SlideShare a Scribd company logo
1 of 14
Exploring how educators learn how to
teach in massive open online courses
Tina Papathoma
Work supervised by:
Dr. Doug Clow
Dr. Rebecca Ferguson
Prof. Allison Littlejohn
Institute of Educational Technology
Outline
● Research Question
● Multiple Case Study approach
● Integrative Pedagogy Framework
● What do we find out from the study so far? –
Lessons learned
● What can we do now to support educators? –
Recommendations for better practices
2
Research Question
How do educators learn how to teach in massive open online
courses (moocs)?
● Educators : PhD students, lecturers, professors, a librarian,
learning designers, the head of an organisation related to
education
● Learn: from training, in practice, in collaboration with colleagues,
self-regulation (integrative pedagogy)
● Teach : design, run and facilitate
● Moocs: courses offered via FutureLearn
3
Multiple case study
7 courses (4 in history, 3 in politics ) lasting from 3-6 weeks
28 interviews with the following participants:
 PhD students (6) : facilitation, writing in external blogs
 Lecturers, professors and a librarian (16) : academic content and facilitation –1st
mooc for most of them-
 Learning designers (5) : course design in FutureLearn
 A member of staff of an organisation related to education (1) : marketing of the
course
4
5
Integrative Pedagogy Framework
Practical/
Experiential
Knowledge
Self-Regulative
Knowledge
Conceptual/
Theoretical
Knowledge
Socio-cultural Knowledge
Mediating tools & processes
Emotional Level
Tynjälä et al (2014). TEL@work: Toward integration of theory and practice. British Journal of Educational
Technology, 45(6), 990–1000.
Tynjälä et al (2016). Developing social competence and other generic skills in teacher education: applying
the model of integrative pedagogy. European Journal of Teacher Education, 39(3), 368–387.
What do we find out
from the study?
Lessons learned
6
7
Theoretical Knowledge
● ‘We are given so little guidance you think that you can be so
creative , and then you realize that actually you can't and then
you start getting really frustrated..’
001_CaseA_Educator_F
● ‘I haven’t received any formal training [..] how things need to
operate or what the key issues might be or anything like that’
004_CaseA_Facilitator_M
● University did [offer training] which was really interesting just
to find out what your online presence was and how you could
improve it and tighten up certain aspects with some people of
what their online presence was’
010_CaseC_Facilitator_F
8
Practical Knowledge
● ‘So we changed that, made it slightly easier or quite a lot
easier and the second step even easier in the third time and
we deleted it completely, we got rid of it, because it wasn’t
working [for learners]’
003_CaseA_Educator_M
● I filmed the Q&As myself, you know set up the camera and
you know.. went in front of the camera, that worked out fine, I
mean I was using that format but each week there was a
different challenge with the video […] that was a challenge that
sort of met, but [...] I don’t have a great deal of experience
filming..’
007_CaseB_Educator_M
9
Theoretical & Practical Knowledge
● ‘Some of the problems we had were to do with legal issues
because you know, it’s very common for people to deliver a
lecture and they have images gathered from all over the place,
[…]and that’s fine in the context of the classroom..’
009_CaseC_Learning Designer_F
Sociocultural knowledge
● ‘It’s a good help because then you don’t need to sometimes
find the answer yourself, you can just refer to someone that
knows already the answer’
006_CaseA_Facilitator_F
● ‘The people who suggested to do this and offered me the role
were aware that I could do more, more with less and so they
were willing to capitalise on that, but I don’t think it will be right
for everyone and I don’t think that in future everyone would be
willing to .. or able to do a course basically completely on their
own’
007_CaseB_Educator_M
10
11
Self-Regulative & Practical knowledge
● ‘..Because everything is being published online there is a
heightened awareness of the need to get permissions for all
the materials we use which you don’t get when you are
teaching live, but it made you very aware and it’s given me
some useful resources for getting Creative Commons images
which I now use and build my own teaching practice’
027_CaseG_Educator_F
● ‘I’ve never put so much effort into thinking about how, you
know what I actually wanted to teach, how best to
communicate that.’ 003_CaseA_Educator_M
● ‘I have a lot more expertise, technical expertise than I
normally had available to create really interesting resources for
the students’ 26_CaseG_Educator_F
12
What do we see from the data about educators?
● Limited or no guidance
● Learning mainly through practice
● Repeating a mooc strengthens their experiential
knowledge
● Reflection on their learning through mooc
experiences
● Collaboration with colleagues – expertise
● Change of practice through future iterations of
the course as a result of learners’ feedback
● Change of practice as a result of new skills
acquisition
13
What can we do to support educators?
Recommendations for better practices
● Guidance and training to educators with regards
to filming, editing, online presence, copyright
and legal matters on moocs
● Apprenticeships to non-experienced educators
● Collaboration among educators with different
expertise to create more effective moocs
14
The Role of Educators in moocs is changing
New skills through training & collaborative work
Thank you 
Tina.Papathoma@open.ac.uk
aktinaki

