SlideShare a Scribd company logo
1 of 73
MOOCs: between realities
of informal learning and
myths of personalization
Inge (Ignatia) de Waard
Questions, connecting:
@ignatia
UDHR standing on
shoulders of giants:
Juan Luis Vives
• Schools should not be for profit
• Organic pedagogy
(Juan Luis Vives, 1492, Valencia,
Spain – 1540, Brugge, Belgium)
Bozkurt, A., Keskin, N. O., & de Waard, I. (2016). Research Trends in Massive Open
Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open
Praxis, 8(3), 203-221. link here
CCK -
2008
AI-MOOC
– 2011
MOOC
galore -
2018
MobiMOOC
(mobile learning)
MOOC = promise of
education for all
• Daphne Koller (a.o.) promising
Education for all (North & South).
• A source of (quality) curated, topic
specific content for passionate people
Highlighting MOOC
success stories
• Battushig Myanganbayar, the boy
genius of Ulan Bator, Mongolia
(engineering)
• Jack Andraka 15y boy creating a cheap,
paper-based biomarker for pancreatic
cancer
Inevitably
questions arose
What is the learning impact
of MOOCs on young
learners?
How do adult learners self-
direct their learning in
MOOCs?
Part 1: MOOC – CLIL
project
• Content and Language Integrated
Learning (English and French)
• Massive Open Online Courses
de Waard, I. & Demeulenaere, C. (2017). The MOOC-
CLIL project: using MOOCs to increase language, and
social and online learning skills for 5th grade K-12
students. In Q. Kan & S. Bax (Eds), Beyond the language
classroom: researching MOOCS and other innovations.
Research-publishing.net. (link)
GUSCO school –
Kortrijk, Belgium
• Academic year 2015 – 2016
• Three classes in ‘vrije ruimte’ (free
space): 2 English groups, 1 French
group
• 2 hours per week
Participants
• 3 Teachers (language
teachers)
• 42 Flemish – Dutch speaking
students (aged 16 – 17 y)
• Academic qualifications:
human sciences, Latin &
sciences/mathematics…
• Optional course
video impressions
EdX – France TV – FutureLearn – Coursera - Fun
Three main project parts
• GroupMOOC: introducing MOOC elements, platforms, interactions…
• EigenMOOC (OwnMOOC): students choose MOOCs.
• Evaluation & production: evaluate the whole process and build an
intro for next year’s students
Classical progress => personal progress
GroupMOOC
EigenMOOC
(OwnMOOC)
Evaluate &
Produce
Evaluation
instruments in class
• Adapted Scale for Attitudes
and skills Measuring (SAM)
scale – used by teachers
• Weekly logbook – used by
students
Student logging in action:
I did the course DemoX, in this course I learned
how to use edX. I found it rather easy questions
but it was a handy way of learning how to use
edX. I now understand how to use the website.
The English was sometimes hard to understand
but I used an online dictionary to help me
understand the words. I think it’s a good idea to
use the forum because then you can discuss your
problems with the others. They can find ways to
help you if you don’t understand things.
Following student progress outside of class
Self-regulated questionnaire view here: monitoring self-esteem, motivation,
digital literacy
Findings: Language learning
100% dramatic increase in language confidence
Intrinsic
motivation (73%)
Extrinsic
motivation
(27%)
“Intrinsic motivation, which refers to doing something because it is inherently interesting or
enjoyable, and extrinsic motivation, which refers to doing something because it leads to a
separable outcome” (Ryan & Deci, 2000, p. 55).
Help seeking
Survey learning topics Results 1st survey Results 2nd survey
Help seeking (any) 71% 60%
Help seeking from teacher 75% 59%
Help seeking from peers 61% 83%
Survey learning topics Results 1st survey Results 2nd survey
Critical thinking 55% 63%
Online empathy 93% 100%
Critical thinking and online empathy
Self-regulated learning
Survey learning logs Results 1st survey Results 2nd survey
Understanding complex
content
35 % 50 %
Planning 1 week ahead 10 % 19 %
They got inspired
72 %
Suggestions from students
• Unclear language complexity: e.g. Gunning fog index or Flesch-Kincaid
readability tests to provide insight.
• Supporting texts can be too difficult to comprehend. It demotivates
(picture nearingzero Nick Kim)
Informal learning =>
Living a fearless life
ἀταραξία (ataraxia,) is a Greek philosophy
term used to describe a lucid state of robust
equanimity
Ἐπίκουρος (Epicurus; 341–270 BC) believed
that what he called "pleasure" (ἡδονή) was the
greatest good, but that the way to attain such
pleasure was to live modestly, to gain
knowledge of the workings of the world, and
to limit one's desires
wikipedia
Part 2: Informal learning
in MOOCs – learner
perspectives
de Waard, I. (2017). Self-Directed Learning of
Experienced Adult Online Learners Enrolled in
FutureLearn MOOCs (Doctoral dissertation, The
Open University). Link
What comprises the informal learning journey of
experienced, adult online learners engaging in
individual and/or social self-directed learning
using any device to follow a FutureLearn MOOC?
• Which individual characteristics influence the learning experience?
• What are the technical and media elements influencing the learning
experience?
• How does individual and social learning affect the participants’
learning?
• Which actions (if any) did the learners undertake to organise their
learning?
How do learners self-direct their
informal learning in MOOCs?
Never been an study from the ground up
looking at informal learning in MOOCs,
FutureLearn courses
FutureLearn courses - autumn 2014
Data collection
Expectations
(pre-course)
Experiences
(bi-weekly self-
reported learning logs)
Reflections
(1o1 interviews)
Data analysis
(Charmaz, 2014)
• Open coding, line-by-line
coding (verify categories),
focused coding => theoretically
saturate core concepts
• Memo writing: own
assumptions, possible relations
Target population
• Methodologic rigour:
Grounded Theory sample +12
participants
• Adult learners =>
experienced adult learners
(avoid novelty remarks),
balancing life
• + 2 years of online learning
experience
Informal learning &
logs (link)
• Frequency: bi-weekly
• Strategy increasing return:
communicating on a personal
basis, providing non-directive
examples (not easy)
Data corpus, sample, frequency
• 56 participants => 147 learning
logs
• 19 one-on-one interviews
Learning logs
week 1 and 2
(n=participants
having submitted
at least one
learning log)
Learning logs
week 3 and 4
Learning logs week
5 and 6
Total learning
logs per course
(total number
of participants)
SOM 4 (n=3) 6 (n=3) 5 (n=2) 15 (n=4)
BSE 19 (n=13) 22 (n=14) N/A (BSE lasted
only 4 weeks)
41 (n=15)
DMCW 31 (n=22) 28 (n=22) 32 (n=24) 91 (n=37)
Conceptual framework
Conceptual framework
Personal learning goals,
planning, taking notes
Conceptual framework
Personal learning goals,
planning, taking notes
Social learning,
individual learning actions,
social learning actions
Conceptual framework
Motivation, personal traits
(perseverance, self-confidence,
emotional language)
Personal learning goals,
planning, taking notes
Social learning,
individual learning actions,
social learning actions
Conceptual framework
Motivation, personal traits
(perseverance, self-confidence,
emotional language)
Devices used,
FutureLearn elements,
new tools
Personal learning goals,
planning, taking notes
Social learning,
individual learning actions,
social learning actions
Conceptual framework
Motivation, personal traits
(perseverance, self-confidence,
emotional language)
Contextualizing context,
proximity to context,
peers in context
Personal learning goals,
planning, taking notes
Social learning,
individual learning actions,
