This document discusses enhancing MOOCs through trialogical learning and culturally sensitive education. It presents traditional learning approaches like behaviorism, cognitivism, and constructivism. Trialogical learning is introduced, which is based on cultural-historical activity theory and involves individual, dialogical, and trialogical views of learning through shared objects and knowledge creation. The document advocates for designing MOOCs that incorporate knowledge building, collaborative development of shared artifacts, and culture-sensitive content to transform social practices. Principles for trialogical learning include organizing around shared objects and supporting interaction at personal and social levels to foster knowledge advancement while reflecting on various knowledge practices.

1. E-Learning Culture on the Move
Enhancing MOOCs through Trialogical Learning and Cultural Sensitive Education
Tanja Jadin

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MOOC:
…“connecting, interacting, and sharing across diverse
cultures, attitudes and skill set…“ (McAuley et al, 2010)
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Traditional Learning Approaches
Behaviorism
Drill & Practice, Skinner: programmed instruction
Learning through reinforcement
Cognitivism
Learning depends on individual differences e.g. motivation, previous knowledge
Tutorials, Learning means more exploration
Considering more tools for collaborating, communication and learning
Constructivism
Inquiry and problem-based learning
Situated learning
Learning in groups, collaborative learning
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Trialogical Learning
(Paavola, Lipponen and Hakkarainen (2004)
Based on Cultural-Historical Activity Theory (CHAT) including the work
of Engeström (expansive learning), Nonaka and Takeuchis's model of
knowledge creation and the theoretical considerations of Scardamelia
and Bereiter (knowledge building)
Three metaphors of learning:
“monological” view; the acquisition metaphor: individual learning, learning
facts
“dialogical” view; the participation metaphor: interaction with others
“trialogicial” view; the knowledge-creation metaphor: interaction through
shared objects
In the sense of cultural psychology and the approach of trialogical
learning, MOOCs can be enhanced through the deliberately use of
shared artifacts and knowledge creation.
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Short Overview
Learning Culture & MOOCs
Behaviorism and xMOOCs
Short video lectures followed by quizzes and immediate feedback
Connectivism and cMOOCs
To know where the information can be found
Impact of networks
Considering more tools for collaborating, communication and learning like Blogs and
Microblogs, using Social Media for communication
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One size fits all?
America = German?
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What about different
cultures?
In terms of learning
culture, institutional
culture, cultural
differences?
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Introduction of Enhanced MOOC
(Jadin & Gaisch, 2014)
Enhanced means…
considering knowledge creation through collaborative development of
shared artifacts
transforming social practices during learning by incorporating culture-
sensitive material
diversified and customized learning material
culture-sensitive distribution of content
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Shared Artifacts in MOOCs
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Picture by Ana Paula Pellegrino
MOOC “The Future of
Storytelling” (iversity).
Creative task of the
week:
“Think about what you
remember most about
stories”
Shared artifact
with 90 comments

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Learning Approach Learning Metaphor Possibilities Technical setting MOOC type
Behaviorism Acquisition Distributing
information
WBT, CBT xMOOCs
Connectivism Participation + Interacting,
collaboration
CSCL, Web 2.0 cMOOCs
Constructivism and
Cultural
Psychology
(CHAT)
Creation + shared objects,
multicultural
education
Social Media eMOOCs
In the left section of the table learning aspects are visualized, whereas in the right section e-learning settings are
displayed.
Overview of e-learning settings
and learning aspects
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Design Principles for Trialogical
Learning
(Lakkala et al, 2007)
organizing activities around shared objects,
supporting interaction between personal and social levels,
eliciting individual and collective agency,
fostering long-term processes of knowledge advancement,
reflecting on various forms of knowledge and practices,
cross-fertilising knowledge practices
providing flexible tool mediation
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Reflection and Discussion
Further research required to test our assumptions
Role of shared artifacts and mediating tools in learning with
MOOCs
Considering different cultures and their acceptance and usage
of MOOCs
How to design culture-sensitive learning material for MOOCs?
Are the design principles helpful to facilitate knowledge
creation in a trialogical manner?
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If we teach today as we taught
yesterday, we rob our children of
tomorrow. (John Dewey)
Prof.(FH) Mag. Dr. Tanja Jadin
University of Applied Sciences Upper Austria
tanja.jadin@fh-hagenberg.at
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References
Jadin, T. & Gaisch, M. (2014). Extending the MOOCversity. A Multi-Layered and
Diversified Lens for MOOC In U. Cress & C. Delgado Kloos, (Eds.), Proceedings of the
European MOOC Stakeholder Summit 2014 (pp.73-79).
Lakkala, M., Muukkonen, H., Paavola, S., & Rämö, E. (2007) Pedagogical Design for
Trialogical Approach on Learning. A paper presented at the 12th Biennial Conference for
Research on Learning and Instruction (EARLI), Aug 28 – Sept 1, Budapest, Hungary.
McAuley, A., Stewart, B., Siemens, G. & Courmier, D. (2010). The MOOC Model for
Digital Practice. Retrieved from http://davecormier.com/edblog/wp-
content/uploads/MOOC_Final.pdf
Paavola, S., Lipponen, L. & Hakkarainen, K. (2004). Models of Innovative Knowledge
Communities and Three Metaphors of Learning. Review of Educational Research, 74(4),
pp. 557-576.
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