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.

1. MOOC to Blended Pedagogies
& Personalising Learning
Inge (Ignatia) de Waard

2. MOOC experiences differ: what’s yours?
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Which platform?
How much content did you cover?
What did you like the most? What did you hate?

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. 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. The Numbers Trap
Enrollment numbers aren’t useful.
MOOC numbers break down report (MITX + HarvardX)

6. MOOC as mandatory curriculum

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. Practical guidelines we use

9. Free versus paid
• Same learning preference
• Different expectations ROE => paid must meet expectations
• Quality Assured courses => different contexts, different needs

10. Golden rules
• Simple to complex
• Start with a simple exercise to boost confidence
• Create for complexity (= personalisable tasks) to ensure ROE

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. 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. 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. 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. iMinds approach:
Increased specialized learning
MOOC
& SPOC
• Basic content
Blended
• WS, context
specific
1 on 1
• Specialised

16. Theoretical frames on which we build

17. Personalised learning

18. MOOC learning = Informal, Personal Learning
Personal learning?
• Learning goals
• (Intrinsic) motivation

19. Learner retention?
Valued learner
outcomes
Functional
assessments,
quizzes &
tasks
Personalized
content and
tasks
Challenging
material,
clear learning
goals

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. 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
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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. 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. MOOC & Blended learning skills
Digital & communicative skills, self-regulated / self-
determined learning
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25. Useful contemporary pedagogy

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. Align learning objectives & assessment
Meaningful learning
outcomes
Assignments
& feedback
Content
Learning
objectives

28. Course design: evaluate knowledge
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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
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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. Balancing Complexity and Capacity
Juggling: personal needs, preferences, assessments, goals…. Complex

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. Old school:
Bloom’s taxonomy
Course goal = mix & match
of relevant tasks

34. Learner retention = providing growth
We learn because we like to solve problems = grow
• The Flow: Mihaly Csikszentmihaly
• Directed Motivational Currents: Zoltan Dornyei

35. The Flow

36. Directed Motivational Currents

37. MOOC distinctions in Learning

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. Enabling personalised learning
• Increase ease of organising the learning experience
• Provide transparent learning analytics (learner dashboard)
• Design for personalised action (learner characteristics)

40. Organising learning
(e.g. iMinds academy)
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41. Learning analytics & MOOC
LAK conference and research (2016 info)
Learning analytics necessities paper here

42. Learner characteristics
Self-esteem, confidence, socially or individually inclined,
perseverance…

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. 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. Contact …
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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