media• Participant satisfaction with the course• Self-assessment for participation/actual levels of participation*53% of active participants (N=40) completed the survey
  8. 8. Participants by Age Participants by Gender 15% 10% 61-7022% 28% 51-60 25% 41-50 43% Female 31-40 57% Male 21-30
  9. 9. Personal Project 65% expressed aninterest to work on Noa personal project 35% Yes 65%
  10. 10. Using knowledge locally 82.5% would use No 18%what they learned inMobiMOOC in local settings. Yes 82%
  11. 11. Why Mobile?77.5% Accessed MobiMOOC via mobile 61.3% Location independence 56.8% Temporal independence 55% Thought MOOCs could be followed entirely via mobile
  12. 12. Mobile Restrictions72.5% Screen size 65% Lack of keyboard 57.5% Perceived functionality 25; 32.5% Cost of data; speed 30% Habit
  13. 13. Social Media is important to MOOCS
  14. 14. mLearning and MOOCS• Time and space autonomy• Community/network building• ContextualizationmLearning and Connectivism combine in itspractical format, the MOOC
  15. 15. MOOCs and DialogueDialogue is the primary mechanism for maintainingconnections and developing knowledge through them(Ravenscroft, 2011)With mobile devices the learning environment isenhanced and the ability to share knowledge throughonline discussion is strengthened through social media.(de Waard, Kiyan, 2010).• Connectivism and constructivism stress communicative dialogue as vehicle for learning.• mLearning and MOOCs facilitate this emphasis.
  16. 16. MobiMOOC and Knowledge Transfer Learned from insights from participants in other 92.5% fields of expertise Knowledge transfer: ideas tested with virtual 77.5% communities Tested with face to face colleagues 67.5% Tested with friends 50% Tested with classmates 25%
  17. 17. MOOCs: Appropriateness and Affinity 90% Of active participants said the MOOC format was appropriate for their learning communities 42.5% Of active participants connected with other participants to collaborate on projects after MobiMOOC
  18. 18. • Move away from technology focus of mLearning; more emphasis on learning potential and impact• mLearning and MOOCs have great potential for informal and lifelong learning (lack of time and space restrictions)• Collaborative learning is supported by mLearning and MOOCs through emphasis on communicative dialogue Conclusions
  19. 19. Thank You -MobiMOOC Research Group