More Related Content

What's hot

Flipped Classrooms: A Powerful Teaching Tool, But Not a Panacea
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaFlipped Classrooms: A Powerful Teaching Tool, But Not a Panacea
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
 
Project-Based Learning Activity
Project-Based Learning ActivityProject-Based Learning Activity
Project-Based Learning Activityajezari
 
Project based learning presentation
Project based learning presentationProject based learning presentation
Project based learning presentationgarrettmay96
 
Ossiannilsson moodle mooc6 2015
Ossiannilsson moodle mooc6 2015Ossiannilsson moodle mooc6 2015
Ossiannilsson moodle mooc6 2015Ebba Ossiannilsson
 
Effects of a flipped classroom intervention in a large enrolment academic ski...
Effects of a flipped classroom intervention in a large enrolment academic ski...Effects of a flipped classroom intervention in a large enrolment academic ski...
Effects of a flipped classroom intervention in a large enrolment academic ski...IL Group (CILIP Information Literacy Group)
 
Ci 350 project based learning
Ci 350 project based learningCi 350 project based learning
Ci 350 project based learningbrandeemalcomb
 
Project-Based Learning
Project-Based LearningProject-Based Learning
Project-Based LearningRamón Oviedo
 
Subverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep LearningSubverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep LearningSHU Learning & Teaching
 
Long distance relationships can work! Supporting international top up degree ...
Long distance relationships can work! Supporting international top up degree ...Long distance relationships can work! Supporting international top up degree ...
Long distance relationships can work! Supporting international top up degree ...SHU Learning & Teaching
 
Subverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep LearningSubverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep LearningSHU Learning & Teaching
 
Aect 2013 in search of quality mooc presentation
Aect 2013   in search of quality mooc presentationAect 2013   in search of quality mooc presentation
Aect 2013 in search of quality mooc presentationPatrick Lowenthal
 
Project based learning
Project based learningProject based learning
Project based learningherrick9
 
Using a peer to peer facilitation model to build information literacy skills:...
Using a peer to peer facilitation model to build information literacy skills:...Using a peer to peer facilitation model to build information literacy skills:...
Using a peer to peer facilitation model to build information literacy skills:...IL Group (CILIP Information Literacy Group)
 
Questions to promote self directed learning
Questions to promote self directed learningQuestions to promote self directed learning
Questions to promote self directed learningEmilio Valdivia
 
Teaching with digital badges best practices for libraries
Teaching with digital badges best practices for librariesTeaching with digital badges best practices for libraries
Teaching with digital badges best practices for librariescredomarketing
 
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementMoving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
 

What's hot (20)

Flipped Classrooms: A Powerful Teaching Tool, But Not a Panacea
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaFlipped Classrooms: A Powerful Teaching Tool, But Not a Panacea
Flipped Classrooms: A Powerful Teaching Tool, But Not a Panacea
 
Project based learning strategy
Project based learning strategyProject based learning strategy
Project based learning strategy
 
Project-Based Learning Activity
Project-Based Learning ActivityProject-Based Learning Activity
Project-Based Learning Activity
 
Project based learning presentation
Project based learning presentationProject based learning presentation
Project based learning presentation
 
Ossiannilsson moodle mooc6 2015
Ossiannilsson moodle mooc6 2015Ossiannilsson moodle mooc6 2015
Ossiannilsson moodle mooc6 2015
 
Effects of a flipped classroom intervention in a large enrolment academic ski...
Effects of a flipped classroom intervention in a large enrolment academic ski...Effects of a flipped classroom intervention in a large enrolment academic ski...
Effects of a flipped classroom intervention in a large enrolment academic ski...
 
