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The iMOOC Pedagogical Model: Widening Participation in Knowledge Co-construction

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António Teixeira & José Mota
Presented at the 1st International Conference on Smart Learning Ecosystems and Regional Developments, May 20, Timisoara.

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The iMOOC Pedagogical Model: Widening Participation in Knowledge Co-construction

  1. 1. THE iMOOC PEDAGOGICAL MODEL Widening Participation in Knowledge Co-construction 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 António Teixeira UAb & CFUL (PT) José Mota LEaD (PT)
  2. 2. 20-05-2016 2António Teixeira & José Mota Widening Participation in Knowledge Co-construction 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Digital technology has changed the way we produce, share, preserve and reuse knowledge
  3. 3. 20-05-2016 3António Teixeira & José Mota Widening Participation in Knowledge Co-construction 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Digital technology has changed the way we work and communicate
  4. 4. 20-05-2016 4António Teixeira & José Mota Widening Participation in Knowledge Co-construction 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 In a summary of high-level statistics for 2015, Class Central reports that the number of students who have signed up for at least one course surpassed 35 million in 2015, up from an estimated 16-18 million the previous year. Coursera was the leading provider, accounting for nearly half of all MOOC participants with an estimated user base of 17 million. edX was the second and the UK-based FutureLearn, with an estimated user base of three million, is the third- ranked provider (by enrolment).
  5. 5. 20-05-2016 5António Teixeira & José Mota Widening Participation in Knowledge Co-construction 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Cumulative number of MOOCs offered, January 2012 – January 2016. Source: Class Central
  6. 6. 20-05-2016 6António Teixeira & José Mota Widening Participation in Knowledge Co-construction 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016
  7. 7. 20-05-2016 7António Teixeira & José Mota Widening Participation in Knowledge Co-construction Widening Participation in Higher Education •MOOCs offer a new range of exciting possibilities for widening access to quality education since they allow for the creation of very large communities of practice. •However, most MOOC being offered still follow a very directive instructional approach, basically focusing on the quality of content and in the outreach of its distribution system. •On the opposite, the models which focus on the community are not related with formal education settings. •How can we enhance the eLearning non formal experience in order to widen the participation in knowledge co-construction and also facilitate the transition to formal education? 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016
  8. 8. 20-05-2016 8António Teixeira & José Mota A NEW MODEL FOR MOOCS 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  9. 9. 20-05-2016 9António Teixeira & José Mota Alterações Climáticas: o contexto das experiências de vida #imoocac13 iMOOC Pedagogical Model – Coherent Disruption MOOCs offered by UAb.pt are based on the four main pillars of its institutional virtual Pedagogical Model: learner-centeredness, flexibility, interaction and digital inclusion. The iMOOC pedagogical model combines autonomous and self-directed learning with a strong social dimension and articulates the flexibility needed by distance online learners with the pacing necessary to help them achieve success. But, iMOOC is directed at non formal learning. 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  10. 10. 20-05-2016 10António Teixeira & José Mota Alterações Climáticas: o contexto das experiências de vida #imoocac13 iMOOC Pedagogical Model – Principles UAb.pt’s iMOOC model incorporates elements from existent MOOCs, but also adds also relevant new features that derive from its experience of online learning and its work with OER and OEP. iMOOCs focus on individual responsibility, interaction, interpersonal relationships, innovation and inclusion. 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  11. 11. 20-05-2016 11António Teixeira & José Mota iMOOC Pedagogical Model – Access and Participation •Courses are open to all. Registration is required to publish on the institutional spaces, but all course contents can be freely accessed. •Learning is based on activities, and must be evidenced through the creation of freely accessible online artefacts, which should demonstrate the learner’s knowledge and competences. •Participants are expected to take an active role and be responsible for their own learning, but to also actively engage in building a supporting learning community. •Learning support rests in the learning community, through collaboration, dialogue, peer feedback and active engagement from participants in the learning process. 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  12. 12. 20-05-2016 12António Teixeira & José Mota iMOOC Pedagogical Model – Organization and Resources •Courses start with a «boot camp» module that can last one or two weeks, meant for participants to get acquainted with the online environment spaces, tools and services, as well as the processes of work and communication to be used in the course. •Courses have a central location where all relevant information is provided. But, interaction is mostly done in a networked environment. Participants use their own PLEs or an institutionally supported one. •Courses may have a small team of collaborators to support their implementation. •Resources provided as a starting point to support activities have an open licence or are freely available on the web. 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  13. 13. 20-05-2016 13António Teixeira & José Mota iMOOC Pedagogical Model – Assessment and Certification •Formative assessment can take the form of self-correction tests and also of peer feedback on the artefacts produced. •Graded assessments are included for participants who want a certificate of completion of the course (non formal). For that purpose, two or more of the artefacts produced as learning evidence will be graded in a peer assessment process. E-portfolios can also be used. •Participants may also request formal accreditation (for a fee). A professor or a tutor assesses two or more of the artefacts produced plus an e-portfolio with the most relevant elements of their work in the course. This assessment may be complemented by a final exam. 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  14. 14. 20-05-2016 14António Teixeira & José Mota 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  15. 15. 20-05-2016 15António Teixeira & José Mota iMOOC Pedagogical Model – Satisfaction Survey Results •90% would recommend the course and 84% would take another iMOOC. •38% rated the overall quality of the course as excellent, while 45% as good. •54% totally agreed and 37% agreed that the “boot camp” week was essential. •35% totally agreed the course has contributed to change their personal attitudes regarding the topic, while 41% agreed. •43% totally agreed and 53% agreed the learning guide was very useful in scaffolding and supporting learning. •63% totally agreed and 30% agreed that the detailed instructions for the tasks were clear. •38% totally agreed and 60% agreed that the suggested activities were interesting. •48% totally agreed and 43% agreed that the learning support was adequate. •36% considered the learning environment to be very good and 42% good. Total survey respondents: 102 1ST INTERNATIONAL CONFERENCE ON SMART LEARNING ECOSYSTEMS AND REGIONAL DEVELOPMENTS Timisoara, May 20th, 2016 Widening Participation in Knowledge Co-construction
  16. 16. 20-05-2016 16António Teixeira & José Mota Mulţumesc mult Thank You Very Much! Antonio.Teixeira@uab.pt www.eden-online.org/nap_elgg/pg/profile/teixeira

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