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.
MOOC to Blended Pedagogies
& Personalising Learning
Inge (Ignatia) de Waard
MOOC experiences differ: what’s yours?
2
Which platform?
How much content did you cover?
What did you like the most? What ...
Natural learning …
=> Social component: social & individual learning
=> Individual preferences: content, context and famil...
What is a MOOC?
SPOC
• Massive: no limits for enrolment (Small)
• Open: publicly accessible (Private)
• Online: all the co...
The Numbers Trap
Enrollment numbers aren’t useful.
MOOC numbers break down report (MITX + HarvardX)
MOOC as mandatory curriculum
Why do learners enrol?
More committed enrolment: personal or professional need
Less committed enrolment: Leisure learners,...
Practical guidelines we use
Free versus paid
• Same learning preference
• Different expectations ROE => paid must meet expectations
• Quality Assured ...
Golden rules
• Simple to complex
• Start with a simple exercise to boost confidence
• Create for complexity (= personalisa...
Feedback frequent & meaningful
• Learners choose what to learn: feedback must be efficient = where to
find answers within ...
LMS – Cohort Learning – Open Learning
• LMS: learning path => step by step content release
• Cohort Learning => weekly con...
Individual learning
• Most common type of learning. Reflection, critical selection of
information, based on preferred acti...
Social learning enriches
• Authentic experiences
• Latest information from authentic environments
• Multiple solutions dep...
iMinds approach:
Increased specialized learning
MOOC
& SPOC
• Basic content
Blended
• WS, context
specific
1 on 1
• Specia...
Theoretical frames on which we build
Personalised learning
MOOC learning = Informal, Personal Learning
Personal learning?
• Learning goals
• (Intrinsic) motivation
Learner retention?
Valued learner
outcomes
Functional
assessments,
quizzes &
tasks
Personalized
content and
tasks
Challeng...
Keeping learners engaged?
Personal learning goals & needs are met :
• Continuity throughout a course
• Clear descriptions
...
Self-directed learning
Self-directed learning (SDL) e.g. in professional MOOCs Milligan, LittleJohn, 2014),
self-esteem, m...
Social and individual learning
• Social learning increases understanding of content: multiple
viewpoints, related contexts...
Social learning & serendipity
21th century learning is social and collaborative, trust: existing knowledge
resides in all ...
MOOC & Blended learning skills
Digital & communicative skills, self-regulated / self-
determined learning
24
Useful contemporary pedagogy
Merrill’s First Principles of Instruction
•Demonstrate new
information
•Encourage
learners to
practice skills
•Connect to ...
Align learning objectives & assessment
Meaningful learning
outcomes
Assignments
& feedback
Content
Learning
objectives
Course design: evaluate knowledge
28
Assessment & certification
• Certificate or not?
• Self-assessment options: highest score, how many
times can they take a ...
Certification?
Credits are an option (based on face-to-face assignments, study hours…). Job
options: Nano degrees. Higher ...
Balancing Complexity and Capacity
Juggling: personal needs, preferences, assessments, goals…. Complex
Learning: different speeds according to
learning needs & complexity
Known paradigms
• Simply providing content through a M...
Old school:
Bloom’s taxonomy
Course goal = mix & match
of relevant tasks
Learner retention = providing growth
We learn because we like to solve problems = grow
• The Flow: Mihaly Csikszentmihaly
...
The Flow
Directed Motivational Currents
MOOC distinctions in Learning
Key enablers/inhibitors for Learning:
Motivation & learning goals
• Intrinsic motivation: content relevancy increases rete...
Enabling personalised learning
• Increase ease of organising the learning experience
• Provide transparent learning analyt...
Organising learning
(e.g. iMinds academy)
40
Learning analytics & MOOC
LAK conference and research (2016 info)
Learning analytics necessities paper here
Learner characteristics
Self-esteem, confidence, socially or individually inclined,
perseverance…
Concluding:
Knowledge sticks if…
• We acknowledge expertise
• We provide links our own learning needs
• It resonates with ...
The learner must get something out of it
• Every learning journey is personal
• Everyone has a specific learning need (pro...
Contact …
45
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Publica...
Upcoming SlideShare
Loading in …5
×

2016 MOOC to Blended; pedagogies & personalised learning

468 views

Published on

Slide deck providing an overview of MOOC & blended learning. Including personalized, social and individual learning benefits. This deck provides an overview of the pedagogies used by iMinds to design courses that strengthen professional learners. Practical guidelines and theoretical frames are described briefly.

