The document discusses different approaches to MOOCs and how they relate to learning culture and cultural differences. It proposes an "enhanced MOOC" model that considers knowledge creation through collaboration, uses culture-sensitive materials, and offers diversified and customized learning. xMOOCs focus on knowledge acquisition through videos and quizzes, while cMOOCs emphasize participation through discussion boards. An enhanced MOOC would foster knowledge creation using shared artifacts and trialogical learning informed by cultural psychology theories to account for both pedagogical and cultural diversity.

1. Extending the MOOCversity
A Mulit-layered and Diversified Lens for MOOC Research
Tanja Jadin & Martina Gaisch

2. MOOC:
…“connecting, interacting, and sharing across diverse
cultures, attitudes and skill set…“ (McAuley et al, 2010)
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3. One size fits all?
America = German?
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4. What about different
cultures?
In terms of learning
culture, institutional
culture, cultural
differences?
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5. Short Overview
Learning Culture & MOOCs
Behaviorism and xMOOCs
Drill & Practice, programmed instruction: quizzes and immediate feedback
Changing behavior through reinforcement
Connectivism and cMOOCs
To know where the information can be found
Impact of networks
Considering more tools for collaborating, communication and learning
Constructivism and Web 2.0
Inquiry and problem-based learning
Situated learning
Learning in groups
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6. 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:
the acquisition metaphor: individual learning, learning facts
the participation metaphor: interaction with others
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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7. Shared Artifacts in MOOCs
MOOC “The Future of
Storytelling” (iversity).
Creative task of the
week:
“Think about what you
remember most about
stories”
Shared artifact
with 90 comments
Picture by Ana Paula Pellegrino
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8. Introduction of Enhanced MOOC
Enhanced means…
considering knowledge creation through collaborative development of
shared artifacts
transforming social practices during learning by incorporating culturesensitive material
diversified and customized learning material
culture-sensitive distribution of content
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9. Cultural Difference
(Hofstede et al., 1991, Hall, 1984)
Individualism vs. Collectivism
Individualism: everyone is expected to look after himself/herself
Collectivism: strong ties between individuals, strong in-groups
High Context vs. Low-Context
High Context: the information is coded in the message, need to read
between the lines
Low-Context: the information is explicitly given, no reading between the
lines necessary
Considerations of Space
Personal space, proximity, intimacy
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10. Summary
Learning
Metaphor
Learning
Approach
Focus
Learning
Environment
Culture
xMOOCs
Knowledge Acquisition
cMOOCs
Knowledge Participation
Behaviorism
eMOOCs
Knowledge Creation
Connectivism
Constructivism and
Cultural Psychology
Concepts, Facts
Collaboration
Shared Objects,
Mediated Artifacts
Video Lecture
Video Lecture
Diversified and
Quizzes, Peer Grading, incl. Web 2.0 i.e. Blogs,
Customized Learning
Discussion Boards
Microblogs; Social Media
Material;
Culture-sensitive
Content
Epistemological Culture,
More Pedagogically
Epistemologically
in a Technical Tradition Driven, in the Tradition of
Diverse, both
(ICT, Mathematics)
the e-learning Community
Pedagogically and
Culturally Driven,
Low-context
High-context
Based on
Psychological Theories
Low-context and Highcontext
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11. Reflection and Discussion
Further research is needed 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
What about offering different possibilities of learning in line with the
dimensions stated?
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12. 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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13. References
Hall, E. T. (1984). The dance of life: The other dimension of time. New York: Anchor
Books.
Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organizations: Software
of the mind (Vol. 2). London: McGraw-Hill.
McAuley, A., Stewart, B., Siemens, G. & Courmier, D. (2010). The MOOC Model for
Digital Practice. Retrieved from http://davecormier.com/edblog/wpcontent/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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