The document discusses the design and implementation of MOOC pedagogy aimed at personalizing learning for vocational education and training (VET) and further education (FE) educators. It highlights the use of video lectures, automated assessments, discussion forums, and the Diana pedagogical model, while addressing challenges like low completion rates and the need for authentic, collaborative learning experiences. The summary also emphasizes the importance of engagement, personalized guidance, and the development of MOOCs that foster collaborative learning.

1. Wanted: MOOC
Pedagogy
Case: Making Learning Personal
@somesanna
@akorhonen

2. Sanna Ruhalahti
Senior Lecturer
HAMK School of Professional Teacher Education
@somesanna
Anne-Maria Korhonen
Senior Lecturer
HAMK School of Professional Teacher Education
@akorhonen

3. ”MOOC pedagogy”
Courses are provided with ”a learning experience”:
• Video lectures (clips or cast interviews)
• Automated assesments (10-question quizz)
• Supporting messages
• Open resources (reading, links)
• Discussion forums (added some peer activities)
• What kind of learning this model supports?
• What´re learning outcomes?
• Where is the pedagogy ?
• Why MOOC completion rate is less than 13 %?

4. Case: Making Learning
Personal
The course was designed for VET/FE educators who would
like to deepen their knowledge in individualization and
individual study plans.
One of the aims was to bring together VET/FE educators
from all over the world and recognize the best practices in
this field.

5. Facts about pedagogical approach
• Combination of MOOC
models (cMOOC, mOOC)
• Canvas LMS
• Based on dialogical,authentic
and collaborative learning
• Learning process was
structured by using DIANA
pedagogical model
• 2 ECTS
• Digital bagde (student sent
an application by using the
Mozilla Open Badge Factory -
based on competence)
The four cornerstones of the DIANA model
(Aarnio & Enqvist 2015).

6. mOOC figures
• 155 enrolled students (14
groups)
• After 4 weeks:
5 active study groups left (23
students)
• Course completed: 6 study
groups did the final assignmnent
• Badge applications: all 16
(rejected 5, accepted 11)
• Why didn't all apply a badge?
• How should we count the
completion rate?
• based on competencies or other
evidendes?
Subscripers:
• Colleagues
• Education experts
• (e)Learning professionals
• People driven by curiosity
• Those who were interested of
the topic / part of it:
• Took what they needed and
then left
• How could we retain more of
these subscribers longer?
• Is this the key for higher
completion rate?

7. Summary • Deep and significant learning is a
hard work
• Collaborative learning require open
dialogue and engament
• Students must be involved/
engaged to the learning process
and have grit
• Opportunities have to be given to
construct students own and
authentic learning
• (Personal) guidandce and
counselling is needed instead of
automated messages
• Shorter and tailor made courses are
needed
• MOOC platforms should be
developed for pure collaborative
learning
• How to apply socio-constructivistic
learning principles?
• And how to live with MOOCs and
”love” them?