social learning actions
Devices used,
FutureLearn elements,
new tools
How much
personalization is possible
in this framework?
Intrinsic motivation & personal
learning goals allowed
Capacity to validate learning
MOOC content mostly formal
Part 3 - Informal learning vs personalized learning
Juxtaposing personal learning conclusions to the reality of MOOCs.
Deze foto van Onbekende auteur is gelicentieerd onder CC BY-NC
Is personal learning high on the
agenda of MOOC providers?
Let’s take a closer look!
FutureLearn (UK)
FUN (France)
Coursera (USA)
Udemy (USA)
Edraak (Jordan)
XuetangX (China)
Personal learning utopia,
or are we misled?
Language diversity
But content similarity – collaborations
between platforms
(MOOC platforms 2018 - 57 platforms, 23 countries)
(Pieter Bruegel de Oude (1563) – Kunsthistorisches
Museum Vienna, Austria)
5 alarming observations
1 - Restricting courses: university
courses with low enrollment
being questioned (Belgium)
Suggested by national organization of
entrepreneurs (VOKA).
http://www.standaard.be/cnt/dmf201
80516_03515309
Bachelor and master programs should
be stopped if they are not profitable….
Unless, it is a high profile corporate
course.
1 - Restricting courses: university
courses with low enrollment
being questioned (Belgium)
Suggested by national organization of
entrepreneurs (VOKA).
http://www.standaard.be/cnt/dmf201
80516_03515309
Bachelor and master programs should
be stopped if they are not profitable….
Unless, it is a high profile corporate
course.
A
Latin courses in secondary
school questioned?
• Historical references
• Cultural relevance (in language, law,
biology…)
• History repeats itself
• Standing on the shoulders of giants.
Lucius Annaeus Seneca, 4 BC – AD 65
2 - Promoting a singular pedagogy
(1 to many) as ‘quality education’
Mentorship? Diversity?
X-MOOC standard
Un-MOOC
Distributed
knowledge -
connectivism
Expert
selected one
direction
3 - Selling personal training as personal
learning
MOOC
SPOCS &
Workshops
101
mentorship
4 - Personal
learning =>
personal gain?
MOOC certification ≠ degree:
wages do not increase.
5 - Supporting only
the ‘best’
No learner care (dyslexia,
dyscalculia…)
Fragile minority groups (privacy,
language…)
Universal Declaration of Human Rights
Article 26.
(2) Education shall be directed to the full development of the human
personality and to the strengthening of respect for human rights and
fundamental freedoms. It shall promote understanding, tolerance and friendship
among all nations, racial or religious groups, and shall further the activities of the
United Nations for the maintenance of peace.
Highlighting MOOC
success stories
• Battushig Myanganbayar, the boy
genius of Ulan Bator, Mongolia
(engineering)
• Jack Andraka 15y boy creating a cheap,
paper-based biomarker for pancreatic
cancer
MOOC Utopia crushed?
The fall of Icarus - Pieter
Bruegel de Oude - Royal
Museum of Fine Arts, Brussels,
Belgium.
MOOC Utopia crushed?
No! TISLID is here!
The Fall of Icarus - Pieter
Bruegel de Oude - Royal
Museum of Fine Arts, Brussels,
Belgium.
Why should we indulge
in a lifetime of informal,
personal learning?
Que sçay-je?
Quand je me joue à ma chatte, qui
sçait si elle passe son temps de
moy plus que je ne fay d’elle ?
[When I play with my cat who
knows if I am not a pastime to her
more than she is to me?] – Michel
de Montaigne (1533-1592)
(Book II, chap. 12, p. 401)
Education for all
How can we ensure MOOCs will increasingly be used to ensure
personal learning?
How can we ensure MOOCs will increasingly be used to ensure
personal learning & education for all?
References
• MOOC – CLIL project: https://www.academia.edu/33433115/The_MOOC-
CLIL_project_using_MOOCs_to_increase_language_social_and_online_learning_skills_for_5_th_
grade_K-12_students
• Full thesis informal SDL in FutureLearn courses: https://www.academia.edu/28760942/Self-
Directed_Learning_of_Experienced_Adult_Online_Learners_Enrolled_in_FutureLearn_MOOCs
• Research instruments:
https://www.academia.edu/9703990/Research_instruments_Learning_logs_questions_for_resea
rching_Self-
Directed_Learning_in_experienced_online_learners_engaged_in_FutureLearn_courses
• SAM scale:
https://drive.google.com/file/d/0B2GekloYrdFQU18zbDhubE8tcDg/view
• MOOC – CLIL self-regulated learning questionnaire:
https://drive.google.com/file/d/0B2GekloYrdFQS0N3TGdtUnJCNmM/view
• Gunning fog index: https://en.wikipedia.org/wiki/Gunning_fog_index
• Flesch Kincaid readability test:
https://en.wikipedia.org/wiki/Flesch%E2%80%93Kincaid_readability_tests
Connecting is
sharing
E-mail: ingedewaard (at) gmail.com
Blog: https://ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Publications:
https://open.academia.edu/IgnatiaIngedeWaard
Presentations: http://www.slideshare.net/ignatia
linkedIn:
http://www.linkedin.com/in/ingedewaard
The reality of Personalized learning
• MOOC content and language options are limited in scope
• Learners only pick the cherries they want from the vast content cake.
• Education (philosopher add here) seeks to enlighten citizens, but do MOOCs enlighten the group, our society
as a whole? (the yes (more of us have an encyclopedia of knowledge at hand) and no’s (only those into
knowledge fields benefit)).
• Certification and degrees: tendency to formalized training. But with MOOC certificates the learner
her/himself does not get higher wages, economic difference from Bachelor’s/Master certification/degree.
• MOOC format is now almost standardized, strange enough standardization in formal education is
questioned. Standardisation in terms of limited variance in pedagogy.
• MOOCs answer call for modularity and quicker content dissemination, but pedagogy is rigid (in current
standard).This goes against the idea of personalization, but dwells in the realm of conformity. The narrative
of success is that of conformity to as corporate success is the idea that is propagated most in terms of
promoting MOOCs.
• Power universities, using Power languages.
• The outcomes are Northern outcomes, not how to function better in a Southern hemisphere infrastructure.
Notes to self:
• A talk is a narrative, a story.
• Make your point early in (think script) and then keep referring to it
• Add philosophical angle
• Can you use cultural symbolic capital as pictures?
• Let the audience build the meaning. No sermon!
• Use the notes to write up one of the possible narratives (allows you
to check cohesion and continuity.
General frame – main idea: a lot has changed
in education the last 10 years
• New Utopia in EdTech: first the promise of MOOCs, the promise of a
new, more learned society (citizens), now clearly emerging agenda’s:
education is failing corporate needs, STEM is great… STEAM is greater,
colonization of higher ed and professional learning by high-finance
Universities (English speaking universities) – for the West. An internal
colonization of the West.
• Utopia: the promise: the Tower of Babel (painting) – understanding
each others languages will take us closer to god. In reality: language
funnel turned upside down (small languages, even dialects are lost in
just 2 generations).
• Setting and main narrative theme (3 slides / thoughts)
• MOOC-CLIL
• SDL informal learning MOOCs (validation of the learning by the
learner)
• Promise and reality of personalized learning
• Conclusion
Further reference
• Practical instruments used:
https://drive.google.com/folderview?id=0B2GekloYrdFQdWtTQWp0Z
GpxSmc&usp=sharing
Why should all of this
matter to me? To us?
Personal learning is part of
education for all.