Ci 350 project based learning
Ci 350 project based learningCi 350 project based learning
Ci 350 project based learning
 
Project-Based Learning
Project-Based LearningProject-Based Learning
Project-Based Learning
 
In brief starting moodle
In brief   starting moodleIn brief   starting moodle
In brief starting moodle
 
Subverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep LearningSubverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep Learning
 
Long distance relationships can work! Supporting international top up degree ...
Long distance relationships can work! Supporting international top up degree ...Long distance relationships can work! Supporting international top up degree ...
Long distance relationships can work! Supporting international top up degree ...
 
Subverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep LearningSubverting Multiple-choice Questions for Deep Learning
Subverting Multiple-choice Questions for Deep Learning
 
Aect 2013 in search of quality mooc presentation
Aect 2013   in search of quality mooc presentationAect 2013   in search of quality mooc presentation
Aect 2013 in search of quality mooc presentation
 
120 Minutes of Messy Exploration
120 Minutes of Messy Exploration120 Minutes of Messy Exploration
120 Minutes of Messy Exploration
 
Project based learning
Project based learningProject based learning
Project based learning
 
Using a peer to peer facilitation model to build information literacy skills:...
Using a peer to peer facilitation model to build information literacy skills:...Using a peer to peer facilitation model to build information literacy skills:...
Using a peer to peer facilitation model to build information literacy skills:...
 
Studying Blended Learning in a Liberal Arts College Setting
Studying Blended Learning in a Liberal Arts College SettingStudying Blended Learning in a Liberal Arts College Setting
Studying Blended Learning in a Liberal Arts College Setting
 
Questions to promote self directed learning
Questions to promote self directed learningQuestions to promote self directed learning
Questions to promote self directed learning
 
Teaching with digital badges best practices for libraries
Teaching with digital badges best practices for librariesTeaching with digital badges best practices for libraries
Teaching with digital badges best practices for libraries
 
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementMoving through MOOCs: Pedagogy, Learning and Patterns of Engagement
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement
 

Similar to Exploring how educators learn how to teach in MOOCs

Who are the mooc educators and what are their job tasks? A multi case study
Who are the mooc educators and what are their job tasks? A multi case study Who are the mooc educators and what are their job tasks? A multi case study
Who are the mooc educators and what are their job tasks? A multi case study Tina Papathoma
 
Postgraduate Certificate E-learning
Postgraduate Certificate E-learningPostgraduate Certificate E-learning
Postgraduate Certificate E-learningClive Buckley
 
Rebooting and retooling toward a system of 21st century teacher professional ...
Rebooting and retooling toward a system of 21st century teacher professional ...Rebooting and retooling toward a system of 21st century teacher professional ...
Rebooting and retooling toward a system of 21st century teacher professional ...Petra Wiyakti Bodrogini
 
the craft of e-teaching; moving from digitally shy to digitally confident wit...
the craft of e-teaching; moving from digitally shy to digitally confident wit...the craft of e-teaching; moving from digitally shy to digitally confident wit...
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
 
[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...
[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...
[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...EADTU
 
Lesson Observation for Quality Control and Continuous Professional Developmen...
Lesson Observation for Quality Control and Continuous Professional Developmen...Lesson Observation for Quality Control and Continuous Professional Developmen...
Lesson Observation for Quality Control and Continuous Professional Developmen...eaquals
 
Learning 2.0 Lessons
Learning 2.0 LessonsLearning 2.0 Lessons
Learning 2.0 Lessonshblowers
 
EN PBL_ Project-based Learning.pptx
EN PBL_ Project-based Learning.pptxEN PBL_ Project-based Learning.pptx
EN PBL_ Project-based Learning.pptxRushikeshSatpute11
 
What was the impact of mandatory formative assessment, claire hopkins open tr...
What was the impact of mandatory formative assessment, claire hopkins open tr...What was the impact of mandatory formative assessment, claire hopkins open tr...
What was the impact of mandatory formative assessment, claire hopkins open tr...Social Care Ireland
 
Peer coaching presentation
Peer coaching presentation  Peer coaching presentation
Peer coaching presentation benchhood
 
Whitepaper the-blended-classroom
Whitepaper the-blended-classroomWhitepaper the-blended-classroom
Whitepaper the-blended-classroomMorten Fahlvik
 
How can digital technologies engage a Year 7 class in creative writing?
How can digital technologies engage a Year 7 class in creative writing?How can digital technologies engage a Year 7 class in creative writing?
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
 
Advancing Teaching and Learning Conference
Advancing Teaching and Learning ConferenceAdvancing Teaching and Learning Conference
Advancing Teaching and Learning ConferenceLisa DuBois Low
 
