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

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)

20-05-2016 2António Teixeira & José Mota
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

Digital technology
has changed the way we
work and communicate

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).

Cumulative number of MOOCs offered, January 2012 – January 2016. Source: Class Central

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?

A NEW MODEL FOR
MOOCS

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.

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.

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.

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.

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.

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

Mulţumesc mult
Thank You Very Much!
Antonio.Teixeira@uab.pt
www.eden-online.org/nap_elgg/pg/profile/teixeira

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

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