More Related Content

What's hot

Automated System for Cognitive Presence Coding
Automated System for Cognitive Presence CodingAutomated System for Cognitive Presence Coding
Automated System for Cognitive Presence CodingVitomir Kovanovic
 
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
 
Analysis of social interactions and prediction of assignment grades in a Mass...
Analysis of social interactions and prediction of assignment grades in a Mass...Analysis of social interactions and prediction of assignment grades in a Mass...
Analysis of social interactions and prediction of assignment grades in a Mass...eMadrid network
 
MOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveMOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveVitomir Kovanovic
 
«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»eMadrid network
 
Digital innovation and futures for higher education RMIT 2018
Digital innovation and futures for higher education RMIT 2018Digital innovation and futures for higher education RMIT 2018
Digital innovation and futures for higher education RMIT 2018Mike Sharples
 
Pedagogy of FutureLearn
Pedagogy of FutureLearnPedagogy of FutureLearn
Pedagogy of FutureLearnMike Sharples
 
What does effective online/blended teaching look like?
What does effective online/blended teaching look like?What does effective online/blended teaching look like?
What does effective online/blended teaching look like?Vitomir Kovanovic
 
Inquiry-based Learning & MOOCs: Challenges & Opportunities
Inquiry-based Learning & MOOCs: Challenges & OpportunitiesInquiry-based Learning & MOOCs: Challenges & Opportunities
Inquiry-based Learning & MOOCs: Challenges & OpportunitiesVitomir Kovanovic
 
TLC Presentation
TLC PresentationTLC Presentation
TLC PresentationBelinda Jin
 
Topic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 TutorialTopic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 TutorialVitomir Kovanovic
 
What is a MOOC?
What is a MOOC?What is a MOOC?
What is a MOOC?tuxette
 
Online Learning and Open Educational Practices in Tallinn University
Online Learning and Open Educational Practices in Tallinn UniversityOnline Learning and Open Educational Practices in Tallinn University
Online Learning and Open Educational Practices in Tallinn UniversityHans Põldoja
 
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
 
Mooc teacher and student benefits
Mooc teacher and student benefitsMooc teacher and student benefits
Mooc teacher and student benefitsInge de Waard
 
Automated Cognitive Presence Detection in Online Discussion Transcripts
Automated Cognitive Presence Detection in Online Discussion TranscriptsAutomated Cognitive Presence Detection in Online Discussion Transcripts
Automated Cognitive Presence Detection in Online Discussion TranscriptsVitomir Kovanovic
 
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
 
Professional Development Programme on OER-based e-learning
Professional Development Programme on OER-based e-learningProfessional Development Programme on OER-based e-learning
Professional Development Programme on OER-based e-learningPat Toh
 
Automated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsAutomated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsVitomir Kovanovic
 

What's hot (20)

Automated System for Cognitive Presence Coding
Automated System for Cognitive Presence CodingAutomated System for Cognitive Presence Coding
Automated System for Cognitive Presence Coding
 
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...
 
Analysis of social interactions and prediction of assignment grades in a Mass...
Analysis of social interactions and prediction of assignment grades in a Mass...Analysis of social interactions and prediction of assignment grades in a Mass...
Analysis of social interactions and prediction of assignment grades in a Mass...
 
MOOCs in the news- A European perspective
MOOCs in the news- A European perspectiveMOOCs in the news- A European perspective
MOOCs in the news- A European perspective
 
«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»«edx MOOC organization about open education and OERs repositories»
«edx MOOC organization about open education and OERs repositories»
 
Digital innovation and futures for higher education RMIT 2018
Digital innovation and futures for higher education RMIT 2018Digital innovation and futures for higher education RMIT 2018
Digital innovation and futures for higher education RMIT 2018
 
Pedagogy at scale
Pedagogy at scalePedagogy at scale
Pedagogy at scale
 
Pedagogy of FutureLearn
Pedagogy of FutureLearnPedagogy of FutureLearn
Pedagogy of FutureLearn
 
What does effective online/blended teaching look like?
What does effective online/blended teaching look like?What does effective online/blended teaching look like?
What does effective online/blended teaching look like?
 
Inquiry-based Learning & MOOCs: Challenges & Opportunities
Inquiry-based Learning & MOOCs: Challenges & OpportunitiesInquiry-based Learning & MOOCs: Challenges & Opportunities
Inquiry-based Learning & MOOCs: Challenges & Opportunities
 
TLC Presentation
TLC PresentationTLC Presentation
TLC Presentation
 
Topic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 TutorialTopic Modeling for Learning Analytics Researchers LAK15 Tutorial
Topic Modeling for Learning Analytics Researchers LAK15 Tutorial
 
What is a MOOC?
What is a MOOC?What is a MOOC?
What is a MOOC?
 
Online Learning and Open Educational Practices in Tallinn University
Online Learning and Open Educational Practices in Tallinn UniversityOnline Learning and Open Educational Practices in Tallinn University
Online Learning and Open Educational Practices in Tallinn University
 
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...
 
Mooc teacher and student benefits
Mooc teacher and student benefitsMooc teacher and student benefits
Mooc teacher and student benefits
 
Automated Cognitive Presence Detection in Online Discussion Transcripts
Automated Cognitive Presence Detection in Online Discussion TranscriptsAutomated Cognitive Presence Detection in Online Discussion Transcripts
Automated Cognitive Presence Detection in Online Discussion Transcripts
 
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
 
Professional Development Programme on OER-based e-learning
Professional Development Programme on OER-based e-learningProfessional Development Programme on OER-based e-learning
Professional Development Programme on OER-based e-learning
 
Automated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion TranscriptsAutomated Content Analysis of Discussion Transcripts
Automated Content Analysis of Discussion Transcripts
 

Similar to MOOCs and personal learning: reality or myth?

MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
 
8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...
8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...
8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...Tiberio Feliz Murias
 
MOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledgeMOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledgeThe Open Education Consortium
 
Hack the MOOC: alternative MOOC use
Hack the MOOC: alternative MOOC useHack the MOOC: alternative MOOC use
Hack the MOOC: alternative MOOC useInge de Waard
 
Self directed learning in trial future learn courses
Self directed learning in trial future learn coursesSelf directed learning in trial future learn courses
Self directed learning in trial future learn coursesInge de Waard
 
Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCs
Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCsProf. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCs
Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCsJISC Regional Support Centre
 
New learning paradigms and technologies
New learning paradigms and technologiesNew learning paradigms and technologies
New learning paradigms and technologiesFrederik Questier
 
Web Science Session 4 E-Learning.pdf
Web Science Session 4 E-Learning.pdfWeb Science Session 4 E-Learning.pdf
Web Science Session 4 E-Learning.pdfStefanie Panke
 
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...
Online Learning Objects:   Affecting Change through Cross-Disciplinary Practi...Online Learning Objects:   Affecting Change through Cross-Disciplinary Practi...
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
 
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...EDEN Digital Learning Europe
 
A Case Study Of An Open Online Course
A Case Study Of An Open Online CourseA Case Study Of An Open Online Course
A Case Study Of An Open Online CourseSuzan Koseoglu
 
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analyticsRebecca Ferguson
 

Similar to MOOCs and personal learning: reality or myth? (20)

MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?
 
8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...
8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...
8. Designing MOOCs (6) Means and resources. Openness and opening - José Manue...
 
MOOC Presentation for EDDE 801
MOOC Presentation for EDDE 801MOOC Presentation for EDDE 801
MOOC Presentation for EDDE 801
 
MOOC Tales and Trends
MOOC Tales and TrendsMOOC Tales and Trends
MOOC Tales and Trends
 
MOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledgeMOOCs: the power of collaborative learning and communities of knowledge
MOOCs: the power of collaborative learning and communities of knowledge
 
DistanceEducation
DistanceEducationDistanceEducation
DistanceEducation
 
Hack the MOOC: alternative MOOC use
Hack the MOOC: alternative MOOC useHack the MOOC: alternative MOOC use
Hack the MOOC: alternative MOOC use
 
Self directed learning in trial future learn courses
Self directed learning in trial future learn coursesSelf directed learning in trial future learn courses
Self directed learning in trial future learn courses
 
Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCs
Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCsProf. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCs
Prof. Jonathan Pitches, Univ of Leeds, Challenges and benefits of MOOCs
 
New learning paradigms and technologies
New learning paradigms and technologiesNew learning paradigms and technologies
New learning paradigms and technologies
 
Web Science Session 4 E-Learning.pdf
Web Science Session 4 E-Learning.pdfWeb Science Session 4 E-Learning.pdf
Web Science Session 4 E-Learning.pdf
 
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...
Online Learning Objects:   Affecting Change through Cross-Disciplinary Practi...Online Learning Objects:   Affecting Change through Cross-Disciplinary Practi...
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...
 
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
 
Moocs cali 05_08_13
Moocs cali 05_08_13Moocs cali 05_08_13
Moocs cali 05_08_13
 
Conole ntu 29_sept
Conole ntu 29_septConole ntu 29_sept
Conole ntu 29_sept
 
A Case Study Of An Open Online Course
A Case Study Of An Open Online CourseA Case Study Of An Open Online Course
A Case Study Of An Open Online Course
 
How to design cMOOC
How to design cMOOCHow to design cMOOC
How to design cMOOC
 
DistanceEducation
DistanceEducationDistanceEducation
DistanceEducation
 
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...
 
Learning design and learning analytics
Learning design and learning analyticsLearning design and learning analytics
Learning design and learning analytics
 

More from Inge de Waard

OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxOEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
 
Keynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptxKeynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
 
AI Toolkit for Educators
AI Toolkit for EducatorsAI Toolkit for Educators
AI Toolkit for EducatorsInge de Waard
 
20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptxInge de Waard
 
OEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptxOEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptxInge de Waard
 
2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning SpacesInge de Waard
 
A conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learningA conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learningInge de Waard
 
Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...Inge de Waard
 
Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19Inge de Waard
 
Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!Inge de Waard
 
Building the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the futureBuilding the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the futureInge de Waard
 
Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
 
MobiMOOC design of a community MOOC
MobiMOOC design of a community MOOCMobiMOOC design of a community MOOC
MobiMOOC design of a community MOOCInge de Waard
 
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
 
Old philosophers and new learning an intro
Old philosophers and new learning an introOld philosophers and new learning an intro
Old philosophers and new learning an introInge de Waard
 
Cost and time efficient dynamic learning def
Cost and time efficient dynamic learning defCost and time efficient dynamic learning def
Cost and time efficient dynamic learning defInge de Waard
 
Instructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progressInstructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progressInge de Waard
 
artificial intelligence - in need of an ethical layer?
artificial intelligence - in need of an ethical layer?artificial intelligence - in need of an ethical layer?
artificial intelligence - in need of an ethical layer?Inge de Waard
 

More from Inge de Waard (20)

OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxOEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptx
 
Keynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptxKeynote AI assessment tools: online exams and tools.pptx
Keynote AI assessment tools: online exams and tools.pptx
 
AI Toolkit for Educators
AI Toolkit for EducatorsAI Toolkit for Educators
AI Toolkit for Educators
 
20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx20230329 AUW talk AI in education.pptx
20230329 AUW talk AI in education.pptx
 
OEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptxOEB CoP November 2022 overview ppt.pptx
OEB CoP November 2022 overview ppt.pptx
 
2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces2021 KTH SoTL keynote on Learning Spaces
2021 KTH SoTL keynote on Learning Spaces
 
A conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learningA conceptual framework for learners self directing their learning
A conceptual framework for learners self directing their learning
 
Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...Online evaluations: using proctoring tools, Open book assessments and Group E...
Online evaluations: using proctoring tools, Open book assessments and Group E...
 
Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19Student & Learner evaluation during and post COVID19
Student & Learner evaluation during and post COVID19
 
Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!Blockchain in education: let's not exaggerate!
Blockchain in education: let's not exaggerate!
 
Building the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the futureBuilding the Skills Engine: our dreams realise the future
Building the Skills Engine: our dreams realise the future
 
Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019Learners self-directing their learning in MOOCs #Ectel2019
Learners self-directing their learning in MOOCs #Ectel2019
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 project
 
Artificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 projectArtificial Intelligence in Education focusing on the Skills3.0 project
Artificial Intelligence in Education focusing on the Skills3.0 project
 
MobiMOOC design of a community MOOC
MobiMOOC design of a community MOOCMobiMOOC design of a community MOOC
MobiMOOC design of a community MOOC
 
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...
 