When Student Confidence Clicks - Engaging in a Dialogue with the Students
When Student Confidence Clicks - Engaging in a Dialogue with the StudentsWhen Student Confidence Clicks - Engaging in a Dialogue with the Students
When Student Confidence Clicks - Engaging in a Dialogue with the StudentsFabio R. Arico'
 
Training methodologies In businesses
Training methodologies In businessesTraining methodologies In businesses
Training methodologies In businessesTheGrowthFactor
 

Similar to Exploring how educators learn how to teach in MOOCs (20)

Who are the mooc educators and what are their job tasks? A multi case study
Who are the mooc educators and what are their job tasks? A multi case study Who are the mooc educators and what are their job tasks? A multi case study
Who are the mooc educators and what are their job tasks? A multi case study
 
Postgraduate Certificate E-learning
Postgraduate Certificate E-learningPostgraduate Certificate E-learning
Postgraduate Certificate E-learning
 
Rebooting and retooling toward a system of 21st century teacher professional ...
Rebooting and retooling toward a system of 21st century teacher professional ...Rebooting and retooling toward a system of 21st century teacher professional ...
Rebooting and retooling toward a system of 21st century teacher professional ...
 
the craft of e-teaching; moving from digitally shy to digitally confident wit...
the craft of e-teaching; moving from digitally shy to digitally confident wit...the craft of e-teaching; moving from digitally shy to digitally confident wit...
the craft of e-teaching; moving from digitally shy to digitally confident wit...
 
Session 4
Session 4Session 4
Session 4
 
[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...
[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...
[OOFHEC2018] Inger-Marie Christensen, Pernille Hansen & Christopher Kjaer: Ca...
 
Lesson Observation for Quality Control and Continuous Professional Developmen...
Lesson Observation for Quality Control and Continuous Professional Developmen...Lesson Observation for Quality Control and Continuous Professional Developmen...
Lesson Observation for Quality Control and Continuous Professional Developmen...
 
Iczm project blended_education 13.09.2016
Iczm project blended_education 13.09.2016Iczm project blended_education 13.09.2016
Iczm project blended_education 13.09.2016
 
Learning 2.0 Lessons
Learning 2.0 LessonsLearning 2.0 Lessons
Learning 2.0 Lessons
 
EN PBL_ Project-based Learning.pptx
EN PBL_ Project-based Learning.pptxEN PBL_ Project-based Learning.pptx
EN PBL_ Project-based Learning.pptx
 
What was the impact of mandatory formative assessment, claire hopkins open tr...
What was the impact of mandatory formative assessment, claire hopkins open tr...What was the impact of mandatory formative assessment, claire hopkins open tr...
What was the impact of mandatory formative assessment, claire hopkins open tr...
 
Peer coaching presentation
Peer coaching presentation  Peer coaching presentation
Peer coaching presentation
 
Whitepaper the-blended-classroom
Whitepaper the-blended-classroomWhitepaper the-blended-classroom
Whitepaper the-blended-classroom
 
How can digital technologies engage a Year 7 class in creative writing?
How can digital technologies engage a Year 7 class in creative writing?How can digital technologies engage a Year 7 class in creative writing?
How can digital technologies engage a Year 7 class in creative writing?
 
Flipped Classroom TrainingNewNCA
Flipped Classroom TrainingNewNCAFlipped Classroom TrainingNewNCA
Flipped Classroom TrainingNewNCA
 
E-Portfolio
E-PortfolioE-Portfolio
E-Portfolio
 
Advancing Teaching and Learning Conference
Advancing Teaching and Learning ConferenceAdvancing Teaching and Learning Conference
Advancing Teaching and Learning Conference
 
Teaching methods
Teaching methodsTeaching methods
Teaching methods
 
When Student Confidence Clicks - Engaging in a Dialogue with the Students
When Student Confidence Clicks - Engaging in a Dialogue with the StudentsWhen Student Confidence Clicks - Engaging in a Dialogue with the Students
When Student Confidence Clicks - Engaging in a Dialogue with the Students
 
Training methodologies In businesses
Training methodologies In businessesTraining methodologies In businesses
Training methodologies In businesses
 

Recently uploaded

Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjMohammed Sikander
 
male presentation...pdf.................
male presentation...pdf.................male presentation...pdf.................
male presentation...pdf.................MirzaAbrarBaig5
 
Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...
Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...
Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...EADTU
 
UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024Borja Sotomayor
 
Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships
Spring gala 2024 photo slideshow - Celebrating School-Community PartnershipsSpring gala 2024 photo slideshow - Celebrating School-Community Partnerships
Spring gala 2024 photo slideshow - Celebrating School-Community Partnershipsexpandedwebsite
 
Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
 
Graduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxGraduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxneillewis46
 
MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...
MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...
MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...MysoreMuleSoftMeetup
 
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptxAnalyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptxLimon Prince
 
How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17Celine George
 
The Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFThe Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFVivekanand Anglo Vedic Academy
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSAnaAcapella
 
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文中 央社
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code ExamplesPeter Brusilovsky
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsSandeep D Chaudhary
 
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdfContoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdfcupulin
 
Improved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio AppImproved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio AppCeline George
 
SURVEY I created for uni project research
SURVEY I created for uni project researchSURVEY I created for uni project research
SURVEY I created for uni project researchCaitlinCummins3
 

Recently uploaded (20)

Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
 
male presentation...pdf.................
male presentation...pdf.................male presentation...pdf.................
male presentation...pdf.................
 
Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...
Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...
Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...
 
UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024UChicago CMSC 23320 - The Best Commit Messages of 2024
UChicago CMSC 23320 - The Best Commit Messages of 2024
 
Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships
Spring gala 2024 photo slideshow - Celebrating School-Community PartnershipsSpring gala 2024 photo slideshow - Celebrating School-Community Partnerships
Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships
 
Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...
 
Graduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxGraduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptx
 
MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...
MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...
MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Clou...
 
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptxAnalyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
 
Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"
 
How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17
 
The Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFThe Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDF
 
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPSSpellings Wk 4 and Wk 5 for Grade 4 at CAPS
Spellings Wk 4 and Wk 5 for Grade 4 at CAPS
 
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
 
VAMOS CUIDAR DO NOSSO PLANETA! .
VAMOS CUIDAR DO NOSSO PLANETA!                    .VAMOS CUIDAR DO NOSSO PLANETA!                    .
VAMOS CUIDAR DO NOSSO PLANETA! .
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code Examples
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & Systems
 
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdfContoh Aksi Nyata Refleksi Diri ( NUR ).pdf
Contoh Aksi Nyata Refleksi Diri ( NUR ).pdf
 
Improved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio AppImproved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio App
 
SURVEY I created for uni project research
SURVEY I created for uni project researchSURVEY I created for uni project research
SURVEY I created for uni project research
 