Published in: Education

2016 MOOC to Blended; pedagogies & personalised learning

  1. 1. MOOC to Blended Pedagogies & Personalising Learning Inge (Ignatia) de Waard
  2. 2. MOOC experiences differ: what’s yours? 2 Which platform? How much content did you cover? What did you like the most? What did you hate?
  3. 3. Natural learning … => Social component: social & individual learning => Individual preferences: content, context and familiarity => Motivation translates in Emotions Challenges to reach a mental state of accomplishment Learning is in our genes
  4. 4. What is a MOOC? SPOC • Massive: no limits for enrolment (Small) • Open: publicly accessible (Private) • Online: all the content and discussions shared online • Course: a stand-alone or part of training/curriculum, certificates or not…
  5. 5. The Numbers Trap Enrollment numbers aren’t useful. MOOC numbers break down report (MITX + HarvardX)
  6. 6. MOOC as mandatory curriculum
  7. 7. Why do learners enrol? More committed enrolment: personal or professional need Less committed enrolment: Leisure learners, unclear expectations, loosely interested (format or content)
  8. 8. Practical guidelines we use
  9. 9. Free versus paid • Same learning preference • Different expectations ROE => paid must meet expectations • Quality Assured courses => different contexts, different needs
  10. 10. Golden rules • Simple to complex • Start with a simple exercise to boost confidence • Create for complexity (= personalisable tasks) to ensure ROE
  11. 11. Feedback frequent & meaningful • Learners choose what to learn: feedback must be efficient = where to find answers within or outside course • Feedback needs to be specific: add to knowledge gap
  12. 12. LMS – Cohort Learning – Open Learning • LMS: learning path => step by step content release • Cohort Learning => weekly content release • Open Learning: content free and accessible at all times.
  13. 13. Individual learning • Most common type of learning. Reflection, critical selection of information, based on preferred actions. Quickest in terms of information absorption. • But limited to the learner’s views and actions to reach solutions. Limited to their own experiences, capacities.
  14. 14. Social learning enriches • Authentic experiences • Latest information from authentic environments • Multiple solutions depending on contexts • Additional reflections on the learners own experience & why they solved something their way.
  15. 15. iMinds approach: Increased specialized learning MOOC & SPOC • Basic content Blended • WS, context specific 1 on 1 • Specialised
  16. 16. Theoretical frames on which we build
  17. 17. Personalised learning
  18. 18. MOOC learning = Informal, Personal Learning Personal learning? • Learning goals • (Intrinsic) motivation
  19. 19. Learner retention? Valued learner outcomes Functional assessments, quizzes & tasks Personalized content and tasks Challenging material, clear learning goals
  20. 20. Keeping learners engaged? Personal learning goals & needs are met : • Continuity throughout a course • Clear descriptions • Relevant feedback • Personalized tasks/assignments • Learning from fellow learners/peers/tutors
  21. 21. Self-directed learning Self-directed learning (SDL) e.g. in professional MOOCs Milligan, LittleJohn, 2014), self-esteem, motivation & ‘Big 5 traits’ paper , Furnham, Monsen, Ahmetaglu, 2010) • Give clear instructions and descriptions • High expectations (Meece, Anderman & Anderman, 2006): e.g. multiple tests, big overview (cut off certificate: 85%) • Use social cognitive constructs 21
  22. 22. Social and individual learning • Social learning increases understanding of content: multiple viewpoints, related contexts • Individual learning is reoccurring: starting point (prior knowledge), mid-point (reflection), final conclusion (rational & interpretation)
  23. 23. Social learning & serendipity 21th century learning is social and collaborative, trust: existing knowledge resides in all adult learners: many experts strengthen each other Let the learners come up with ideas that help them.
  24. 24. MOOC & Blended learning skills Digital & communicative skills, self-regulated / self- determined learning 24
  25. 25. Useful contemporary pedagogy
  26. 26. Merrill’s First Principles of Instruction •Demonstrate new information •Encourage learners to practice skills •Connect to prior knowledge •Integrate newly acquired knowledge in their context Integration Activation DemonstrationApplication Problem to be addressed
  27. 27. Align learning objectives & assessment Meaningful learning outcomes Assignments & feedback Content Learning objectives
  28. 28. Course design: evaluate knowledge 28
  29. 29. Assessment & certification • Certificate or not? • Self-assessment options: highest score, how many times can they take a test? • Uploading documents/groupwork ? Understanding new information Test scores: +85% Taking part in discussions 29
  30. 30. Certification? Credits are an option (based on face-to-face assignments, study hours…). Job options: Nano degrees. Higher Ed initiative: Global Freshman Academy. Or group various MOOCs: EdX XSeries Programs
  31. 31. Balancing Complexity and Capacity Juggling: personal needs, preferences, assessments, goals…. Complex
  32. 32. Learning: different speeds according to learning needs & complexity Known paradigms • Simply providing content through a MOOC does not work (just like eLearning: “we built it, but no one comes” • Wikipedia is good for content only, learning demands active complexity increase
  33. 33. Old school: Bloom’s taxonomy Course goal = mix & match of relevant tasks
  34. 34. Learner retention = providing growth We learn because we like to solve problems = grow • The Flow: Mihaly Csikszentmihaly • Directed Motivational Currents: Zoltan Dornyei
  35. 35. The Flow
  36. 36. Directed Motivational Currents
  37. 37. MOOC distinctions in Learning
  38. 38. Key enablers/inhibitors for Learning: Motivation & learning goals • Intrinsic motivation: content relevancy increases retention • If personal/professional learning goals are met, learner is willing to move forward in the MOOC
  39. 39. Enabling personalised learning • Increase ease of organising the learning experience • Provide transparent learning analytics (learner dashboard) • Design for personalised action (learner characteristics)
  40. 40. Organising learning (e.g. iMinds academy) 40
  41. 41. Learning analytics & MOOC LAK conference and research (2016 info) Learning analytics necessities paper here
  42. 42. Learner characteristics Self-esteem, confidence, socially or individually inclined, perseverance…
  43. 43. Concluding: Knowledge sticks if… • We acknowledge expertise • We provide links our own learning needs • It resonates with prior experiences (people & content) • It gives us a thrill to learn it (the Flow) • It challenges us (Directed Motivational Currents)
  44. 44. The learner must get something out of it • Every learning journey is personal • Everyone has a specific learning need (professional/personal) • Everyone has expectations before joining a course/class/workshop • You are the enabler => use generic assignments
  45. 45. Contact … 45 E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Publications: http://www.ingedewaard.net/pubconsulpres.htm Presentations: http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard

×