Old philosophers and new learning an intro
Old philosophers and new learning an introOld philosophers and new learning an intro
Old philosophers and new learning an intro
 
Cost and time efficient dynamic learning def
Cost and time efficient dynamic learning defCost and time efficient dynamic learning def
Cost and time efficient dynamic learning def
 
Instructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progressInstructional Design Variation matrix - work in progress
Instructional Design Variation matrix - work in progress
 
artificial intelligence - in need of an ethical layer?
artificial intelligence - in need of an ethical layer?artificial intelligence - in need of an ethical layer?
artificial intelligence - in need of an ethical layer?
 

Recently uploaded

Capitol Tech Univ Doctoral Presentation -May 2024
Capitol Tech Univ Doctoral Presentation -May 2024Capitol Tech Univ Doctoral Presentation -May 2024
Capitol Tech Univ Doctoral Presentation -May 2024CapitolTechU
 
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading RoomImplanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading RoomSean M. Fox
 
Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Mohamed Rizk Khodair
 
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSean M. Fox
 
How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17Celine George
 
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
 
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
 
An Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppAn Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppCeline George
 
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...Nguyen Thanh Tu Collection
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽中 央社
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...Nguyen Thanh Tu Collection
 
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...Nguyen Thanh Tu Collection
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...Gary Wood
 
Benefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptxBenefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptxsbabel
 
Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17Celine George
 
The Liver & Gallbladder (Anatomy & Physiology).pptx
The Liver &  Gallbladder (Anatomy & Physiology).pptxThe Liver &  Gallbladder (Anatomy & Physiology).pptx
The Liver & Gallbladder (Anatomy & Physiology).pptxVishal Singh
 
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjMohammed Sikander
 

Recently uploaded (20)

IPL Online Quiz by Pragya; Question Set.
IPL Online Quiz by Pragya; Question Set.IPL Online Quiz by Pragya; Question Set.
IPL Online Quiz by Pragya; Question Set.
 
Capitol Tech Univ Doctoral Presentation -May 2024
Capitol Tech Univ Doctoral Presentation -May 2024Capitol Tech Univ Doctoral Presentation -May 2024
Capitol Tech Univ Doctoral Presentation -May 2024
 
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading RoomImplanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
Implanted Devices - VP Shunts: EMGuidewire's Radiology Reading Room
 
Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).
 
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
 
Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"
Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"
Mattingly "AI and Prompt Design: LLMs with Text Classification and Open Source"
 
How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17How to Analyse Profit of a Sales Order in Odoo 17
How to Analyse Profit of a Sales Order in Odoo 17
 
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
 
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
 
An Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppAn Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge App
 
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 
“O BEIJO” EM ARTE .
“O BEIJO” EM ARTE                       .“O BEIJO” EM ARTE                       .
“O BEIJO” EM ARTE .
 
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT VẬT LÝ 2024 - TỪ CÁC TRƯỜNG, TRƯ...
 
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
 
Benefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptxBenefits and Challenges of OER by Shweta Babel.pptx
Benefits and Challenges of OER by Shweta Babel.pptx
 
Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17
 
The Liver & Gallbladder (Anatomy & Physiology).pptx
The Liver &  Gallbladder (Anatomy & Physiology).pptxThe Liver &  Gallbladder (Anatomy & Physiology).pptx
The Liver & Gallbladder (Anatomy & Physiology).pptx
 
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjjStl Algorithms in C++ jjjjjjjjjjjjjjjjjj
Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj
 

MOOCs and personal learning: reality or myth?