Exploring how educators learn how to teach in MOOCs

  • 1. Exploring how educators learn how to teach in massive open online courses Tina Papathoma Work supervised by: Dr. Doug Clow Dr. Rebecca Ferguson Prof. Allison Littlejohn Institute of Educational Technology
  • 2. Outline ● Research Question ● Multiple Case Study approach ● Integrative Pedagogy Framework ● What do we find out from the study so far? – Lessons learned ● What can we do now to support educators? – Recommendations for better practices 2
  • 3. Research Question How do educators learn how to teach in massive open online courses (moocs)? ● Educators : PhD students, lecturers, professors, a librarian, learning designers, the head of an organisation related to education ● Learn: from training, in practice, in collaboration with colleagues, self-regulation (integrative pedagogy) ● Teach : design, run and facilitate ● Moocs: courses offered via FutureLearn 3
  • 4. Multiple case study 7 courses (4 in history, 3 in politics ) lasting from 3-6 weeks 28 interviews with the following participants:  PhD students (6) : facilitation, writing in external blogs  Lecturers, professors and a librarian (16) : academic content and facilitation –1st mooc for most of them-  Learning designers (5) : course design in FutureLearn  A member of staff of an organisation related to education (1) : marketing of the course 4
  • 5. 5 Integrative Pedagogy Framework Practical/ Experiential Knowledge Self-Regulative Knowledge Conceptual/ Theoretical Knowledge Socio-cultural Knowledge Mediating tools & processes Emotional Level Tynjälä et al (2014). TEL@work: Toward integration of theory and practice. British Journal of Educational Technology, 45(6), 990–1000. Tynjälä et al (2016). Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy. European Journal of Teacher Education, 39(3), 368–387.
  • 6. What do we find out from the study? Lessons learned 6
  • 7. 7 Theoretical Knowledge ● ‘We are given so little guidance you think that you can be so creative , and then you realize that actually you can't and then you start getting really frustrated..’ 001_CaseA_Educator_F ● ‘I haven’t received any formal training [..] how things need to operate or what the key issues might be or anything like that’ 004_CaseA_Facilitator_M ● University did [offer training] which was really interesting just to find out what your online presence was and how you could improve it and tighten up certain aspects with some people of what their online presence was’ 010_CaseC_Facilitator_F
  • 8. 8 Practical Knowledge ● ‘So we changed that, made it slightly easier or quite a lot easier and the second step even easier in the third time and we deleted it completely, we got rid of it, because it wasn’t working [for learners]’ 003_CaseA_Educator_M ● I filmed the Q&As myself, you know set up the camera and you know.. went in front of the camera, that worked out fine, I mean I was using that format but each week there was a different challenge with the video […] that was a challenge that sort of met, but [...] I don’t have a great deal of experience filming..’ 007_CaseB_Educator_M
  • 9. 9 Theoretical & Practical Knowledge ● ‘Some of the problems we had were to do with legal issues because you know, it’s very common for people to deliver a lecture and they have images gathered from all over the place, […]and that’s fine in the context of the classroom..’ 009_CaseC_Learning Designer_F
  • 10. Sociocultural knowledge ● ‘It’s a good help because then you don’t need to sometimes find the answer yourself, you can just refer to someone that knows already the answer’ 006_CaseA_Facilitator_F ● ‘The people who suggested to do this and offered me the role were aware that I could do more, more with less and so they were willing to capitalise on that, but I don’t think it will be right for everyone and I don’t think that in future everyone would be willing to .. or able to do a course basically completely on their own’ 007_CaseB_Educator_M 10
  • 11. 11 Self-Regulative & Practical knowledge ● ‘..Because everything is being published online there is a heightened awareness of the need to get permissions for all the materials we use which you don’t get when you are teaching live, but it made you very aware and it’s given me some useful resources for getting Creative Commons images which I now use and build my own teaching practice’ 027_CaseG_Educator_F ● ‘I’ve never put so much effort into thinking about how, you know what I actually wanted to teach, how best to communicate that.’ 003_CaseA_Educator_M ● ‘I have a lot more expertise, technical expertise than I normally had available to create really interesting resources for the students’ 26_CaseG_Educator_F
  • 12. 12 What do we see from the data about educators? ● Limited or no guidance ● Learning mainly through practice ● Repeating a mooc strengthens their experiential knowledge ● Reflection on their learning through mooc experiences ● Collaboration with colleagues – expertise ● Change of practice through future iterations of the course as a result of learners’ feedback ● Change of practice as a result of new skills acquisition
  • 13. 13 What can we do to support educators? Recommendations for better practices ● Guidance and training to educators with regards to filming, editing, online presence, copyright and legal matters on moocs ● Apprenticeships to non-experienced educators ● Collaboration among educators with different expertise to create more effective moocs
  • 14. 14 The Role of Educators in moocs is changing New skills through training & collaborative work Thank you  Tina.Papathoma@open.ac.uk aktinaki

Editor's Notes

  1. Here’s an outline of this presentation. I will start with the RQ, give some info about the multi case study approach I took , discuss the integrative pedagogy framework I used to design and analyse the study. I will continue with what we find out from this study so far and the lessons we learn and finish with what we could do to support educators
  2. Starting with the research question, I looked at how do educators learn how to teach in massive open online courses. In particular, I interviewed PhD students, lecturers, professors, a librarian, learning designers, the head of an organisation related to education When I talk about ‘how do educators learn’ I mean the knowledge they get from training on how to design, run and facilitate moocs, the knowledge they get from practice by running a mooc, the knowledge they acquire from other colleagues and the knowledge they get when they reflect on their practices. These types of knowledge are part of the Integrative Pedagogy framework and I will talk about them in a bit . By teach I mean how educators, design, run and facilitate the courses .. The cases that were used relate to history and politics courses offered via FL.
  3. Exploring if the framework works in the context of teaching in MOOCs was one of my ‘missions’.. IP is not a teaching method but a principle of constructing learning environments. The basic idea behind this model is to create learning environments whereby four basic elements of expertise can be integrated.
  4. theoretical knowledge, is explicit and formal in nature . Examples from quotes:
  5. practical knowledge, is often more implicit, developed from experience and embedded in skills.
  6. Professional expertise is developed when theoretical and practical knowledge interact and integrate with each other (hence the arrows in the framework).
  7. sociocultural knowledge, is not personal but is embedded in social practices.
  8. self-regulative knowledge, contains metacognitive and reflective skills.