The document discusses the pedagogy of MOOCs and their role in developing collaborative learning competencies, particularly in the context of tourism and hospitality education. It contrasts the UOC's method with traditional MOOCs, emphasizing collaborative elements, the importance of social identity and cognitive factors in participation, and proposed improvements to enhance interactivity and student feedback. The document also raises questions about the viability of fostering collaborative skills in massive online settings.

1. Collaborative learning and MOOCs
Workshop: MOOCs. Development for
Tourism and Hospitality Curriculum
Oriol Miralbell
Open University of Catalonia, Barcelona, Spain
ENTER 2014 Research Track
Slide Number 1

2. MOOCs’ pedagogy
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Elearning - MOOCs
Collaborative learning
Competencies
Pros and cons.
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Slide Number 2

3. MOOC Pedagogy
UOC vs MOOC Model (I)
UOC
mOOC
HE courses, mandatory, 14-16
weeks
Introductory course, voluntary, 6
weeks
Official tuition fees
Free
Virtual Campus classroom,
proprietary, “closed”
Wordpress + plugins (rating),
open, manipulable
15-75 students per classroom, one
teacher + additional support
500 preinscribed, no need to
register, 1 organizer + 5 experts
Mostly textbooks, some open, a
few videos and simulations
Some readings, “homemade”
videos, BYOResources, OPEN
Continuous evaluation, proposed
scheduling, teacher feedback
Mostly discussions, adaptive
scheduling, partial feedback
Official accreditation
No accreditation
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Slide Number 3

4. Collaborative learning
• Social Identity Model
• new motivation to participate in Social
Networks
• Cognitive absorption is necessary
• How individual is captivated by ITC
• Beliefs and intention to use influence
participation
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Slide Number 4

5. Collaborative learning
• Social Cognitive Theory (Bandura)
• Behaviour depends on
• influence of the system
• personal conditions (expectancies, beliefs,..)
• Behaviour affects knowledge acquisition
(learning)
• Personal conditions affected by emotions, selfefficacy
• Knowledge generation depends on social capital
and social cognition
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Slide Number 5

6. Collaborative learning
Shared vision is important to exchange knowledge
Shared knowledge facilitates participation
Emotional identification
Fosters intention to keep a stable relation
promotes loyalty
motivates knowledge exchange
Fussion effects (cohesion) incentivates
identification with the group
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Slide Number 6

7. Improving competencies
Collaborative elearning includes the use and improvement of
competencies related to a social and networked society
1.Adopt attitudes and behaviours according to ethics and responsibility
2. Search, identify, organize and use appropriately the information
3. Analyze, organize and plan the elearning activity
4. Critical and synthetic analysis
5. Team work and networked in multidisciplinary environment
6. Negotiation
7. Communicate correctly (written and oral) in the own language and in
foreign language
8. Use and apply ICT in the professional and academyc environment
9. Entrepreneur and innovative behaviour
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Slide Number 7

8. MOOCs as collaborative
learning courses
Do MOOCs foster the acquisition and use of
collaborative l competencies ?
Can MOOCs integrate these competencies?
Is it possible to practice these competencies in big
massive environments as MOOCs?
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Slide Number 8

9. MOOC Pedagogy
UOC vs MOOC Model (II)
The best of two worlds (improving UOC)
More videos (but not only videos)
More self-assessment + rapid feedback
More student participation (even as teachers) + P2P evaluation
More flexible scheduling (i.e. evaluation)
Some drawbacks
“Advanced compiler construction” cannot be massive!!!
Continuous evaluation (accreditation) needs tight dates if teacher
feedback is provided, unless individualized
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Slide Number 9

10. Thank you!
Oriol Miralbell
jmiralbell@uoc.edu
ENTER 2014 Research Track
Slide Number 10