  • 1. MOOCs: between realities of informal learning and myths of personalization Inge (Ignatia) de Waard
  • 3. UDHR standing on shoulders of giants: Juan Luis Vives • Schools should not be for profit • Organic pedagogy (Juan Luis Vives, 1492, Valencia, Spain – 1540, Brugge, Belgium)
  • 4. Bozkurt, A., Keskin, N. O., & de Waard, I. (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8(3), 203-221. link here CCK - 2008 AI-MOOC – 2011 MOOC galore - 2018 MobiMOOC (mobile learning)
  • 5. MOOC = promise of education for all • Daphne Koller (a.o.) promising Education for all (North & South). • A source of (quality) curated, topic specific content for passionate people
  • 6. Highlighting MOOC success stories • Battushig Myanganbayar, the boy genius of Ulan Bator, Mongolia (engineering) • Jack Andraka 15y boy creating a cheap, paper-based biomarker for pancreatic cancer
  • 7. Inevitably questions arose What is the learning impact of MOOCs on young learners? How do adult learners self- direct their learning in MOOCs?
  • 8. Part 1: MOOC – CLIL project • Content and Language Integrated Learning (English and French) • Massive Open Online Courses de Waard, I. & Demeulenaere, C. (2017). The MOOC- CLIL project: using MOOCs to increase language, and social and online learning skills for 5th grade K-12 students. In Q. Kan & S. Bax (Eds), Beyond the language classroom: researching MOOCS and other innovations. Research-publishing.net. (link)
  • 9. GUSCO school – Kortrijk, Belgium • Academic year 2015 – 2016 • Three classes in ‘vrije ruimte’ (free space): 2 English groups, 1 French group • 2 hours per week
  • 10. Participants • 3 Teachers (language teachers) • 42 Flemish – Dutch speaking students (aged 16 – 17 y) • Academic qualifications: human sciences, Latin & sciences/mathematics… • Optional course video impressions
  • 11. EdX – France TV – FutureLearn – Coursera - Fun
  • 12. Three main project parts • GroupMOOC: introducing MOOC elements, platforms, interactions… • EigenMOOC (OwnMOOC): students choose MOOCs. • Evaluation & production: evaluate the whole process and build an intro for next year’s students Classical progress => personal progress GroupMOOC EigenMOOC (OwnMOOC) Evaluate & Produce
  • 13. Evaluation instruments in class • Adapted Scale for Attitudes and skills Measuring (SAM) scale – used by teachers • Weekly logbook – used by students
  • 14. Student logging in action: I did the course DemoX, in this course I learned how to use edX. I found it rather easy questions but it was a handy way of learning how to use edX. I now understand how to use the website. The English was sometimes hard to understand but I used an online dictionary to help me understand the words. I think it’s a good idea to use the forum because then you can discuss your problems with the others. They can find ways to help you if you don’t understand things.
  • 15. Following student progress outside of class Self-regulated questionnaire view here: monitoring self-esteem, motivation, digital literacy
  • 16. Findings: Language learning 100% dramatic increase in language confidence Intrinsic motivation (73%) Extrinsic motivation (27%) “Intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome” (Ryan & Deci, 2000, p. 55).
  • 17. Help seeking Survey learning topics Results 1st survey Results 2nd survey Help seeking (any) 71% 60% Help seeking from teacher 75% 59% Help seeking from peers 61% 83%
  • 18. Survey learning topics Results 1st survey Results 2nd survey Critical thinking 55% 63% Online empathy 93% 100% Critical thinking and online empathy
  • 19. Self-regulated learning Survey learning logs Results 1st survey Results 2nd survey Understanding complex content 35 % 50 % Planning 1 week ahead 10 % 19 %
  • 21. Suggestions from students • Unclear language complexity: e.g. Gunning fog index or Flesch-Kincaid readability tests to provide insight. • Supporting texts can be too difficult to comprehend. It demotivates (picture nearingzero Nick Kim)
  • 22. Informal learning => Living a fearless life ἀταραξία (ataraxia,) is a Greek philosophy term used to describe a lucid state of robust equanimity Ἐπίκουρος (Epicurus; 341–270 BC) believed that what he called "pleasure" (ἡδονή) was the greatest good, but that the way to attain such pleasure was to live modestly, to gain knowledge of the workings of the world, and to limit one's desires wikipedia
  • 23. Part 2: Informal learning in MOOCs – learner perspectives de Waard, I. (2017). Self-Directed Learning of Experienced Adult Online Learners Enrolled in FutureLearn MOOCs (Doctoral dissertation, The Open University). Link
  • 24. What comprises the informal learning journey of experienced, adult online learners engaging in individual and/or social self-directed learning using any device to follow a FutureLearn MOOC? • Which individual characteristics influence the learning experience? • What are the technical and media elements influencing the learning experience? • How does individual and social learning affect the participants’ learning? • Which actions (if any) did the learners undertake to organise their learning?
  • 25. How do learners self-direct their informal learning in MOOCs? Never been an study from the ground up looking at informal learning in MOOCs, FutureLearn courses
  • 26. FutureLearn courses - autumn 2014
  • 28. Data analysis (Charmaz, 2014) • Open coding, line-by-line coding (verify categories), focused coding => theoretically saturate core concepts • Memo writing: own assumptions, possible relations
  • 29. Target population • Methodologic rigour: Grounded Theory sample +12 participants • Adult learners => experienced adult learners (avoid novelty remarks), balancing life • + 2 years of online learning experience
  • 30. Informal learning & logs (link) • Frequency: bi-weekly • Strategy increasing return: communicating on a personal basis, providing non-directive examples (not easy)
  • 31. Data corpus, sample, frequency • 56 participants => 147 learning logs • 19 one-on-one interviews Learning logs week 1 and 2 (n=participants having submitted at least one learning log) Learning logs week 3 and 4 Learning logs week 5 and 6 Total learning logs per course (total number of participants) SOM 4 (n=3) 6 (n=3) 5 (n=2) 15 (n=4) BSE 19 (n=13) 22 (n=14) N/A (BSE lasted only 4 weeks) 41 (n=15) DMCW 31 (n=22) 28 (n=22) 32 (n=24) 91 (n=37)
  • 33. Conceptual framework Personal learning goals, planning, taking notes
  • 34. Conceptual framework Personal learning goals, planning, taking notes Social learning, individual learning actions, social learning actions
  • 35. Conceptual framework Motivation, personal traits (perseverance, self-confidence, emotional language) Personal learning goals, planning, taking notes Social learning, individual learning actions, social learning actions
  • 36. Conceptual framework Motivation, personal traits (perseverance, self-confidence, emotional language) Devices used, FutureLearn elements, new tools Personal learning goals, planning, taking notes Social learning, individual learning actions, social learning actions
  • 37. Conceptual framework Motivation, personal traits (perseverance, self-confidence, emotional language) Contextualizing context, proximity to context, peers in context Personal learning goals, planning, taking notes Social learning, individual learning actions, social learning actions Devices used, FutureLearn elements, new tools
  • 38. How much personalization is possible in this framework? Intrinsic motivation & personal learning goals allowed Capacity to validate learning MOOC content mostly formal
  • 39. Part 3 - Informal learning vs personalized learning Juxtaposing personal learning conclusions to the reality of MOOCs. Deze foto van Onbekende auteur is gelicentieerd onder CC BY-NC
  • 40. Is personal learning high on the agenda of MOOC providers? Let’s take a closer look!
  • 47. Personal learning utopia, or are we misled? Language diversity But content similarity – collaborations between platforms (MOOC platforms 2018 - 57 platforms, 23 countries) (Pieter Bruegel de Oude (1563) – Kunsthistorisches Museum Vienna, Austria)
  • 49. 1 - Restricting courses: university courses with low enrollment being questioned (Belgium) Suggested by national organization of entrepreneurs (VOKA). http://www.standaard.be/cnt/dmf201 80516_03515309 Bachelor and master programs should be stopped if they are not profitable…. Unless, it is a high profile corporate course.
  • 50. 1 - Restricting courses: university courses with low enrollment being questioned (Belgium) Suggested by national organization of entrepreneurs (VOKA). http://www.standaard.be/cnt/dmf201 80516_03515309 Bachelor and master programs should be stopped if they are not profitable…. Unless, it is a high profile corporate course. A
  • 51. Latin courses in secondary school questioned? • Historical references • Cultural relevance (in language, law, biology…) • History repeats itself • Standing on the shoulders of giants. Lucius Annaeus Seneca, 4 BC – AD 65
  • 52. 2 - Promoting a singular pedagogy (1 to many) as ‘quality education’ Mentorship? Diversity? X-MOOC standard Un-MOOC Distributed knowledge - connectivism Expert selected one direction
  • 53. 3 - Selling personal training as personal learning MOOC SPOCS & Workshops 101 mentorship
  • 54. 4 - Personal learning => personal gain? MOOC certification ≠ degree: wages do not increase.
  • 55. 5 - Supporting only the ‘best’ No learner care (dyslexia, dyscalculia…) Fragile minority groups (privacy, language…)
  • 56. Universal Declaration of Human Rights Article 26. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
  • 57. Highlighting MOOC success stories • Battushig Myanganbayar, the boy genius of Ulan Bator, Mongolia (engineering) • Jack Andraka 15y boy creating a cheap, paper-based biomarker for pancreatic cancer
  • 58. MOOC Utopia crushed? The fall of Icarus - Pieter Bruegel de Oude - Royal Museum of Fine Arts, Brussels, Belgium.
  • 59. MOOC Utopia crushed? No! TISLID is here! The Fall of Icarus - Pieter Bruegel de Oude - Royal Museum of Fine Arts, Brussels, Belgium.
  • 60. Why should we indulge in a lifetime of informal, personal learning?
  • 61. Que sçay-je? Quand je me joue à ma chatte, qui sçait si elle passe son temps de moy plus que je ne fay d’elle ? [When I play with my cat who knows if I am not a pastime to her more than she is to me?] – Michel de Montaigne (1533-1592) (Book II, chap. 12, p. 401)
  • 62. Education for all How can we ensure MOOCs will increasingly be used to ensure personal learning?
  • 63. How can we ensure MOOCs will increasingly be used to ensure personal learning & education for all?
  • 64. References • MOOC – CLIL project: https://www.academia.edu/33433115/The_MOOC- CLIL_project_using_MOOCs_to_increase_language_social_and_online_learning_skills_for_5_th_ grade_K-12_students • Full thesis informal SDL in FutureLearn courses: https://www.academia.edu/28760942/Self- Directed_Learning_of_Experienced_Adult_Online_Learners_Enrolled_in_FutureLearn_MOOCs • Research instruments: https://www.academia.edu/9703990/Research_instruments_Learning_logs_questions_for_resea rching_Self- Directed_Learning_in_experienced_online_learners_engaged_in_FutureLearn_courses • SAM scale: https://drive.google.com/file/d/0B2GekloYrdFQU18zbDhubE8tcDg/view • MOOC – CLIL self-regulated learning questionnaire: https://drive.google.com/file/d/0B2GekloYrdFQS0N3TGdtUnJCNmM/view • Gunning fog index: https://en.wikipedia.org/wiki/Gunning_fog_index • Flesch Kincaid readability test: https://en.wikipedia.org/wiki/Flesch%E2%80%93Kincaid_readability_tests
  • 65. Connecting is sharing E-mail: ingedewaard (at) gmail.com Blog: https://ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Publications: https://open.academia.edu/IgnatiaIngedeWaard Presentations: http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard
  • 66. The reality of Personalized learning • MOOC content and language options are limited in scope • Learners only pick the cherries they want from the vast content cake. • Education (philosopher add here) seeks to enlighten citizens, but do MOOCs enlighten the group, our society as a whole? (the yes (more of us have an encyclopedia of knowledge at hand) and no’s (only those into knowledge fields benefit)). • Certification and degrees: tendency to formalized training. But with MOOC certificates the learner her/himself does not get higher wages, economic difference from Bachelor’s/Master certification/degree. • MOOC format is now almost standardized, strange enough standardization in formal education is questioned. Standardisation in terms of limited variance in pedagogy. • MOOCs answer call for modularity and quicker content dissemination, but pedagogy is rigid (in current standard).This goes against the idea of personalization, but dwells in the realm of conformity. The narrative of success is that of conformity to as corporate success is the idea that is propagated most in terms of promoting MOOCs. • Power universities, using Power languages. • The outcomes are Northern outcomes, not how to function better in a Southern hemisphere infrastructure.
  • 67. Notes to self: • A talk is a narrative, a story. • Make your point early in (think script) and then keep referring to it • Add philosophical angle • Can you use cultural symbolic capital as pictures? • Let the audience build the meaning. No sermon! • Use the notes to write up one of the possible narratives (allows you to check cohesion and continuity.
  • 68. General frame – main idea: a lot has changed in education the last 10 years • New Utopia in EdTech: first the promise of MOOCs, the promise of a new, more learned society (citizens), now clearly emerging agenda’s: education is failing corporate needs, STEM is great… STEAM is greater, colonization of higher ed and professional learning by high-finance Universities (English speaking universities) – for the West. An internal colonization of the West. • Utopia: the promise: the Tower of Babel (painting) – understanding each others languages will take us closer to god. In reality: language funnel turned upside down (small languages, even dialects are lost in just 2 generations).
  • 69. • Setting and main narrative theme (3 slides / thoughts) • MOOC-CLIL • SDL informal learning MOOCs (validation of the learning by the learner) • Promise and reality of personalized learning • Conclusion
  • 70. Further reference • Practical instruments used: https://drive.google.com/folderview?id=0B2GekloYrdFQdWtTQWp0Z GpxSmc&usp=sharing
  • 71.
  • 72.
  • 73. Why should all of this matter to me? To us? Personal learning is part of education for all.

Editor's Notes

  1. Promoting games as a means of instruction
  2. On a side note: AI course got more then 100.000 learners interested, and now AI is a fad. In a timeframe of seven years.
  3. The showcase learners are useful for the overall narrative, even the overall goal = molding citizens to fit corporate needs.
  4. During the interviews all the students reported a dramatic increase in daring to speak either French or English, referring to language proficiency and motivation: “the best thing about the course is that I dare to express myself, without being scared” (ST2). This was substantiated by feedback from the teachers based on the students’ active language use within the classroom. The students emphasized the importance of speaking another language for 2 hours straight every week, and immersing themselves in topics with a vocabulary related to their own interests. All students felt that they used language more proficiently and authentically. They found the vocabulary they picked up also enriched regular language classes. The English MOOC-CLIL students saw English as a major asset: “it is a global language” (ST13). 83% of students found they were now capable of expressing themselves autonomously in English or French. Participants reported that the MOOC media design allowed them to slow down videos, read transcripts of the content and select those media that they preferred (e.g. video or texts). However, some of the MOOC content was too complex to fully understand which was at times demotivating.
  5. During the interviews, students indicated they were relying on the teacher’s knowledge to get started: “the teacher gave us links to online language dictionaries which were very useful” (ST9), but that after the first few weeks they only needed the teachers’ help for specific MOOC task descriptions. The interviews revealed enthusiasm for peer learning and connecting with global peers: “someone actually liked a comment I wrote in the discussion threads!” (ST35). This was supported by the results from the questionnaires where 68% gained knowledge by interacting with peers. The participants also indicated that social learning extended to learning to communicate respectfully, plan learning (sharing expertise with classmates), and improve critical thinking through discussions with classmates.
  6. The survey questions on critical thinking revealed that 63% of the students carefully considered what they were learning: “I now understand that I need to reflect on the content that is provided and whether this seems to be real or fake” (ST26). Students also trusted content coming from those MOOCs coming across as professional (good language use, comprehensible content). Online empathy (i.e. awareness of staying respectful in online discussions) rose from 93% to 100%, as students understood the language factor of potentially misunderstanding others (see Table 3).
  7. The students became more critically aware of how content was delivered - language and content wise - which made them select more qualitatively strong MOOCs. More students felt the benefit of planning their learning: “MOOCs give an overview of the material in   advance… it makes it easier to learn ahead of time as I know what is coming up and when”
  8. By the end of the EigenMOOC phase, 72% of the students had independently started to follow a MOOC in their spare time. As the students were enthusiastic and showed an increase in their language skills (based on the SAM scale feedback), the school decided to deploy this approach in the years to come, increasing the number of students that could choose this type of class. At the start of the 2016 – 2017 academic year, 82 students enrolled in MOOC-CLIL.
  9. Epicurus believed that what he called "pleasure" (ἡδονή) was the greatest good, but that the way to attain such pleasure was to live modestly, to gain knowledge of the workings of the world, and to limit one's desires Epicurus (/ˌɛpɪˈkjʊərəs/;[2] Greek: Ἐπίκουρος, Epíkouros, "ally, comrade"; 341–270 BC) was an a
  10. Looking at the learning from a more formal perspective: assignments, quizzes, going through all the content.
  11. Willingness of course coordinators Available courses Diversity in courses
  12. Informal learning is just that… it does not have to happen, and all the participants were free to keep writing up learning logs or simply abandon them.
  13. In order to investigate this question, I looked for MOOC organisers who were willing to have me investigate the learning as perceived by the MOOC learners subscribing for the MOOCs. To get some diversity, I choose three MOOCs: one more professionally oriented, one more family oriented, and one on economy and complexity.
  14. Individual characteristics • Motivation: choosing a course, personal and/or professional reasons for completing learning episode (any length), edutainment • Personal traits influencing the learning process: perseverance, self-confidence, emotional language describing learning Technical & media elements affecting learning • Devices used for learning • FutureLearn course & media elements • Learning new tools provided in FL-course Individual and social learning Individual learning actions • Social learning: connecting and sharing: looking for answers (help-seeking) versus experience sharing, differences per course • Different social learning actions per course: choosing who to interact with, reflective actions, cohort learning, language Organising learning • Personal goal setting: range of personal learning goals, selecting content, curated content benefit, building on personal learning actions • Planning: available time, time investment in social learning, keeping notes • Taking notes Context • Contextualizing content • Proximity to context as motivator • Peers and context
  15. Individual characteristics • Motivation: choosing a course, personal and/or professional reasons for completing learning episode (any length), edutainment • Personal traits influencing the learning process: perseverance, self-confidence, emotional language describing learning Technical & media elements affecting learning • Devices used for learning • FutureLearn course & media elements • Learning new tools provided in FL-course Individual and social learning Individual learning actions • Social learning: connecting and sharing: looking for answers (help-seeking) versus experience sharing, differences per course • Different social learning actions per course: choosing who to interact with, reflective actions, cohort learning, language Organising learning • Personal goal setting: range of personal learning goals, selecting content, curated content benefit, building on personal learning actions • Planning: available time, time investment in social learning, keeping notes • Taking notes Context • Contextualizing content • Proximity to context as motivator • Peers and context
  16. Individual characteristics • Motivation: choosing a course, personal and/or professional reasons for completing learning episode (any length), edutainment • Personal traits influencing the learning process: perseverance, self-confidence, emotional language describing learning Technical & media elements affecting learning • Devices used for learning • FutureLearn course & media elements • Learning new tools provided in FL-course Individual and social learning Individual learning actions • Social learning: connecting and sharing: looking for answers (help-seeking) versus experience sharing, differences per course • Different social learning actions per course: choosing who to interact with, reflective actions, cohort learning, language Organising learning • Personal goal setting: range of personal learning goals, selecting content, curated content benefit, building on personal learning actions • Planning: available time, time investment in social learning, keeping notes • Taking notes Context • Contextualizing content • Proximity to context as motivator • Peers and context
  17. Individual characteristics • Motivation: choosing a course, personal and/or professional reasons for completing learning episode (any length), edutainment • Personal traits influencing the learning process: perseverance, self-confidence, emotional language describing learning Technical & media elements affecting learning • Devices used for learning • FutureLearn course & media elements • Learning new tools provided in FL-course Individual and social learning Individual learning actions • Social learning: connecting and sharing: looking for answers (help-seeking) versus experience sharing, differences per course • Different social learning actions per course: choosing who to interact with, reflective actions, cohort learning, language Organising learning • Personal goal setting: range of personal learning goals, selecting content, curated content benefit, building on personal learning actions • Planning: available time, time investment in social learning, keeping notes • Taking notes Context • Contextualizing content • Proximity to context as motivator • Peers and context
  18. Individual characteristics • Motivation: choosing a course, personal and/or professional reasons for completing learning episode (any length), edutainment • Personal traits influencing the learning process: perseverance, self-confidence, emotional language describing learning Technical & media elements affecting learning • Devices used for learning • FutureLearn course & media elements • Learning new tools provided in FL-course Individual and social learning Individual learning actions • Social learning: connecting and sharing: looking for answers (help-seeking) versus experience sharing, differences per course • Different social learning actions per course: choosing who to interact with, reflective actions, cohort learning, language Organising learning • Personal goal setting: range of personal learning goals, selecting content, curated content benefit, building on personal learning actions • Planning: available time, time investment in social learning, keeping notes • Taking notes Context • Contextualizing content • Proximity to context as motivator • Peers and context
  19. Individual characteristics • Motivation: choosing a course, personal and/or professional reasons for completing learning episode (any length), edutainment • Personal traits influencing the learning process: perseverance, self-confidence, emotional language describing learning Technical & media elements affecting learning • Devices used for learning • FutureLearn course & media elements • Learning new tools provided in FL-course Individual and social learning Individual learning actions • Social learning: connecting and sharing: looking for answers (help-seeking) versus experience sharing, differences per course • Different social learning actions per course: choosing who to interact with, reflective actions, cohort learning, language Organising learning • Personal goal setting: range of personal learning goals, selecting content, curated content benefit, building on personal learning actions • Planning: available time, time investment in social learning, keeping notes • Taking notes Context • Contextualizing content • Proximity to context as motivator • Peers and context
  20. Picture http://www.csq.org.au/getattachment/17680702-3184-4571-958a-565f4b29d8e8/Researchers-predict-prefabrication-will-transform We only create a well guarded realm of realities, in which learning can take place. Each citizen uses their personal trades, capacities and preferences… in this corral of content. But if intrinsic motivation is the driving force, and we organize any or every type of learning we do according to our personal learning goals … then what does this mean in terms of the offering we have? MOOCs are a selection of knowledge in particular field. The content is curated, the pedagogy used during the course is depending on the pedagogical insights of the MOOC organizer, and their comfort zone, and level of understanding of online learning. Choosing their own MOOC Choosing what they will learn and when Choosing to engage into conversations with others (social learning) or not Choosing which technology – media to use Following their intrinsic motivation to pursue personal learning goals
  21. From the MOOC-CLIL project, I could see that informal learning provides a lot of benefits.
  22. Looking at a variety of MOOC providers, a pattern emerges: they all point to professional advancement and link it to personal learning.
  23. Jordan
  24. Restricting courses Promoting a singular pedagogy (1 to many) as ‘quality education’ Selling personal training as personal learning Personal learning, not personal gain Supporting only the best
  25. It allows modularity, scalability. Modularity is good, but it does not add up to a certified degree, hence no monetary benefit is assured. Scalability threatens teacher presence, of course many leaders say that does not add up, as teachers can then take on ‘the much more important role of mentors’ … but policies are rarely in support of mentorship (not non-STEM).
  26. Find Icarus … The promise of a new dawn (personalized learning, new instruction) 5 alarming tendencies => brain-drain, learning poverty
  27. Find Icarus … The promise of a new dawn (personalized learning, new instruction) 5 alarming tendencies => brain-drain, learning poverty
  28. One famous filosopher turned his back on a successful carreer in order to learn, pleeing to God that he would grant him extra years to learn.
  29. which he had set on a personal medallion together with the Greek word epokhe [I hold back, or I reserve judgment], and on a pair of scales to remind himself of the potential equality of strength of two opposing arguments. Montaigne held a high office, he was mayor of … and his family owned a big corporation. In a way, he could choose to go on. But when he was 37 ………… years old, he preyed to god that God would permit him to learn. And however prestigious his professional, political work was … he is now known for his philosophical work and Essays. He introduced the essay as a form of critical thinking and to describe personal learning.
  30. This was an exploratory research, so trying to avoid assumptions.